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253). When asking questions the teacher begins the cognitive process of understanding how the parents think and this is an important step for the educator to gather pertinent information to further analyze the learner's needs with the parents or guardians.
Step three in the LAFF process is for the teachers to focus on the issues throughout the communication process with the parents. The cognitive perspective encourages focusing and problem-solving when focusing on the mental process of how individuals think, perceive, remember, and learn (Sternberg & Mio, 2006). McNaughton and Vostal describe this as the time when a teacher begins the process of "checking for understanding" and once the understanding of the issues has been explored the teacher and parent can move forward on problem-solving solutions (2010, p.254).
The final step of the LAFF process is for the teacher to identify the first step. This part of the cognitive process displays critical thinking and problem-solving skills on the teacher's behalf. After obtaining the necessary data and information, the teacher is in a position to begin thinking ahead about the next logical step (s). McNaughton and Vostal believe that this strategy brings the whole process together (2010). By allowing the teacher to...
McNaughton and Vostal's LAFF process is connected to a cognitive psychological perspective. The cognitive approach has helped in obtaining a better understanding of the educational strategies (LAFF) for teachers working with parents. The four-step LAFF process allows the teachers to think cognitively throughout the communication process; this enables the educators to become better active listeners who ask strong questioners sd][efocused on the issues and help both parties identify the first step in the solution process. The primary communication goal between parents and teachers is to collaborate to help solve problems facing the learners and the LAFF process allows for successful relationships to enable problem-solving behavior.
References
McNaughton, D., & Vostal, B. (2010, March). Using active listening to improve collaboration with parents: The LAFF don't CRY strategy. Intervention in School and Clinic, 45(4).
Sternberg, R.J., & Mio, J.S. (2006). Cognitive psychology (4th ed.). Belmont, CA: Thomson Higher Education.
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