Matrix of Stakeholders’ Mode of Communication and Parameters of

Consideration
Mode of Possible Type of Learner’s Suggested Facilitation in relation to
Communication Stakeholder Concerns Parameters of Consideration
Dos Don’ts
Personal
Dialogue Parents/ Learner’s For [IC], For [IC],
Guardians grade keep information overstate the
Teachers Learner’s secured and intact, information.
Administrato behavior yet accessible. For [SA],
rs School/acade For [SA], keep special
Industry mic counseling and/ keep treatment of
partners or coaching communication plan particular
Learners Learner’s in meeting stakeholders.
personal concerns/ stakeholders. For [LC],
matters For [LC], take for granted
always do quarterly learner’s concern.
track assessment of For[TA],
needs; focus on the underestimate
positive lead for reactions of
needs. stakeholders.
For [TA], be
courteous in
facilitating personal
dialogue.

Group
Consultation Teachers Classroom/ For [IC], be For [IC],
Administrato school activities honest, rational and overlook
rs Grade systematic in information
Parents/ deliberation disclosing presented during
Guardians Class information. consultations.
Personnel/St schedules For [SA], For [SA],
aff Learner’s facilitate misinterpret opinion
Industry curricular and/ or co- consultation as of the group in
partners curricular transparent as place of the actual
Community participation possible among information.
Learner’s stakeholders. For [LC],
subject progress For [LC], confuse learner’s
status have relevant and concern as problem,
sufficient data of when interpreted as
learner’s needs, problem by the
progress and group.
achievement. For [TA],
For [TA], make your
take note of the responsibility the
available feedback sole responsibility
from the of the group
stakeholders.

Home Visitation
Parents/ Learner’s For [IC], For [IC],
Guardians absenteeism focus on informing include information
Learners Learner’s the parents which is not
classroom regarding the validated or
performance learner’s concern. confirmed.
Learner’s For [SA], For [SA],
personal concerns/ determine which underestimate the
matters stakeholder’s information or
feedback is opinions given by
relevant, and which stakeholders.
is not essential. For [LC],
For [LC], exaggerate the
communicate the extent of learner’s
most important concerns.
 concern of the For [TA],
learner. reveal details of
For [TA], location, address
make the and other similar
conversation information of the
comfortable as stakeholders.
possible.

General
Assembly/ Parents/ Consultation For [IC], For [IC],
Forum Guardians for school activities organize the give side comment
Teachers and programs information suited on information
Administrato Learner’s to various during the
rs Personnel/staff achievements/ stakeholders. assembly.
Industry accomplishments For [SA], For [SA],
Partners Community School keep stakeholder label stakeholders
updates and profiling for inappropriately.
development appropriate For the [LC],
communication. make cover up of
For [LC], be the information
fair in discussing about learner’s
needs, progress and concern.
achievement of the For [TA],
learners during inject personal
assembly. opinions on the
For [TA], information, other
provide copies of than what the data
agenda and minutes speak of.
of resolution of the
assembly.