There are various stakeholders in the education system; there are those who are directly involved in the system while others are involved indirectly. The category which is directly involved can be termed as the major stakeholders while those that involved indirectly can be termed, minor stakeholders. The main stakeholders in the education system are; the students- the students, appear to be the main stakeholder in the system. The students make the central part of the system, and without them, the system cannot exist. The students are directly affected by the system fully; this is because they shape their future on what they receive from the system. The system is developed solely for the aid of improving the student’s skills. The system, therefore, exists for the sake of the students (Buysse " Verbeke, 2003). Another critical stakeholder in the education system are the staff; this category comprises of the teaching staff. Students cannot acquire the required skills without interacting with their teacher to train them on the needed skills. Teachers play an essential role in the system, along with the training they offer the student they act as role models enabling the students to also develop on other areas of life.
The teaching staff requires operational support from other sections to ensure that they operate effectively. These supportive sections make up the minor but essential part of the stakeholders. The minor stakeholders may include the society and the business community. These two stakeholders ensure that they create a supportive environment to ensure that the learning continues effectively. The society, for instance, creates an environment which enables the students to appreciate the education system. It creates a mindset into the students encouraging them to undergo through the system. The businesses, on the other hand, provide the opportunity for the students to exercise what they have learned in the school (Conderman, Johnston-Rodriguez " Hartman, 2009).
There are various do’s and don’ts which ought to be considered when communicating with the parents to ensure effective communication is achieved. Some of the dos that a teacher should observe in communication include; understanding the family set up. Under this, the teacher must realize his/her listener's culture, language, and financial status (El-Gohary, Osman " El-Diraby, 2006). Through understanding this, the teacher will be selective on what they say to the family members. These factors affect the perception of the listener and therefore the attitude towards the overall communication. What another does is ensuring that they speak based on facts. Under this, a teacher talking on issues affecting student performance, for instance, will be required to give reliable information especially about the student’s behavior which can be proofed.
There are also some practices which can affect the effectiveness of the communication between these two parties. These practices, therefore, ought to be avoided by the teacher when communicating with the student's family. This communication don’ts includes; failure to control their emotions- under this the teacher may be tempted to reply to questions when they are angry. Despite the circumstances and the direction, the conversation is taking the teacher must always remain calm. Another issue to consider during the communication is ignoring the tone of the other party and concentrating on what is said only. Under this, the teacher fails to monitor the variation in the listener’s voice; the difference may be as a sign of disagreement with a particular issue (Rogoff, Callanan, Gutierrez " Erickson, 2016). Failure to understand this will make the teacher lose on essential topics discussed in the conversation.
Peer comments responses
It’s true that the students and the teachers are the primary stakeholders in the school system. As noted the student present and future life is dependent on the system, this is because they are expected to employ the skills acquired from the system in their future lives. However, the society and the taxpayers also have a lot at stake as opposed to the argument. The society benefits when the students acquire the required skills since they will employ these skills to improve society. The society and the taxpayers, however, make the minor part of the system due to the less time invested into the system.
Response 2
The peer teachers and the system administrators despite their influence to ensure the success of the system do not seem to form the major section of the school system. The peer teachers are not directly linked with the students, despite their supportive role however their impacts into the student’s success may not be felt or seen. Some peer teacher completely has no contact with the student and therefore have not influenced the student’s success. The administration despite handling the planning aspect of the system they don’t necessarily make up the main stakeholders of the system. They are not directly involved in the shaping of the student’s future. Their planning objectives are generalized and therefore may not effectively handle the issue of each student at the lower level.
Views on the video
Every stakeholder in the system is equally important if the system objectives are to be met. Effective communication and coordination among the stakeholders promote the smooth running of the system. Despite how direct or indirect a stakeholder is linked to the system their role and level of importance should not be ignored.
The quote
The mind has a lot of potentials which only can be actualized by offering the mind exposure for the brain to have the exposure, it requires. Therefore, all the stakeholders must be willing to provide the student with the opportunity.
References
Buysse, K., " Verbeke, A. (2003). Proactive environmental strategies: A stakeholder management perspective. Strategic management journal, 24(5), 453-470.
Conderman, G., Johnston-Rodriguez, S., " Hartman, P. (2009). Communicating and Collaborating in Co-Taught Classrooms. Teaching Exceptional Children Plus, 5(5), n5.
El-Gohary, N. M., Osman, H., " El-Diraby, T. E. (2006). Stakeholder management for public-private partnerships. International Journal of Project Management, 24(7), 595-604.
Rogoff, B., Callanan, M., Gutierrez, K. D., " Erickson, F. (2016). The organization of informal learning. Review of Research in Education, 40(1), 356-401.
