Tuesday, February 24, 2015
Parent - Teacher Conference Response
In yesterday's seminar session, you were given the option to choose one of four parent-teacher conference scenarios to read and provide a response. Your blog post for this week should be an initial response to the scenario that you selected. Please see the Blackboard folder for Week 5 for the four scenarios. Support your response with personal experiences from the current student teaching placement, former field experience, or other professional-related experiences that will provide your classmates with richness and detail. Good luck!
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The scenario I will be addressing is:
ReplyDeleteScenario #2 (Middle)
Mr. Smith has asked to meet with you about his daughter, Sydney, who is a bright sixth grade student. He does not believe she is adequately challenged. Sydney’s parents are divorced and do not agree on her education. Sydney’s mother is a “hands-off” type of parent, where Mr. Smith wants every detail. You know that the conference will be intense. Where do you begin? What should you do if he brings up information about Sydney’s mother? Is Sydney gifted or not engaged in the learning?
Personally, I would begin by gathering information on Sydney. Things such as homework scores, test scores, project scores, attendance records, participation records, and anything else to analyze how exactly she is doing in my class. Also, I would need to think about what she does during my class. Does she take notes, does she stay focused, and other things along those lines. After that, I would talk to some of her other teachers to see if she is having the same problem in their classes. If she is having the same problem I would also invite them to the meeting. I may also talk to the person at my school in charge of gifted to see if she has ever been tested before, and if she has not been ask them the proper route of how to get her tested if we decide in the meeting that she may be gifted.
Once I did all that, I would call Mr. Smith and set up a conference, and be sure to let him know what other teachers might be there as well. I think it is very important to communicate with parents, and if there are concerns often time the best way to solve them are in person.
At the meeting, I would be sure to have someone either sit in with me or have them nearby in case the conference gets out of hand. However, I do not think there would be any major problems in the meeting. If Mr. Smith would bring up his wife I would simply say, "Mr. Smith, I am not comfortable speaking about Mrs. Smith while she is not here. If for some reason you would want to discuss information with her I would be happy to sit down with the two of you and discuss it." Then if he agreed I would attempt to sit down with the two of them and mediate. I have a feeling he would not want that, and if that was the case I would continue the meeting.
After we figure out the true nature of the problem I would refer Mr. Smith in the right direction. One way could be giving her some more challenging tasks in my class. I would be sure to give her higher level thinking tasks to complete in class than her peers. I think that is one way to keep kids who are bored by easy work more involved. Also, if we decided she might be gifted and she has not been tested I would help Mr. Smith to start that process.
Overall, it sounds as if your conference will be very productive. However, you might want to rethink your willingness to mediate for the parents. I agree that tasks that involve higher order thinking would benefit the studentmost.
DeleteI am responding to scenario #4 (Elementary)
ReplyDeleteI would try to implement the first sub-scenario in this situation. As we learned in class, we need to take a sandwich approach when it comes to parent-teacher conferences. Always start and end with a positive comment, as this scenario did. In addition to this sandwich approach, I also generally liked how the teacher handled the conference. He/she began by thanking the parent for coming, followed by a brief statement for why the conference was called. This helps assure both parties that they understand why they are there, and what the purpose of the conference is about. The teacher had something positive to begin and end the conference with, which is so important.
One thing that I don’t necessarily like about the sub-scenario is that the teacher never even mentioned her concerns with his regression over the summer. While this could be a point addressed later in the conference, and this snip it is just how the conference started, I think that point is also important to make. The teacher does not have to start the conference by expressing his/her concerns over the summer, but I do think he/she needs to be sure this is addressed, and supported with data in order to have Nathan’s parent agree. I would probably start the conference in a similar manner, but when I explain the purpose of the conference, I would also be sure to mention my concerns: This conference is to discuss Nathan’s reading progress this year and concerns about his continued success over the summer.
I can actually relate this scenario to a situation that occurred today. My teacher asked to have a conference with one of our student’s mom this morning before school. The student is starting Kindergarten in the fall, and is really struggling with her letters and numbers, and even some fine motor control. My teacher thanked the parent for coming in to class, and she was sure they sat down in a relaxed manner with no barrier between them (beside the table, which was to display data). My co-op started the conference by saying such positive things about the student, and saying how much of a joy she is to have in class. The parent quickly broke into a smile. In a professional manner, my teacher expressed her concerns to the parent, and to my surprise the parent was unbelievably understanding. She said that they have been working so hard at home, that she thinks maybe the student slacks off in school because of all the added practice at home. This was something I never even thought of.
It was nice to see a conference take place exactly as we talked about in class. It was very professional, both parties knew why the conference was called, and everyone was able to express their concern for the child. Both the teacher and the parent has the child’s best interest in mind. I think one of the most important things I learned from class, and now with watching a conference take place almost perfectly, is to not attack the parent about the child. Don’t list everything that the child needs to work on, every child has a lot to work-that is part of our job! Assure the parent that things will work out, as long as everyone works together. Praise the student, have evidence to support the point you are trying to make, and always be respectful of the parent. Parents can be our best teammates or worst enemies, and I believe that all starts with how we, as teachers, treat them and make them feel. They are (usually) doing what they can to make our jobs easier.
I am seeing a common thread which is have the evidence to back up the areas that need growth.
DeleteI believe most parents would be understanding if approached in an appropriate manner. Your right in that all parents want the best for their child.
I agree with you that all parents concerns should be addressed in one way or another. Even if it can not be addressed at the time of conference the teacher should definitely takes notes and contact the parent at a later date.
I really enjoyed that not only did you talk about what you would do in a situation like this, but you also called out what the scenario teacher did wrong, such as not articulating what her concerns were or her reasons for pushing the summer programming. I feel sometimes it is easier learning from mistakes than just being taught the information, since in the classroom, it is hypotheticals while in the real world, there are a ton of variables and it is more hands-on. I think you did a very nice job with the parent teacher conference.
DeleteI agree with you Jess. I liked how it was started on a positive note and the teacher. I think that all conferences should have an overall positive tone regardless as to why the conference was called. I also agree that perhaps the teacher should have gone more into the concerns about summer regression and perhaps list some of the benefits of going to the summer school program. I know that when I sat in on some parent teacher conferences, the summer school program came up a few times (briefly) and my co-op was able to speak highly of it because she had been involved with it in the past.
DeleteScenario #2: Mr. Smith has asked to meet with you about his daughter, Sydney, who is a bright sixth grade student. He does not believe she is adequately challenged. Sydney’s parents are divorced and do not agree on her education. Sydney’s mother is a “hands-off” type of parent, where Mr. Smith wants every detail. You know that the conference will be intense. Where do you begin? What should you do if he brings up information about Sydney’s mother? Is Sydney gifted or not engaged in the learning?
ReplyDeleteUpon receiving notification that Sydney's father, Mr. Smith, would like to meet with me regarding Sydney's education, I would first was to gather information about Sydney and even pieces of her work to share with Mr. Smith. I want to be sure I can display an accurate representation of Sydney's academic performance in my classroom, as well as her other classrooms. For example, if Sydney is not feeling challenged, I need to know if her grades are reflective of this claim. Gathering Sydney's scores and participation from other teachers on my team would also be a good place to start. If other teachers feel that Sydney is not being challenged in their classroom, this is a pattern that must be tended to.
