Christin Williams

Education 650

Standard Activity 1.4D

Effective Communication

In a parent meeting concerning the possible retention of their student I used two listening

techniques that have been proven to be effective when communicating such a situation. One of

those techniques was being attentive, yet relaxed with my body language. The other technique

was not interrupting. Two simple techniques that often forgotten in a high stakes atmosphere,

such as possible student retention.

An important aspect of listening often falls on one’s body language. How a person

handles and positions themselves can make the other people involved with their conversation

feel as if they are engaged, or as if they are put-off. This can make a huge difference in the entire

ambiance of a conversation. In being attentive, yet relaxed, it is also important to not be too

relaxed; this is a professional setting, after all.

When the student’s parents came into the conference room, the team and I stood up and

greeted them, shaking hands, and introducing ourselves. We then opened the conversation by

allowing the parents to give us their concerns while we listened intently, making sure to make

eye contact and giving them our undivided attention. As a team we were not on our personal or

school devices, sat in a relaxed, not stiff manner, and not fidgeting with other things. This use of

body language allowed the parents to know we were paying attention to them and that the

situation was important.

Interrupting a person when they are speaking comes off as rude and disrespectful. It can

tell the person that is talking that you are not listening to them and only thinking about your own
agenda. Allowing the speaker to communicate their thoughts while listening intently and waiting

your turn shows that the listener is truly listening and absorbing what is being said.

As the student’s parents were talking it was clear that they has many questions and

concerns about their child’s academic progress. It was vital that as a team of teachers, we waited

for our turn to speak, whether the parents were done speaking or asked us a direct question. By

not interrupting the parents, they could see that we were on their side and wanted what was best

for their student, rather than us throwing the student’s poor grades out at the beginning of the

meeting. This provided us with a common ground to create a plan that would be the most

beneficial for the student.

I feel that these techniques were successful and created a positive atmosphere for the

parent meeting. Parents, student, other faculty, and myself were able to work together to produce

a plan that would result in the best options for the student in question. The parents came into the

situation very tense, as many parents would, but seemed a little more at ease by the end of the

meeting. I strongly believe that this is due to the effective listening and communication

techniques that were displayed by not only myself, but the other faculty members present.