COMMUNICATION STRATEGIES
FOR COLLABORATION
Chapter 9

IT IS EASIER TO BUILD STRONG CHILDREN THAN
TO REPAIR BROKEN MEN [AND WOMEN].”
FREDERICK DOUGLASS

Objectives
■ Discuss key components for positive two-way conversation.
■ Consider the sender/receiver’s communications strengths and
weaknesses
■ Discuss how to communicate in the manner that is best accepted by
the sender/receiver.
■ Assess how words can affect individual’s emotion.
■ Discuss how to communicate to be understood (impress – not
express)
■ Review how to use short words that communicate clearly and
concretely to be an active listener.

The Three Levels of Communications
In face-to-face communication, messages are received on
three basic levels:
■ Nonverbal Behaviors
■ Voice Inflections
■ Vocabulary
Which is most influential in sending a message from one
person to another?

Vocabulary Messages
■ Actual words used to communicate with others.
■ Reinforced by sociology, culture, linguistics, and media
influences.
■ Words that act as symbols for what you are meaning.
■ Personalized messages that reflect personality, age,
culture, and gender.

Voice Inflections
■ Consist of the way someone says something.
■ Include tone, speed, emotions, pace, volume, etc.
■ Can dramatically change the meaning of the spoken words.

Nonverbal Behaviors
■ Convey how individuals really feel while talking.
■ Include body language, eye contact, hand gesture, open
stance (arms open, arms folded, head position, body
space, legs relaxed) that someone might use while
communicating with others.

The Three Levels of Communications
Studies have shown that:
■ 7% of what we communicate is based on vocabulary;
■ 38% of what we communicate is based on voice inflections; and
■ 55% of what we communicate is based on nonverbal behaviors.
• Actual words account for a small percentage of the total message.
• Many different interpretations of a message are based on nonverbal
behaviors or voice inflections that may not have been initially
intended.

Strategies for Effective Communication
■ Become more conscious of the way you express ideas.
■ Control voice inflections - the way you say things.
■ Avoid ‘mixed’ messages – words that are not consistent
with speaker’s voice inflections and/or body language.

Communication Strategies
■ Communication is a key component of the family-school-community
partnership.
■ Different cultures have different ways and expectations to
communicate.
■ Human communication can be verbal (talking or writing) and
nonverbal.
■ Face-to-face contact is ideal for establishing relationships between
families and schools.
■ Schools also are expected to communicate effectively in writing.
■ Teachers are expected to take the leadership role and be able to
navigate a variety of traditions when communicating with families.

Communication Strategies
■ With technological advances, teachers now have more means of
communication than ever before. What are the benefits and
challenges?
■ The best way to communicate with families requires getting to know
members of the school community, colleagues, and community
members.
■ Utilize a variety of methods to communicate effectively with all
stakeholders.

Strategies to Communicate Effectively
■ Design a communication plan about school programs and children’s
progress.
■ Hold conferences with every parent with follow-up meetings as
needed to discuss student performance and school policy.
■ Promote interactions with language interpreters to eliminate
communication gaps with families.
■ Elicit feedback to understand family views on children’s programs
and progress.