I am realizing just how important it is to be able to communicate with parents, so I would want Mrs. Smith at the conference, too, even though she is uninterested in her daughter's education. For a brief period each, I would like to meet with Mr. and Mrs. Smith separately. I feel that by doing so these few minutes would allow the two to air all grievances to me before being in the room together and making the situation much worse than it would need to be. I understand that this would open the door for Mr. Smith to talk badly about Mrs. Smith. I would allow him to speak, and I would listen; however, because I am in control of the conversation, I would steer Mr. Smith back onto the topic of Sydney, away from the topic of Mrs. Smith. After all, Sydney's educational needs should be the main focus and discussion point of this conference.
Sydney could easily be both gifted and unegaged. I am finding that oftentimes this can go hand-in-hand, not always yielding the best results. Sydney's giftedness could be leading to her feeling of not being challenged, thus triggering her lack of engagement. Sydney could either be passing all her classes with flying colors because of the lack of challenge, or she could be hanging right at mediocre because she is bored by the lack of challenge. This is dependent on the type of student Sydney is. Either way, it is vital that Mr. Smith and I are able to come to an agreement and find the right solution for Sydney's educational needs. As her teacher, I would do my best to modify assignments, ensuring that she is feeling challenged and is working at the level of difficulty appropriate for her.
You mentioned compiling information on student work. I firmly believe that the proof is 'in the pudding'. It is easy to make opinionated statements however a concrete portfolio would definitely hold greater weight.
DeleteI agree with the importance of creating good communication with parents; especially, parents that are co-parenting. I think it is crucial educators are up to date on any situations that could potentially become hostile.
I like what you said about being in control of the conversation. As educators it is our responsibility to keep the focus of the meeting and bring it back to focus when need be.
Kaila- I often think that sometime we( parents) just want someone at the school to hear our concerns or even bounce ideas off of another adult that is invested in their child. You would provide that opportunity for Mr. Smith as well as speaking to the other staff members- it could be a domino effect and all of Sydney's classes could readjust for her needs. I also like that you took the time to reflecting on what materials you are using in the classroom and reevaluate if they are helping all the students. Chances are there could be more 'Sydneys" in our classes but they do not have an advocate speaking up for them or the student may not even be aware of their potential.
DeleteKaila-
DeleteI think it great that you would compile information from not only yourself, but also from other teachers. It is helpful to know that you are not the only teacher who is seeing what you are seeing. By asking them you could even have some other teacher or teachers who would want to sit in on the conference with you.
The other thing I like is that you do give them some time to air out their feelings. This does make sense in a way, and Rebecca makes a good point that it would make them feel heard. However, from the context it sounded to me that Mr. Smith would say derogatory things about Mrs. Smith and that is something that is unacceptable. Even if you are trying to let him air out his feelings that is something I feel you would need to not allow. It would bring negativity into the room, and even if you don't try to it would impact your neutrality in some ways. You would be looking to see if what he said was true or not. I personally think that stopping Mr. Smith from bashing his ex-wife is a necessity
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In response to scenario #4.
ReplyDeleteFirst, I would keep a running record on any child that I am concerned about which would include Nathan. In the details of this running record I would include concrete works that display progress as well as those that focus on areas in need of growth.
Essentially, I would let the proof do the talking even if this means conducting assessments beyond those required of all students.
Next, I would scribe her concerns about summer school and attempt to tackle them one at a time.
I would commend her direct actions to support her Nathan’s academic success and assure her that her efforts play a key role in his achievement.
I would encourage her to contact me at any time should she have questions and offer to lend her books upon request and any other materials that may be available.
I would be prepared with any and all available information regarding summer school. This may include session times; location, start date and end date, the teacher’s name and curriculum framework.
I would also have some ‘summer slide’ statistics on hand, which would include the benefits of summer school.
In response to her concern about Nathan missing summer, I would show her the tentative schedule and state that although summer school does take up quite a bit of the summer, it does not encompass the entire summer.
Moreover, I would explain that generally summer curriculum is an attempt to combine summer fun with education in that the curriculum may be loosely structured compared to that in the classroom.
I would explain the importance of the elementary school years in which children are learning how to learn. I would also attempt to comfort her with the notion that this may be a temporary situation if addressed early. In other words, I would tell her that his attendance in summer school this year does not guarantee he would have to attend other years.
Last, I would make it overly clear that I care about Nathan and want nothing but the best for him going forward just as she does.
I really like that you're making yourself available to the parent to contact you at any time with any questions and concerns. This will be sure to help her put trust in you and know that you want to help. I think it's a great idea to inform her about summer school as much as possible do that she can understand the importance of Nathan attending. The more she knows (schedule, curriculum, etc.) the more she will be to get on board with the idea. I'm dealing with this right now in my ES classroom. My co-op is trying to decide who should be in summer school (ESY) and get the parents on board with the idea. She talks a lot to the students about ESY and how the days go so fast because they are only half days. She tries to tell them how much fun they have and they get to eat lots of snacks. I think it can be very effective for students who will regress over the summer to stay in that routine.
DeleteWhen my teacher had her conferences with parents, she had a portfolio for each child that contained a lot of the work that they had completed over the semester. She also had the child's report card front and center as well as their F&P scores on hand and a chart with the different reading levels and where they match up to the grade levels. Just as you said you would make yourself available for the parent to contact you with any questions or concerns, that is how my teacher ended each conference. She said to every parent that if they had any concerns or questions to call/email her at any time. I think that making yourself available to parent contact makes them feel that you care and are more personally involved and connected to their child and the situation than if you were to close yourself off from parent contact.
DeleteResponding to scenario 4:
ReplyDeleteSince the parent believes that they are doing enough at home it will be a tricky discussion. I would not have gone about bringing up this topic in this manner. I would have evidence of work possibly before and after a break. Or just show the mother hard evidence of how far he has come during the school year. Discuss the possibility of the summer slump, don’t just say that Nathan will experience the slide because no one knows what will happen. It is great that they have all those library books but will he get the support he needs.
I feel that all of these scenarios are really hard to respond to based on the limited amount of knowledge we have on any of the children. As a teacher it is my responsibility to know my students and to understand them. If I really thought that this child was in big danger of hitting the summer slide then I
I completely agree with your sentiment, that more information is needed to accurately estimate the best course of action in an educational sense. It is true that, in the actual situation, we would know much more personal information about the student and parent, but I concur with you, Bobby, on the fact that a positive approach would be better for Nathan's mom. If we (the teacher in the scenario) had come out saying "I think Nathan could excel even further with some summer school support" or something along those lines.
DeleteRobert,
DeleteI must agree with both you and Justin. I had trouble trying to choose the best course for quite a few of these scenarios since I do not have all the information I would like to have. If I was the teacher I would have much more knowledge of the situation.
I would agree that the teachers choice of words was not the best. If I were in that situation I would probably show how far he has come in the year with help in school, and then talk to her about the "summer slide" that ALL kids go through. Tell the parent that I personally feel that summer school is in the best interest of her child. If he attends summer school I will be able to help him increase his reading skills and comprehension even more, and help him to be ahead of the curve next year instead of trying to work to catch up.
I am responding to Scenario #1.
