Which of the following teacher behaviors impedes rather than promotes school-home communication?

When considering the impact of teacher behaviors on school-home communication, instructing parents and families in what to do can hinder effective communication. This approach often implies a directive or top-down stance, where teachers may present information or expectations without inviting collaboration or dialogue from parents. Such an attitude can create a barrier, making parents feel more like passive recipients of information rather than active partners in their child's education.

In contrast, inviting parents to volunteer, sharing student progress updates, and encouraging parent feedback facilitate open lines of communication. These behaviors create an environment where parents feel valued and engaged in their child's learning process. They promote collaboration and partnership, which are essential components of successful school-home relationships. Therefore, the emphasis on instructing parents detracts from this collaborative spirit and can lead to misunderstandings or resistance, ultimately impeding effective communication.