Discuss a situation as a parent or teacher, or student where you have had to meet discuss an uncomfortable or stressful situation.

Discuss a situation as a parent or teacher, or student where you have had to meet discuss an uncomfortable or stressful situation.

 

How did you handle it? 

 

How did the other party react?

 

What would you have done differently (take into account the advice and suggestions from the readings and videos) 

 

 

 

(Post one answer to the question and at least two responses to your classmates. Over the course of a session, candidates participate in the discussion on at least 3 different days. All required posts are posted before the end of the session. Please check the syllabus and rubric for details on discussion board expectations.)

 

Remember in order to get full credit for this message board you must post at least one post before the closing day of the message board. The point of these boards is to create an ongoing conversation so be sure to check back on your posts and respond to the ongoing threads.

 

PLEASU USE this resources also:

 

Reading Rockets.org, (n.d). Surviving the Difficult Parent-Teacher Conference. Retrieved from  https://www.readingrockets.org/article/surviving-difficult-parent-teacher-conference Links to an external site.

 

EXAMPLE: 1.Discuss a situation as a parent, teacher, or student where you have had to meet and discuss an uncomfortable or stressful situation. 

 

I work with Prek, so sometimes, it can be challenging to identify specific things. But remember there was once a time during class that we had a student who would constantly disrupt the course; he would not sit still; he would talk throughout the less and read aloud; all in all, he would be disruptive throughout the day, it became stressful because I was unsure how to handle it without overstepping. I had to address this situation where the student was consistently disruptive in class, affecting their and other students’ learning. Initially, I thought just talking to them one-on-one would work, but after multiple one-on-one conversations, it became stressful because I was unsure how to handle it anymore.

 

2. How did you handle it? 

 

It was handled by speaking with the student in a one-on-one meeting. We discuss their behavior and its impact. Their disruption was a poor choice and wasn’t very nice because other students could learn. I approached the conversation empathetically, expressing concern and emphasizing the importance of a positive learning environment. Working with four and 5-year-olds is a common occurrence. Still, this student, after being told multiple times on multiple different occasions that he was making poor choices and disturbing his peers, I think he understood, but after we discussed actively listening as well as acknowledging his feelings. I explained the consequences of their disruptive behavior if it happened again and offered support, letting him know I was there if he needed someone to talk to. 

 

3. How did the other party react?

 

It happened repeatedly, and we had to speak with his parents. We explained that the disruption from the student interfered with other students’ learning and occurred more often after the first talk. Having to ask the student to stop because their friends could hear or see or understand what we were discussing or reading, but it never fully was understood that he needed to stop. Bringing it up to the father the first time he was insulting about it; I remember he said, “He’s 4. Get over it,” and he walked away; when it continued to happen, we brought it up to the child’s mother, and she had more of a mix of emotions of the situation. She understood the importance of addressing their child’s disruptive behavior early on.

 

4. What would you have done differently

 

Looking back, I would have involved the parents earlier in the process, mainly the mother, since she was the one who seemed to want to help work with the student. But speaking to parents earlier on is a way that would better ensure a collaborative approach, and explaining to her that it could impact their social development and learning experience. Their strategy was to discuss and find an understanding of the specific behaviors causing a disturbance and work collaboratively to find solutions together. Additionally, I would have implemented more proactive strategies in the classroom to address behavioral issues before they escalated. Clear expectations and consistent consequences could have been established from the beginning.

 

Overall, it was essential to approach the situation with patience, empathy, and a focus on finding solutions together. By showing my understanding of the underlying reasons for the behavior and working collaboratively, we made progress and created a more positive learning environment.

 

 

 

References:

 

Surviving the difficult parent-teacher conference. Reading Rockets. (2013, November 7). 

 

https://www.readingrockets.org/article/surviving-difficult-parent-teacher-conference 

 

Principles of effective family engagement. NAEYC. (n.d.). 

 

https://www.naeyc.org/resources/topics/family-engagement/principles 

 

https://soundcloud.com/carnegiecorporation/strategies-for-parents-and-teachers-grappling-with-covid-19-stress?utm_source=Email&utm_campaign=social_sharing&utm_medium=widgetutm_content=https%3A%2F%2Fsoundcloud.com%2Fcarnegiecorporation%2Fstrategies-for-parents-and-teachers-grappling-with-covid-19-stressLinks to an external site.

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