ReplyDeleteDuring parent teacher conferences, I would bring data and evidence to prove the lack of progress the student is making. I would begin by thanking the parents for coming to the meeting. Then I would begin the meeting by explaining to the parents exactly what we will be discussing.
I would start off the meeting by acknowledging all the positive things Alex has done since the last time the teacher and parent have met. I would highlight any growth Alex has made since the beginning of the year.
Afterwards, I would present to the parents visual evidence that shows the flat line Alex has hit. I would explain all the intervention plans that have been put in place as well as any extra strategies that the students have been using to help him grow.
In the meeting, I would have any staff that has directly worked with Alex in the past as well as the data they have collected. I would allow the staff time to express concerns and comment on positive growth Alex has made.
I would then ask the parents if they have any concerns or questions before moving forward with the meeting. If the parents bring up any concerns they will be addressed as necessary. From there, I would introduce the idea that Alex needs individualized instruction that the regular education teacher cannot provide. There would be information that will help the parents understand the importance of Alex receiving a more specially designed instruction to help him grow academically. I would never bring up the idea of Autism since it is not a topic the parents feel comfortable discussing.
Lastly, I would recommend that Alex be tested and evaluated for Special Education services which would provide Alex with specially designed instruction as well as more support to help him grow academically.
You discussed a lot of the same ideas that I had thought about when responding. I would definitely avoid telling the parents the child has autism until they have agreed to some type of evaluation for Alex. I like that you would show the parents lots of visuals to show that he is really not making as much progress as he should be. I think that talking about how SDI can help Alex improve and specifically what can be done for him will help the parents to understand better. However, we all have to face the inevitable sometime which is telling the parents that their child needs to be "labeled" and that can definitely be difficult for some parents.
DeleteScenario #2: Mr. Smith has asked to meet with you about his daughter, Sydney, who is a bright sixth grade student. He doesn’t believe she is adequately challenged. Sydney’s parents are divorced and do not agree on her education. Sydney’s mother is a “hands-off” type of parent, where Mr. Smith wants every detail. You know that the conference will be intense. Where do you begin? What should you do if he brings up information about Sydney’s mother? Is Sydney gifted or not engaged in the learning?
ReplyDeleteAs a teacher, I believe it is my responsibility to challenge every student. I would reflect on my teaching to see if I am properly challenging Sydney. I would ask myself if I am giving her meaningful assignments or am I giving her “busy work”. It is important that I look at my lessons and see how I can differentiate for Sydney. I would also collect data and pull samples of student work I have for Sydney. I would look at test, quizzes, homework, assignments, and projects that Sydney completed in my class throughout the year. I would bring such evidence along to the conference. For each conference I had the opportunity to experience so far, my teacher had the student’s progress report and at least one example of student work if there was a problem or concern about that student’s work and effort in class. I found this very beneficial because it allowed the parents to see evidence of their child’s work and helped keep the conference focused.
If Sydney’s father brings up her mother during conference, I would be professional and listen to his concerns where they deal with Sydney’s education. I would also try to have a conference with the mother to hear how she would like to handle the issue of Sydney possibly being gifted or not engaged. I would try to see if both parents could make it to the conference, but I do not want create any additional family issues. I also do not want to put Sydney between her parents. For the conference, I would see if the guidance counselor would be available to be there as well. I know the guidance counselor at my school is wonderful and makes it a point to know every student. She may know the family situation better and can help keep the conversations between the parents civilized and non-confrontational.
To see if Sydney is gifted or not engaged in her learning, I would reflect on how she has behaved in class and during lessons. I would also talk to the other teachers on my team to see how Sydney behaves in their classes. Another resource I can utilize is Sydney’s past teachers. I can ask them if they felt that Sydney was gifted in any subject area and if she seemed engaged in the learning. At my placement, during team meetings, teachers will ask one another how certain students are in each class when they notice either a positive or negative in a student’s behavior and/or work ethic. This allows the teachers to “stay on the same page” and to be more mindful of students and certain behaviors.
I thought it was wonderful that you would look and see opportunities where you could differentiate for Sydney. It can sometimes be easy to fall into the rut of giving her more work (busy work) simply because she's done before the other students. I thought it was absolutely spot-on that you made sure to distinguish the difference between the two. To avoid giving her busy work, which can feel more like a punishment than a reward, seek out opportunities where she may be able to do the same assignment, but modified so it suits her needs. It was also very smart of you to talk with her past teachers to see their input. I also loved that you flat out said: "I also do not want to put Sydney between her parents." Speaking as someone who's parents are divorced, being put in the middle is a terrible thing for a child. That is so harmful to a child and I thank you for being aware of that harm. I think your parent teacher conference with Sydney's father would go very well. If the father does ask about the mother, you would be professional listen, especially if it had to do with Sydney's education, but you would not discuss personal matters with someone who was irrelevant to the situation. Very nicely done.
DeleteJessie- I like how you would ask other teachers/past teachers about Sydney's behavior/grades in their classes. This would give you some background information on her in other subjects and other classroom environments. I also like how you would review your materials to be sure you are not adding "busywork" and readjust the differentiation for all the students. Including the guidance team is a good point and also gives you another set of hands to help navigate the parents. Nice job!
DeleteJessi- I like that you started out by saying that as a teacher, it is your duty to ensure all of your students are being challenged. I think that is so essential to the routines and everyday on-goings in the classroom. Classroom management also becomes difficult when you have one student who is finished working far ahead of all the rest and now we (as teachers) have to find something else for them to "do", basically assigning the notorious "busywork".
DeleteRequesting that the guidance counselor also sit in on the conference is a great idea. Likewise, the guidance counselor at my school knows all the students and their family lives on a much more personal level than myself or any of the other teachers do. Having he or she there would take some of the tension and weight off your shoulders.
Scenario #1
ReplyDeleteBefore the meeting I would make sure to have evidence of the child's work. Showing where he is falling behind. Also I would have notes or tallies of some sort following the students behavior and how often a behavior happens.
I would not, however, mention the word autism knowing that the parents do not discuss it. I would talk about the behaviors and not the child as a whole. Stating that the behaviors are getting in the way of his learning not that the child is in the way of his learning.
During the meeting I would make sure to talk about where Alex is advancing at and things that he is improving at, educationally or socially.
After presenting the evidence of Alex falling behind to the parents, I would ask the parents to talk about any questions or concerns that they have about Alex, address those and then bring in the idea that I cannot provide the instruction that Alex needs. Therefore, I would ask for their thoughts on having Alex evaluated so I and other teachers in the building can teach Alex at the level that he needs. I would show the parents the different methods of teaching that I use within my classroom, and how those methods do not work for Alex.
Depending on how the parents take the information will depend on how the meeting will end. If the parents completely disagree with having his evaluated, I would ask that we reschedule for another time so that neither party involved gets too upset. If the parents agree to the evaluation I would start the process for paperwork with the parents.
Presenting data is always good. I also liked that you asked what the parents thoughts were and if they had any comments or questions. I also thought it was very good that you thought about rescheduling the meeting if it was not going in a positive direction. Hopefully, Alex's parents will be receptive to your commentary. I think they will be, considering your approach.
