No matter how hard a school tries, it never has perfect communication. Breakdowns occur. Not everyone who should be informed gets the correct message on time. Imagine a sports day that is postponed at short notice because of sudden heavy rain. It is difficult to ensure that all the catering teams, coaches, learners, parents and teachers get the message promptly.

But outstanding communication is a core aspect of a quality school.

This article looks at communication, the fourth of the five-pillar quality-school model. The first three pillars: values, leadership and improvement plans were discussed in previous editions of the Teacher.

Verbal and written communication

There's a huge range of verbal and written means of communication. Some of these, which are often used in a school, include:

  • Calendar. A calendar is issued at the start of the year giving the annual programme.

  • Communication folder. Every learner is given a plastic folder that contains the circulars, letters, messages and newsletters between the home and the school.

  • Diary. A homework/school diary contains pertinent information. The diary is an excellent daily link between parent and teacher.

  • Meeting. A meeting needn't be dreaded. Give every meeting a focus and an agreed-on closing time. Meetings allow everyone to speak and to be listened to. Types of meetings are: children/students' council, governing body, parent-teacher association and staff (clerical, grade level, learning area/subject, maintenance, senior management team and whole staff).

  • Newsletter. The principal's weekly newsletter can create a sense of family and teamwork throughout the school community. Newsletters can be directed at niche audiences. So, for example, the teachers in a particular grade could compile a newsletter for the families of that one grade.

  • Prospectus. The prospectus is an information document or booklet given by the school to prospective families. It gives them information about frequently asked questions such as the extramural programme and school uniform.

  • Report. The quarterly written progress report is a vital form of communication. Parents and their children should be encouraged to collect the report at a let's-look-at-my-work-style meeting. With the teachers, they discuss scholastic progress. The home and the school become one team working for the child's holistic development.

  • School magazine. The annual magazine celebrates the achievements of the school. A magazine is also a historical record and reflects core school values.

  • SMS. Quicker and cheaper than a telephone call, SMS is an excellent way to convey messages. It can be used, for example, to tell parents of cancelled sports events and remind them of future functions.

  • Website. South African schools are increasingly establishing websites. Examples of what can be posted on the site are the extramural time­table, photo gallery of school happenings and the weekly newsletter.

    Non-verbal communication

    Very powerful communication can also take place without a single word being spoken. Many teachers have an enormous range of body language skills. A basic one is that of the teacher who simply stares (or glares) at the noisy learner. Another technique would be to put a hand on the shoulder of an inattentive student.

    The clothes worn by a person is another form of non-verbal communication. When a teacher walks into a classroom, for example, the clothes worn make a statement. Learners get an idea of the teacher's sense of self. They accordingly often decide on the level of respect - or lack of it - to be given to the teacher.

    Communication and relationships

    Communication varies in the range of relationships among people. Sometimes those relationships can be cold and distant. They could also be simply factual. An example would be a circular given to staff giving a list of instructions. Communication can also be confrontational as among learners or between two staff members.

    The quality school accepts that there will be disagreements and conflicts. School days are not filled solely with "sweetness and light". Sometimes conflict can be beneficial to both the individuals concerned and the school. When conflict occurs, it's dealt with directly. Yet it's also done with mutual respect for the dignity of others.

    In the quality school, the "vibe" or organisational climate is one of friendliness and goodwill. Everyone is in the same team creating a harmonious school. The team strives to get 100% for perfect communication.

    The South African Quality Institute facilitates various leadership and management programmes. Contact Vuyi Segoa on 012 394 3400 or vuyi@saqi.co.za or Richard Hayward on 011 888 3262 or rpdhayward@yahoo.com for the details