Refuse to accept statements that blame others. The privacy of the other children is important.Ħ.) After explaining everything, ask the student (who should be there – request ahead of time that they attend) to speak to the wrongdoings. (Some parents are quick to think you may just be singling their child out therefore, repeated incidents show a pattern of behavior.) State the NUMBER of witnesses, but do not tell who. Stress the repeated offenses so that they can see that this is not just one isolated incident. This puts them in problem-solving mode rather than defensive mode.ĥ.) Calmly inform the parents of the issue at hand and present the evidence gathered. I do try to mention great things the student has been doing and then say, “But, we have been having just this one problem, and I think we can get it corrected with your help!” I always make it appear that I am involving them to have them brainstorm ideas on how we can solve the issue with me rather than an attack on their parenting or child. They often want to get to the point of the meeting. □Ĥ.) I try very hard to start the conference off very casual, but not for a long period of time because parents are busy. We are all human, and we all have emotions…unless you are a robot. I found when others were around she wouldn’t be so quick to push them, and I wouldn’t be so quick to get riled up. One year there was one particular parent who, every time I saw her, would push my buttons and would escalate my emotions very quickly. If you fear that this may occur, have other teachers join you. It should not be to complain about the child, nor should it be a place for emotional baggage, confrontation, hot tempers, or disagreements. I recall once being told, “Complaining does nothing it’s the solution that matters.”ģ.) Remind yourself and the parents at the beginning of the meeting that the goal is to maximize the educational benefits of the child. They may not be used, but it is still a good idea. Before meeting with parents, it is a good idea to think ahead for some possible suggestions for solutions to the problem. It is never good to go to a parent without documented evidence, including times and dates that you have contacted the parent in the past.Ģ.) You will also want to have a suggested plan ready. You will need this before meeting with a parent. Meeting with Parents about Their Child’s Behaviorġ.) Ultimately, before you meet with parents, you want to make sure you have gathered evidence to support your case. I have below a collection of things I have learned over the years about meeting with parents about their child’s behavior. But, as with everything in education, it’s all about your approach and their background experience that is brought to the table that determines how well it will go. They want to help you and, most importantly, help their child. For the most part, parents are on your side and do not intend to be defensive. Years later I have been through countless meetings with parents – some have been bad, but most have gone well. All I knew was I was a new teacher who needed their help. Where these parents fit on this scale, I had no idea. There are parents who do not believe their child does anything wrong, while there are also parents who don’t do anything about the situation. I had already heard from some other teachers that there are a variety of parents out there. I was extremely nervous, because I didn’t want them to think I didn’t like their child, nor did I want to offend them in any way. I remember my first time meeting with parents to discuss their behavior child. It can be a bit nerve-wracking if it is your first time and you aren’t always sure just how to approach it. At some point in every teacher’s career, you will need to meet with a parent to discuss their child’s behavior.
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