DeleteKristin,
DeleteI will be honest that this is a very hard situation, and I actually have been a part of a situation like this previously. Last year, I worked as a Para-professional (aide) in an Autistic support classroom. There was actually two cases where parents did not believe their child had a problem.
I think that collecting evidence of his work would be the best place to start. Being able to prove that their son is not successful in classes is the first step. Then, you talked about collecting evidence on his behavior. I would do htat using a Functional Behavior Analysis or an FBA which is a way to track behaviors and why the happen and what helps him to stop the behavior. With the information from this you can better address the students needs. I was a part of several FBAs last year to try and better our students performance in and out of the classroom.
I think you are spot on that you should avoid the word, and take a break or dismiss if the situation gets too intense. These parents obviously have not admitted that their son has autism and you are not going to be a miracle worker and get them on board in one meeting. However, if you take it one step at a time there may be more of a chance they may jump on board.
Last, I like that you would offer to get him evaluated. It is very important to evaluate all students who struggle to see how to best address their issues. This could also help to present the parents with information showing them that their student is on the spectrum.
I thought the way you addressed suggesting having Alex tested to his parents really showed that you care and are invested in his education. You show that you are putting Alex's education first when stating that you want to be able to teach Alex at the level he needs. I really liked how you said you would show/talk about where Alex is advancing, I also thought it was great that you did not only focus on his academic growth. Throughout the whole conference, you would have been prepared with ample evidence and data, which could help keep parents from getting defensive or offended. I enjoyed reading your thoughts on this scenario. Thanks for sharing!
DeleteI like that you decided to start by presenting the data and then started to mention that you felt that you could not adequately provide the instruction that Alex needed. Parent input is the most important thing because no one knows the child better than the people who created him.
DeleteI agree with suggesting to the parents the idea of evaluating Alex so that you can compile the correct and appropriate data to determine the next steps to take with them. I think it would be a good idea to then suggest to the parents that there be a follow of conference to discuss the findings and the next steps. It is important that the parents are COMPLETELY on board with all tests and evaluations that will be taking place. In addition, having the data to show to the parents mightt make them feel more comfortable in making a decision.
DeleteScenario #4
ReplyDeleteIn response to scenario four, I like how the conference started. The teacher thanked the parent for attending the conference and started with a positive remark. I think that is important to do so that the parent does not feel bombarded with issues as soon as he or she arrives. I also like how the teacher said “ought to consider.” The teacher was not forcing the idea, but bringing up the possibility.
After hearing the response of the parent, I would have responded by explaining the benefits summer school has. The parent mentions that he or she reads to the student at home. The parent would need to understand that the student would be working on other skills than reading alone in summer school. Summer school would also help the student not give up. If the student gets upset and frustrated when something is too tough, he or she is most likely not going to want to practice over the summer. I feel as though the student would gain self-esteem if he or she was working on the various skills over the summer in a structured setting.
I think it would also be beneficial to have hard evidence to demonstrate the student’s ability. Bring the data that has been collected. Show the parent the improvements the student has made and what else could improve if more practice was done. As the teacher in this situation, I would just try to show the parent that summer school would not be a hassle for the student. It would benefit him or her in a variety of ways.
Then, I would explain what would be accomplished during summer school. I would also make sure to explain that summer school is not permanent. If the student attends this summer, it does not mean he or she will go every summer. The bottom line is the student has made a tremendous amount of progress over the course of the school year. If the student does not continue working on what was accomplished, the student may lose the progress and have difficulties again next year. I would try to stress that concern but obviously in different words.
Basically, I would explain as much as I could to the parent. I would offer as much information as possible. I would not ask the parent to make the decision right there. I would give the parent time to think it over. If the parent if feeling forced into it, he or she is not going to even consider the idea. I would say what I needed to say, and end the conference on a positive note about the student.
I like how decided you would mention all of the benefits of summer school, and not just touch on the academic benefit it has for the child. You mentioned the child's self-esteem, and other ways in which he would grow over the course of the summer. I think this is a good idea when trying to get a parent to see the situation through your eyes, as the teacher. I also really agree with you, on the point that it is important to tell the parent summer school is not a permanent situation. The child may only need this summer to really help him grow and may be able to "hold his own" for the other summers. While this may/may not be the case with the child, I do think it is something that should be mentioned to the parent because it may help persuade them, and he/she may realize nothing is permanently "wrong" with his/her child. Always offering the parent as much information as possible, because in some cases we are the greatest resource these parents have, is so important.
DeleteI really liked your ideas on how you would handle this conference as a teacher. I thought it was important not to force the decision on the parent. Summer school often has a negative connotation, but I thought your idea of mentioning self-esteem and the other benefits of summer school was brilliant. I also liked how you would end on a positive note. This, paired with giving the parent time to process the information, would help keep the environment friendly and non-confrontational. Great ideas and thanks for sharing!
DeleteI agree. Knowledge is power. The more information we give the parents the more likely it is they will opt for the best choice for their child. I fell that there is a negative stigma surrounding summer school and as an educator we have to dispel those myths. For example, many people believe if a student attends summer school it because the student is dumb. This is not the case. There may be reasons due to language barriers. Perhaps the students came from a different state and is not up to par in the new district. Or even when a child has missed an extenuating number of days due to illness or family issue. Bottom line is that summer school will assist those students who need growth in certain skills not fall further behind. Therefore i would be the best choice for them.
DeleteChelsea,
DeleteI loved how you would handle this conference if you were the teacher.My favorite thing about your post was how you would tell the parent about the benefits of summer school. No parent wants to hear this his/her child has to go to summer school, but I feel like you handled it very well. Parents need to hear what the benefits of summer school are because the thought of summer school means no summer, but that is not entirely true. I also like how you incorporated bringing data to the meeting. It is crucial to have data or visuals with you to support what you are telling the parents.
I am responding to scenario #1. I've heard about this situation many times in my experiences. I've also heard about opposite situations in which parents insist their children need to be identified. As teachers, it is our primary responsibility to make sure the students are getting the best education possible. I would start by forming a close relationship with the parents and gain their trust. An initial meeting before discussing the child's strengths and weaknesses would probably help the parents feel more comfortable. I would discuss the child as a person first. Ask the parents lots of questions about what Alex enjoys doing at home and ask them if they have any concerns that they would like to discuss. This also might be a great opportunity for a home visit to show the parents you really care about Alex.
ReplyDeleteAfter an initial meeting, I would schedule the second parent-teacher conference but not mention anything about having him identified for ASD. I would bring the parents into the classroom without anyone else present so they are not overwhelmed by experts. Starting with Alex's strengths, I would ease the parents into the conversation and start off on a good note. I would then ask them again about any concerns they have and let them talk about their son for a little while. Still without mentioning ASD, I would move on to what Alex needs improvement in. After discussing data and his records, I would ask the parents what their thoughts are and if they agree or disagree.
Finally, I would start suggesting to the parents what kinds of services and SDI would be available for Alex to help him progress in school. I'd let them give input as much as possible to keep an open conversation flowing. If they agree that he could use some help and would like to take advantage of these services, I would begin to explain the purpose of an IEP, without mentioning the identification of autism. I would let them know that other students have IEP's as well and give an example of some progress those students have made. I would only bring up the evaluation and identification part once the parents were fully aware of what an IEP does and how it helps students like Alex. I think that in this situation, it's important to not drop bombs on the parents and tell them their child has a special need. If the parents for any reason held back at some point and started getting upset, it would be much easier to stop and rethink before moving on and getting the parents angry.
