Top notch tips and bungled blips of parent-teacher communication2


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parent and teachers interaction

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Top notch tips and bungled blips of parent-teacher communication2

  1. 1. Top Notch Tips and Bungled Blips of Parent-Teacher Communication
  2. 2. Student Attendance  Homework Completion  Perseverance  ----------------------------------------------------------------Disruption  Negativity  Indifference 
  3. 3. It takes a village to raise a child. African Proverb Coming together is a beginning; keeping together is progress; working together is success. Henry Ford
  4. 4. Begin Communication Early Who To Meet? The Principal Special Education Teacher Classroom Teacher
  5. 5. Student Information for the Classroom Student Information Sheet for the Classroom Student’s Name: Birthday: Allergies/Health Concerns: Child’s Special Interests: Concerns about school: Parent/Guardian Names: Preferred phone # for message or contact: Are you interested or able to use the internet to access the classroom website: Yes ___________ No ___________
  6. 6. Be Short and Sweet
  7. 7. Be Patient, but be Persistent
  8. 8. Make An Appointment …. as a usual practice
  9. 9. Find Out About the School’s Communication Practices, and Use the Teacher’s Preferred Communication Method
  10. 10. Keep in Mind the Big Picture I won’t take to heart everything I hear about you, if you don’t take to heart everything you hear about me.
  11. 11. What to Do About a Problem With Communication
  12. 12. Parental Involvement in Individualized Planning for Children with Special Needs Information Teachers Collect: 1. 2. 3. 4. 5. 6. Previous Assessments Report Card Grades and Comments Information gained from Observations Selected Work Samples Information provided by Parents Information from other Professionals
  13. 13. Parental Involvement in Individualized Planning for Children with Special Needs The Role of Parents: 1. Read the IPP 2. Make Changes (if felt necessary) 3. Ask Questions What to Bring to A Meeting: 1. Your Child’s IPP 2. A List of Questions 3. Your Child’s Report Card 4. A Calendar 5. Paper or Note Pad to Take Notes
  14. 14. Parental Involvement in Individualized Planning for Children with Special Needs Good Questions to Ask: 1. What teaching strategies are being used to help my child fulfill the learning goals? 2. What support staff are available to help my child reach the goals? 3. What can I do at home to help my child reach the outlined goals? 4. What accommodations are in place for my child to help him or her reach the outlined goals?
  15. 15. Adjusting to a Regular School Setting How much do we “push” a child to work? It is normal and OK for children to feel slightly challenged and even mildly frustrated. Incentives may be needed such as a Happy Face Chart: Mon. 9:15-9:30: Arrival 9:30-10:30: Block 1 9:30-11:00: Block 2 11:00-11:10: Snack Tues. Wed. Thurs. Fri.                    
  16. 16. Adjusting to a Regular School Setting Teachers Achieve Success by: 1. Providing a Structured Environment 2. Being Patient 3. Setting Clear Expectations 4. Working Along Side A Student 5. Allowing for Natural Consequences 6. Giving Rewards and Incentives 7. And Most Importantly, BUILDING RELATIONSHIPS
  17. 17. What Does the Behaviour Look Like? One or More of the Following May Be True for Your Child:  Is very quiet in class  Appears to blank out  Often tunes out  Does nothing for several minutes of time  Has difficulty getting work finished  Takes a long time to respond to a question asked
  18. 18. How To Keep Children Focused and On Task  Use a multi-sensory approach by: 1. Writing down key points so they can see what you are discussing. 2. Using pictures or diagrams to highlight your message. 2. Reading information aloud so they can hear the information. 3. Having students stand and repeat messages they have heard or seen. 4. Teach using concrete materials and providing lots of hands on learning opportunities.
  19. 19. How To Keep Children Focused and On Task Repeat and Paraphrase Essential Information Prompt students either verbally or physically (e.g., “Let’s start with” or provide a word bank) Use a Strategic Seating Plan  Provide a Structured Environment
  20. 20. Helping Children Deal with Anxiety and Frustration Provide a predictable, structured learning environment Offer reassurance that they can do it if they give it a good try. It is the teacher ‘s job is to make sure they can. Ensure the goals in the IPP are obtainable. Don’t allow their feelings to stop them from achieving. Don’t offer “I’m not going to do it” as a choice. Teach children that it is always better to do their tasks sooner than later. Teach that it’s OK to feel frustrated or anxious, but they need to deal with this feeling in a healthy manner.
  21. 21. Ways to Help Alleviate Feelings of Anxiety and Frustration Squeeze a stress ball Take a short break by going for a walk around the school, going to the water fountain or the washroom Read books about frustration and anxiety Do breathing exercises See a trained Student Support Worker or Counselor in the school (if option available) Seek counseling services outside of school
  22. 22. Learned Helplessness Learned Helplessness is the behaviour of seeking adult support even when it isn’t needed. The child is afraid or does not think he or she can the achieve goals independently. Children with learned helplessness can either “shut down” or continually seek adult approval and attention… or they may choose both behaviours.
  23. 23. How to Deal with “Learned Helplessness” Set clear, realistic goals Immediately reinforce and praise any attempts at independent work Begin with very small goals and gradually increase expectations Gain the child’s trust that you will be there to help when it is needed Reassure that it is ok to make mistakes Use a concrete plan if necessary (e.g., 5 popsicle sticks)
  24. 24. What Does Shutting Down Look Like?
  25. 25. A Word About “Shutting Down”  “Shutting Down” is not an acceptable option. I remind students of the other more effective choices they have to cope with a problem: 1) Taking a small break and then trying again. 2) Asking for help. 3) Skipping the section they are struggling with and trying again later. If a child is unwilling to cooperate and try, then they will need to do it later (the question I ask is not “Do you want to do it?” but rather “When will you do it”? Reassure, praise and reward “on task” behaviour.
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