Anna, I checked out your post because you addressed the same scenario that I did. I found that we were in agreement on many points; it would absolutely not be best to come out the door talking about labels. I did not think of having an additional meeting to build trust, that was good thinking. However, I do think that it is necessary to eventually explain to the parents that in order to receive students, they must have an identified special need. However it is worded, it must be done, or we will be lying to the parent. Also, I believe this can be done simply by explaining the function of an IEP, without making comparisons to other students. This may complicate matters in terms of confidentiality and unlike comparisons.
DeleteAnna- I like that you are setting out to create a solid relationship with the parents. It is vital that the parents feel comfortable speaking with you. It is also very important that the parents understand that you are willing to help in any way possible. This would not be easy for the parents to grasp and accept, I am sure, so having you as a resource and a confidant will be a HUGE security for them. Lately, "labeling" is given such a negative connotation but, as you said, it is our responsibility to make sure our students are receiving the best education possible.
DeleteAnna, it is safe to say that we agree on many of the issues that can arise during parent teacher conferences like this. I like that you would bring the parents in without anyone else present this way they do not feel completely overwhelmed. The idea of labeling can sometimes be precieved as negative, it is important in some cases to label to students so they receive the appropriate services.
DeleteI am responding to scenario #4 (Elementary).
ReplyDeleteI would definitely approach my conference similarly to the first sub-scenario. I really enjoyed how the teacher started off by thanking the parent. This allowed the parent to feel validated, respected, and appreciated. Starting off on this note allows for more open, honest communication right off the bat.
When the teacher started talking about the student’s progress, I liked how she started off talking about academic concepts using simple language that the parent could understand. However, to accompany this conversation, I would include lots of data that would be organized in a way that the parent could easily understand (i.e. with charts, graphs, or some other visual aids).
Once the parent had an opportunity to respond in regard to how the child was being helped and encouraged at home, I would be sure to encourage his/her efforts. I would go on to ask the parent whether he/she had any questions about any particular behaviors that they’ve seen, the data that was presented, how to further help at home, etc. I would do my best to answer these questions, and any answers that I didn’t have right away, I would be sure to get the parent’s information and get back to them as soon as possible.
I feel that by establishing this positive rapport with the parent, I could then bring up my concerns. I would express the fact that given all of the progress Nathan has made throughout the year, I would hate to see his progress wane. I would again explain to the parent how valuable one-on-one instruction has been for Nathan. Perhaps I would ask for the parent’s opinion on the one-on-one instruction. Next, I would go on to discuss some options for Nathan. I don’t think that I would only bring up the idea of summer school. I might offer some other suggestions to help Nathan throughout the year, such as one-on-one tutoring. I would support my suggestions with literature further explaining these options, and give the parent time to explore these options. In order to come to a solution, I would schedule a follow-up conference with the parent, with the purpose of coming to a solution for helping Nathan throughout the year.
I have seen parent-teacher conferences in two different school districts, and have had positive experiences each time. Even though the teacher and parents may not have seen eye-to-eye on certain issues, I noticed that parents almost always had the student’s best interest at heart. Therefore, the teacher and parents had a common goal in mind, and, coupled with mutual respect, it made it easier to come to a solution.
Good idea with offering other solutions for Nathan, not only summer school! I think parents would really appreciate this, because no parent wants to see their child in school over the summer. I definitely appreciate this idea. Give parents other options as well, because they may not always agree with us, this will also help with having the parent feel respected. I am glad to hear you had positive conference experiences in the past, and hopefully you took from them certain strategies you will implement in your own conferences one day. I have not had the opportunity to see "conference time" in any of my placements, so it is comforting to me to hear that they aren't all disasters. Parents and teachers can actually get along, and be professional and respectful toward one another!
DeleteSteph- I like that right off the bat you are already thinking about materials and proof of learning. This is a difficult scenario because the parent raises some viable questions. As you mentioned, it is vital that the materials you are presenting to the parents are capable of being easily and clearly understood. I agree with you in saying that by showing the parent you are interested in his or her child, you can then share your concerns. You have to establish, then maintain, a professional but encouraging demeanor when speaking to the parent. After all, having the additional instruction in summer school would be aiding the student's success and prosperity as he moves onto 2nd grade.
DeleteSteph, I like that you pointed out the use of simple language. It is important for the parent to understand what is being talked about. I also agree that data should be given to the parent. It is important for the parent to see the progress this student is making. I also liked that you offered other ideas/ways to help the student. If summer school was not something the parent would want, you offered other suggestions that would help. I have never seen a parent-teacher conference yet. However, I agree with the statement that if there is a common goal, the conference will go well.
DeleteI agree that it is extremely important to validate the parents and commend them for reading and working with their child at home. So many parents do not do this, and I think it is extremely valuable for that parent to be praised for doing this with their child. I also love the idea of suggesting alternatives to summer school. I think that it would be appropriate to express that in your opinion, summer school would offer the most potential for continued growth, however it would be beneficial to give some other options for the parents to look into as well. This way the parent does not feel like they are being pushed into something by the teacher.
DeleteI chose to respond to scenario number one. If I were Mrs. Jones, I would avoid using the word autism, as Alex’s parents have a stigma against it. I would start off by saying something positive, talking about his struggles, and then finishing with the positive, which is also known as the sandwich method. I would start off by telling his parents of the progress he has made so far, and where his strengths are. Next, I would tell them an area that he is struggling in. I would provide data that I had collected for his parents to see. Then I would tell his parents about what should happen next to help Alex. I will inform them that Alex can succeed with the help of some specially designed instruction. I will explain to the parent the benefits of having an IEP, such as all of the services he could receive, so they know that there are ways to accommodate his needs. I would then tell them about how an individualized educational plan can help to provide these services for Alex. I would explain thoroughly, but not to the extent that it seems overwhelming. I would avoid using abbreviations and other education jargon. Once they had an understanding that there are solutions to help Alex, I would explain the process of acquiring an IEP for Alex. I would tell them about all of the data that would have to be collected, and how it would end in a diagnosis to determine if Alex needed special services. Then I would explain there would be a conference to talk about the findings of the testing and data collection, as well as to determine what services and things Alex would benefit from. Hopefully by explaining it in this way, Alex’s parents will realize that Alex having autism is not a death sentence and they can get him the help he needs to unlock his true potential.
ReplyDeleteBecky, I like that you chose to avoid the term “autism” since the parent did not approve of it. I also like that you would start with a positive note. It is important that the parent hears behavior that is positive, along with behavior that can be improved. I agree with your decision to explain the positives an IEP includes. I think it is important that you would not overwhelm the parent. The important information should be explained, but not every little detail. More detail could be explained at a later time.
DeleteScenario 1
ReplyDeleteFrom the onset of a meeting with Alex's mom, I would stress the fact that the purpose of the meeting and data collected is solely for the purpose of benefiting Alex in finding what he needs to succeed. I would present records in a parent friendly, narrative format, of Alex's inappropriate behavior. I would also address how these behaviors are handled by school personnel and what is or is not working. I would express and emphasize my concern for Alex, that he is not getting the level of instruction and assistance he needs to succeed in my classroom as it is. With this, I could segue into talking about what Alex's parents think his specific needs are. I could add to this list based on my formal and informal observations in the classroom. With this collaborative list, perhaps I could introduce Alex's parents to the idea of getting Alex a little extra help somehow. I would not mention the term Autism immediately, or even necessarily in the first meeting. Gradually introducing the parents to the concept that a school diagnosis is not a medical diagnosis; it is private, and serves only to open the door for the help Alex needs, not to describe or him.
I like that you stated that the meeting's purpose is to benefit Alex and in finding what he needs to succeed. I also think that it is good that instead of bringing up the fact that Alex has many Autistic tendencies you mentioned that he is not getting the instruction he needs in your classroom in order to be successful.
DeleteI like that you would focus a lot on data and hard evidence from observations. I also like that you would focus on how to help the student succeed, rather than what is not working currently. I think both of these aspects help to keep the conference positive, and allow the parents to see that you are on their side and you want their child to succeed as much as they do. I like that you focus everything around what the child needs to succeed because this seems to be a lot more helpful and proactive than simply talking about the things that are not working.
DeleteScenario #4
ReplyDeleteIn the scenario I liked how the teacher thanked the parent for coming and stated the ‘objective’ of the conference. It is important to for the parent to understand what will be discussed. The teacher stated that Nathan was his/her success of the year. I loved that! After she said this she went right into what Nathan could NOT do in the beginning. If I were the teacher I would address what Nathan is able to do now, and then compare it to the beginning of the year by showing data for both periods of time. When the teacher suggests the idea of summer school it is not as warm and personal as I believe it should’ve been. If I were the teacher in this situation I would explain how proud I am of the progress that Nathan has made, and then I would politely state that it is often that students will lose information that they have learned over the summer. When introducing the idea of summer school I would provide the parent with an example of a student who went to summer school and excelled the following year, or depending on the cases I have had in the past I would reference a student that went to summer school and his/her positive experience. I would tell the parent that the goal of summer school is not to take summer away from the student; it is to ensure that the student will be on target academically for the upcoming school year. My selling point would be that summer school could provide enrichment for the student, and great social skills!
DeleteChristine, I agree that it is important for the teacher to explain the “objective” of the conference. The parent should know exactly why he or she is there. I also agree with the fact that the teacher should have hard evidence to compare the student’s progress in the beginning of the school year, to now. I love the idea of giving the parent an example of a student who attended summer school. That may help the parent think more highly of summer school.
Christine- I liked how you started off your conference by stating the objective. By stating a purpose for the conference, I think the parents will be more likely to openly talk about an issue, rather than become defensive. I also liked how you introduced the idea of summer school being positive from a social aspect. This might be what gets the parents on board with your plan! Most importantly, I liked how you would mention the pride that you had in your student! This will most definitely help the parent see you as a more equal partner in their child's educational journey! I know you already take pride in your students, and this will help you be an amazing teacher! :)
DeleteChristine,
DeleteI agree I think hearing that Nathan was her success story of the year really made me smile. I like how she opened up with that in her conference. I think that is what may have broken the ice between the parent and the teacher. I think all parents appreciate to hear what his/her child has done successfully in the classroom.
I agree that the teacher probably should have started out with more positive data, rather than beginning with what the child could not do at the beginning of the year. I also agree that it is so important for the teacher to show how proud she is of each and every student. Even if that student is not your 'shining star' of the classroom, every child has something to be proud of, and something that they have achieved throughout the year and it is important to focus on that and relay that information to the parents, so that they can see how passionately you want their child to succeed.
DeleteI am responding to scenario 4. I love how the teacher opened up their conference with the parent. The teacher simply thanked the parent for coming to the conference, and started the conference with praising the student. I feel like his showed the parent that the teacher really wants to see her son succeed in school.
ReplyDeleteAfter seeing how the parent reacted, that is when I would pull out the extensive amounts of data I have on her child. I will show her how well he has progressed with being in school and having the one on one help with reading. I will show her how well he has progressed from the beginning of the year and where he is at right now. I will then show the parent where he could potentially be if he continued reading in summer school. Since she is already skeptical about summer school, I think it would be good to show her potentially where his/her son would be if he continued this instruction through the summer.
After I showed the parent the potential progress his/her son would make, I am going to talk about the benefits of summer school. One of the restrictions to summer school was that the student would be working independently at home with reading. I would simply say that in summer school he would be receiving more instruction when it comes to reading. The parent should know what the child would be doing, so I will have presented some standards and objectives his/her son would be meeting during summer school. It will show the parent that he will be getting more one on one instruction in school because I am presenting her with specific objectives and standards.
With ending our conference, I will just tell the parent that summer school cannot hurt his/her child rather it will just make him a stronger reading for when he starts reading in September. I will also tell the parent that summer school is not for the whole entire summer, and that his/her son will still have part of his summer to relax and have fun.
I definitely think it is important to stress to the parent that summer school isn't meant to take away a child's summer. The school day may not necessarily last as long as a typical school day, and it won't be for the full duration of summer. Schools also don't want to take summer away from kids- that is when they get to recharge and be ready for us in September! Everyone needs a break! Some kids though, flourish with a little added guidance and support over the summer months, and come back ready for the school year and academically exactly where they need to be. I agree with all of your points about supplying data and showing the parent where his/her child could be with this extra work. I may even take it a step further, and if I know at this point in the year who will be working with the child over the summer (if it is not myself) I would introduce the parent to this teacher. I would provide the parent with an opportunity to meet the teacher, this may help settle any apprehensions the parent has about their child in school over the summer. Who knows, this may even help sell the parent on the idea. I also like how you said you would acknowledge that the parent will be working with the child over the summer on reading, but summer school can provide so much more. Sometimes things get crazy at home, and over the summer schoolwork may slip aside. I think the parent should know and would appreciate knowing the other benefits summer school has for the child, beyond just reading instruction.
DeleteTaylor-No parent or child wants to hear those words, "summer school" but I think you have done a good job of highlighting the benefits the program would have for the student by investing in skills over the summer that would boost the student when they return in the fall. The public libraries also have a great summer reading program that has prizes, special programs, concerts etc.- this could be a resource for the parent/child to use in conjunction with the summer school program. I would encourage the parents to invite cousins/friends to join the library program so the student sees his peers reading outside of school in the summer time too. Even joining a book circle/club may be a boost for the student and be an added bonus to enjoy reading outside of the school setting. Teachers that keep a positive focus on schooling and always look for the silver lining in the extra programs or support will shine a positive light on education-during the traditional schedule as well as the summer schedule.
DeleteScenario #4
ReplyDeleteI like the fact that the teacher started off this conference in such a positive manner. She begins by thanking the parent for coming, and relaying the purpose of the conference. I also like the fact that the teacher begins with a huge compliment, and talks about how much of a successful year Nathan has had. I think it is important for parents to hear the positive remarks coming from teachers about their child and it also makes the parent aware of how much the teacher cares for their child, and wants them to succeed.
After her positive statement about the student, she goes into more detailed data and information, however she does not use educational jargon, and she states it very clearly for the parent, which is also important. The teacher allows the parent to express her concerns, and then reassures the parent that he has made progress, and reiterates how pleased she is with him. The teacher states the progress that was made, and mentions the student taking part in summer school, for the purpose of keeping up his progress. I love the fact that the teacher does not state summer school in a negative way, or say that the student needs it because he is behind. She simply states that she does not want him to lose the progress he has made, and that summer school will help him achieve this goal. When the mother says that the idea came out of nowhere, I think that it would be important for the teacher to continue to use data for her reasoning, and explain that summer school is not a negative thing, and that it can only help his progress in reading.
You're absolutely right about how the teacher does not approach summer school in a negative way. She remained very positive the whole time while speaking with the parent. Summer school can be a great thing, especially for students who have difficulty during the school year. I think that more parents should take advantage of summer school to keep their children on track and maybe even get them ahead. If the teacher can show the parent data on Nathan and how much progress he made during the school year, then she could probably put together a visual that will show Nathan's expected progress if he were to attend summer school. Continuing to state that Nathan has made progress and will continue to make progress just might convince the parent enough for her to agree. If I were this teacher, I would keep the positive attitude and not give up on this parent.
DeleteI agree with how the teacher approached the summer school program. My teacher brought up summer school during conferences (very briefly) a few times and she spoke very highly of it (part of that came from her past involvement with the program). I think that summer school often has a negative connotation but for some students it can be very beneficial in their educational progress. The positive undertone of the whole conference is what would make it successful. Putting more emphasis on what the student is doing well than what they are doing poor in is important to make the parent feel more comfortable because they are looking for the teacher to help their child and want to hear progress and not a stagnant year where nothing is changing and improving. I also liked that she did not use educational jargon and was speaking with the parent rather than at, or above, her.
DeleteI like the fact that you pointed out that the teacher did not use educational jargon. I was recently in a parent-teacher conference when the Learning Support teacher and reguarl ed teacher kept saying ESY luckily the parent was aware of this abreviation and knew what they were talking about but it is not like that in most cases so it is important for teachers to stray away from that. The way the teacher adressed the topic of summer school was good, but I believe it is important for the teacher to provide data and positive examples of students who have greatly benefited from summer school!
DeleteScenario #1
ReplyDeleteIn this situation Mrs. Jones should begin by thanking the parent for coming and taking an interest in their child's schooling. She should begin by going over Alex's data and should make sure to find not only weaknesses but also strengths to share with the parents. Mrs. Jones needs to inform the parents of everything she is presently doing in the classroom to aid Alex. She can let the parents know how the implemented accommodations and or modifications are working. She can then ask for parent input on how to better improve these strategies to suit Alex's needs. Mrs. Jones should discuss with the parents the behavioral concerns she has about Alex sticking only to the facts and leaving opinion out of the conversation. Then the teachers should ask the parents to share any behavior concerns with her that they may see at home. The educator should also provide the parents with any social observations she may have made about Alex during the day. Mrs. Jones should suggest having Alex meet with the school counselor to develop ways to cope when a problem occurs. Lastly she should again thank the parents for coming and ask them if they have any questions, concerns or comments. She should tell the parents that she will keep in contact with them to voice any concerns in school. Mrs. Jones should tell them that if they have anything further they would like to discuss to feel free to contact her to schedule another meeting.
Sarah, I agree with you when you say that the teacher needs to present facts and not opinions to the parents. I agree that the student should receive some form of counseling with the guidance counselor because they need to develop the coping skills that will last throughout their lifetime. I also agree that it is important to put out there the idea of having a second meeting if the parents have any further questions. Sometimes parents feel overwhelmed at the first meeting.
DeleteI am going to be responding to Scenario 4. If I was in a situation like this, I would definitely use the first approach the teacher took. It is all very positive and focuses on the growth the student has made throughout the year. With the approach that the teacher took, the parent also takes a positive approach and talks about how much she worked with him at home and tried to encourage him not to give up just because things got a little bit challenging.
ReplyDeleteI have seen my teacher use this in the conferences that I observed earlier in my placement. Everything was kept very positive about what the student was doing well, and not putting a lot of emphasis on what they were not doing well with. She also used one of the techniques that we talked about in class the other day, using visuals. She had, not only the student's report card and a parcel of their work that she had collected over the first half of the year, but she also had the Fountas and Panell (F&P) level chart and marked off which levels were fourth grade to be able to show the parents where their child started and where they are on the scale. Every comment that my teacher made was always positive and very little if any negative. There is another student in my class who had been receiving Reading pull-out support. He had made so much progress come conference time that my teacher and the Learning Support teacher felt that he did not need those services anymore and would be just fine in the regular classroom. Mom was a little hesitant at first, but after some encouragement and positive comments about her son's progress, she agreed that he should be released from those services.
For this scenario, I think it would be best for the teacher to talk about all the positives of the summer school program and what the benefits would be for the student. The parent is not going to agree to it unless they feel OK and secure in knowing that it will be the best for the child. If the teacher doesn't have all the information on the summer school program, it would be a good idea to give the parent the contact information of the person in charge so that the parent can make an informed decision about whether or not they want their child to participate. If the teacher can't "sell it" (for lack of a better word) to the parent, then it won't happen. I think a lot of times, we, as teachers, need to almost be like salesmen/women when we are trying to get permission from the parents to provide extra services to the student.
Colleen- You made a great point when you said that it is crucial for the teacher to remain positive when addressing the parents about concerns that you have with a student. Data is equally important, and it's great that you have seen this before in conferences that you've sat in on. I thought your point about being almost like a salesperson to a parent in regard to providing helpful services to the student was quite interesting! I never really thought about it like that, but it's true! Sometimes parents don't know how to best help their children, and for us as teachers, this is one of the most valuable gifts we can give to families!
DeleteI am responding to Scenario #1. I can relate to this case in my current placement. I am in a second grade classroom and one of my students is not identified but is defiantly falling far and quickly behind her peers and grade level. In addition to academic difficulties, she also has many behavioral challenges. Her academic challenges are across the board, in every subject area. She is defiant, doesn’t listen, needs constant prompting, easily distracted, rude to peers and adults, and avoids work/elopement. She does come from a complicated and, I am sure, frustrating home life. Neither of her parents have custody. Her grandparents have full custody of this little girl. The grandparents are very supportive of their granddaughter. They help her with her homework and send her to an afterschool tutoring program that our school offers. She does very well on her homework but when it comes time for her to produce the work on her own, she cannot do it. The subject of testing her has been brought up in the past to the grandparents; however, they both were highly against it. It has been suspected that they, perhaps, are not up to date on how special education is addressed. It seems that they may be fearful of her being put in a secluded classroom and never seen again. My co-operating teacher has child studied her and she just did a running record with her today. My co-op says that she is going to try and “go in the back door” with this case. She is going to get the student tested for hearing. She is not entirely sure if the student actually has learning challenges or if she just can’t hear the material and directions. Hearing challenges would explain many of her behaviors and challenges. For the scenario, I would do something similar. Could the teacher find a different path to take other than Autism? Maybe that scares the parents. Could they try and find a different identification?
ReplyDeleteIt is interesting that you are experiencing this in your current placement. It really gives you first hand experience at dealing with this situation. I like your thinking of getting the child tested/ identified through a different path. This would hopefully take the focus off of the Autism and help the parents focus on the learning needs of that individual child.
DeleteThis is definitely giving you first hand experience. It teaches you what battles to fight and which ones to keep little. My brother was always getting in trouble in 1st grade and the teacher hated him. The nurse did a physical on him and it ended up being that he wasn't a bad child, he just couldn't hear. The teacher that he had was horrible and told my mom he wouldn't do anything with his life. My bro is a bioengineering major at Lehigh University, and that proves a lot ;) If you can be that one positive person that helps the child finds ways to cope and strategies to find an answer. That kid will remember you FOREVER. I would try to talk to Grandma or send home myths about Autism and the benefits of special education and what inclusion is all about. Include what the school does and partnerships with outside resources.
DeleteScenario #2
ReplyDeleteMr. Smith has asked to meet with you about his daughter, Sydney, who is a bright sixth grade student. He doesn’t believe she is adequately challenged. Sydney’s parents are divorced and do not agree on her education. Sydney’s mother is a “hands-off” type of parent, where Mr. Smith wants every detail. You know that the conference will be intense. Where do you begin? What should you do if he brings up information about Sydney’s mother? Is Sydney gifted or not engaged in the learning?
I would first reach out to Mr. Smith via email or a phone call to get a general read on the family situation as well as get a general idea of what Mr. Smith defines “unengaged” to be. It could be that Sydney is not living with or having regular contact with her father and she may be feeding her father information to get some attention from him or the child could truly bored in school and knows her father will listen to her concerns. I think we (the teacher/school district) have to be careful not to be played as a pawn in a divorce or stressful family situation, it could be worse for the student in the long run. After speaking to Mr. Smith, I would invite him to a conference and provide evidence of his daughter’s schoolwork as well as showcase any upcoming highlights of the curriculum.
I would also use the conference as a time to ask the parent what his concerns are as well as explain how his daughter is behaving in school. After discussing things with the parent, there could be a recommendation for gifted testing or there could be enrichment offered to the student in the form of an after school club or independent study with a teacher. Depending on what the interests or the goals the family would want for Sydney, outside services could be offered. There are many programs offered through scouting, houses of worship, YMCAS, art institutes, libraries and other sport facilities that could be an outlet for the child; that could support the students interests as well as enhance anything happening with the teacher and the school district.
I think inviting the parent into a discussion about their child, being open to alternative supports for the student’s interests as well as providing academic enrichment at school could open the door with the mother as well as allow the child to feel she is valued at school and engaged in her schooling. Providing more work, adding more readings or a project etc is not the answer for a bored student. Finding a topic or subject that excites them and giving them a space to investigate that could help reinvigorate the student and reengage her in all of her classes. After a plan is developed with the gifted program or outside services, I would follow up with the Dad to see how things are going and if he is seeing an improvement in his daughter’s demeanor. Keeping that avenue of communication open is a key to success for the student and the teacher.
If the father would bring up the mother and speak badly about her, I would refocus the conversation on the goals for his daughter. I would also extend an invitation to the mother for a separate conference to discuss her daughter and some of the academic concerns that Sydney voiced to me. I would avoid speaking about the father with her and keep the focus on Sydney.
I would also reflect on my teaching practices as well as the program I am using with all the students to be sure I am providing solid instruction that engages all learners as well as providing good differentiated instruction for all students.
I thought the idea of following up with Sydney's dad and keeping that system of open communication was an excellent idea. Following up after the conference can further encourage Sydney to be more engaged in her learning and helps show that the father's concerns were heard and taken seriously. I really liked how you mentioned the outside services that could support Sydney's interests and help enhance learning. Such outside services would also be a great way for Sydney to grow socially, which is vital at the middle school age. Like you said, it is very important that we, as teachers, keep the conference focused on Sydney's education. Thank you for such great thoughts!
DeleteI am responding to scenario #1.
ReplyDeleteThis is a difficult situation. If the parents do not want to talk about/accept that their son might have autism, then I would not bring it up. The first thing that I would do in the parent teacher conference would be to thank the parents for coming in. Nothing would get accomplished if they did not take the first step and actually come in for the meeting. Then, I would begin telling the parents about all of the progress Alex has made throughout the school year so far. I would then lead into a conversation about the things that Alex may be struggling with. It is important to have evidence to support what I am saying, so I would have graphs of Alex’s improvement and I would have graphs of the rest of the class’s improvement over the year for the parents to compare. Another thing that I might have in the meeting is a Functional Behavior Analysis (FBA). This would show the parents exactly what behaviors Alex is exhibiting and exactly what sets him off. Then, completing the sandwich technique I would tell the parents how we could help Alex improve his behavior and his academics if they agree to an evaluation, or at least some specifically designed instruction. An additional resource that might be good to have at the meeting is anyone that works one-on-one with Alex throughout the day. Maybe the gym teacher, or the art teacher, or any other “specials” teacher that has data on Alex. I would conclude the meeting by asking if the parents had any questions or concerns about anything we talked about, and their questions would be addressed immediately.
Emily,
DeleteI like how you are respecting the parents wishes by not bringing up that their child may have Autism. I also liked how you greeted the parents by thanking them for coming to conference with you. I also like how you have the visuals or data presented to support what you are talking about.
I like how you start with greeting the parents and thanking them for coming. The first and hardest step is simply showing up, so acknowledging that is a good start. I like that you begin the meeting with talking about the positives and then leading into the things the child struggles with. Providing evidence is always great! I like that idea that having another teacher in the classroom of an adult who sees the same things you do. Concluding with questions and comments is great.
DeleteI am responding to scenario #2.
ReplyDeleteAs with any conference, I would be overly prepared when I met with Sydney’s father. I would provide an abundance of examples of Sydney’s work: test scores, notes, and any other data that I have on Sydney. I would remain calm and avoid any discussion about Sydney’s mother. I would also be sure to ask questions to make Sydney’s father feel that he is playing an important role in the conference.
I would share with Sydney’s father specific examples of ways that I am adequately challenging Sydney. I would ask for his input or suggestions. I would also ask Sydney’s father what exactly he is hoping to get out of this conference, what he has in mind for Sydney. Additionally, I would mention that placing Sydney at a higher level could be counterproductive. It could cause the student to experience frustration and or anxiety.
I would propose that I monitor Sydney more closely for a short period and we meet again in a few weeks. During this monitoring period, I would suggest that we could try providing Sydney with some more challenging activities and assignments (that require higher order thinking). I will continue to collect data on Sydney to bring the next conference.
If I feel that Sydney’s father is correct, I might also discuss the gifted or enrichment program that the district offers. I explain the referral process for those programs and if possible provide pamphlets or brochures on the program. Another option, would be to have the director of these programs sit in on the conference.
I like the idea of telling the father that you will monitor Sydney for a short period of time in order to collect the data you need to back up your future decisions! In addition, I think that by acknowledging the father, and what he does for his child is a good way to try and avoid the discussion of the mother! If the mother did come up, how would you steer that conversation?
DeleteI like the idea of being overly prepared, especially if you know the parent is going to ask questions and want proof. I also like that you kept the dad involved so he feels involved in the decision. I Like that you told the father the process of continuing the data collection and that you will keep in touch with him. I also like that we have set up a tentative date for an update meeting.
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