October1 2009 Targets
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The document outlines the learning targets and agenda for a New Teacher Academy parent-teacher conference evening. The targets include building student relationships, understanding available resources like the ASSIST website, communicating effectively with parents, and preparing for conferences. Several scenario cases are also presented to help teachers practice responding to different parent situations, such as reserved, angry, questioning grades, monopolizing time, asking about other students, and unexpected comments.
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The Art of Parent-Teacher Communication
Education World Global ECE Conference Workshops.
Workshop 3: “I know what’s best for the child”: The Art of Effective Parent Communication, 22 January 2016.
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
Ellen S. Amatea and Blaire Cholewa
Learning Objectives
After reading this chapter, you will be able to:
■ Describe the four styles of conflict management.
■ Discuss the common barriers to engaging in collaborative family–school meetings to resolve student problems and difficulties.
■ Explain the principles that underlie collaborative family–school problem solving.
■ Describe the steps involved in conducting collaborative family–school problem-solving meetings.
■ Describe specific techniques for blocking the blaming that often characterizes family–school problem-solving efforts.
■ Discuss the use of the skills of structuring, listening, brainstorming, and consensus building in the facilitation of family–school problem-solving meetings.
■ Discuss the applicability of family–school problem-solving meetings with culturally diverse families.
Fifth-grade teacher: My approach is to “Let sleeping dogs lie.” I don’t meet with a parent unless I absolutely have to. Instead, I try and do everything I can to resolve a child’s difficulty myself, and pray either that those things work or that the problem will take care of itself.
Sixth-grade teacher: When I call parents in to meet with me about a problem their child has, I have a specific idea in mind of what I need for them to do to help me resolve it. My job in the meeting is to convince them to do what I think is needed.
Preschool teacher: I often find that when I meet with parents about a problem their child is having, I have a difficult time having them understand my point of view. Rather than their doing what I think is needed, I end up agreeing to do what they want to avoid hard feelings.
First-grade teacher: I believe it is important to have both students and their parents work with me to figure out how we might resolve a difficulty the student is experiencing. I firmly believe that three heads are better than one. I know that together we can often come up with ways of solving a problem that I would never be able to think of by myself.
Teachers often must relay unpleasant information to parents. Letting parents know about troublesome or inappropriate behavior, or that students are failing or must be retained, is never easy. These and other difficult communication tasks can engender feelings of apprehension and discomfort in both parents and teachers. As the preceding comments depict, educators vary in their style of discussing these matters with parents.
Some educators, such as the 5th-grade teacher depicted in the first comment, try to avoid conflict by not talking with parents about a child’s difficulty unless they absolutely must. These individuals tend to withdraw when faced with the possibility of conflict, perceiving their own goals and those of the child and family to be of much less importance than the fear of experiencing conflict. Feeling hopeless and helpless to address a child’s problem or to address and resolve conflict ...
CHAPTER 11 Engaging in Collaborative Problem Solving with Families.docx
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
Ellen S. Amatea and Blaire Cholewa
Learning Objectives
After reading this chapter, you will be able to:
■ Describe the four styles of conflict management.
■ Discuss the common barriers to engaging in collaborative family–school meetings to resolve student problems and difficulties.
■ Explain the principles that underlie collaborative family–school problem solving.
■ Describe the steps involved in conducting collaborative family–school problem-solving meetings.
■ Describe specific techniques for blocking the blaming that often characterizes family–school problem-solving efforts.
■ Discuss the use of the skills of structuring, listening, brainstorming, and consensus building in the facilitation of family–school problem-solving meetings.
■ Discuss the applicability of family–school problem-solving meetings with culturally diverse families.
Fifth-grade teacher: My approach is to “Let sleeping dogs lie.” I don’t meet with a parent unless I absolutely have to. Instead, I try and do everything I can to resolve a child’s difficulty myself, and pray either that those things work or that the problem will take care of itself.
Sixth-grade teacher: When I call parents in to meet with me about a problem their child has, I have a specific idea in mind of what I need for them to do to help me resolve it. My job in the meeting is to convince them to do what I think is needed.
Preschool teacher: I often find that when I meet with parents about a problem their child is having, I have a difficult time having them understand my point of view. Rather than their doing what I think is needed, I end up agreeing to do what they want to avoid hard feelings.
First-grade teacher: I believe it is important to have both students and their parents work with me to figure out how we might resolve a difficulty the student is experiencing. I firmly believe that three heads are better than one. I know that together we can often come up with ways of solving a problem that I would never be able to think of by myself.
Teachers often must relay unpleasant information to parents. Letting parents know about troublesome or inappropriate behavior, or that students are failing or must be retained, is never easy. These and other difficult communication tasks can engender feelings of apprehension and discomfort in both parents and teachers. As the preceding comments depict, educators vary in their style of discussing these matters with parents.
Some educators, such as the 5th-grade teacher depicted in the first comment, try to avoid conflict by not talking with parents about a child’s difficulty unless they absolutely must. These individuals tend to withdraw when faced with the possibility of conflict, perceiving their own goals and those of the child and family to be of much less importance than the fear of experiencing conflict. Feeling hopeless and helpless to address a child’s problem or to address and resolve conflict ...
Recommended
The Art of Parent-Teacher Communication
Education World Global ECE Conference Workshops.
Workshop 3: “I know what’s best for the child”: The Art of Effective Parent Communication, 22 January 2016.
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
Ellen S. Amatea and Blaire Cholewa
Learning Objectives
After reading this chapter, you will be able to:
■ Describe the four styles of conflict management.
■ Discuss the common barriers to engaging in collaborative family–school meetings to resolve student problems and difficulties.
■ Explain the principles that underlie collaborative family–school problem solving.
■ Describe the steps involved in conducting collaborative family–school problem-solving meetings.
■ Describe specific techniques for blocking the blaming that often characterizes family–school problem-solving efforts.
■ Discuss the use of the skills of structuring, listening, brainstorming, and consensus building in the facilitation of family–school problem-solving meetings.
■ Discuss the applicability of family–school problem-solving meetings with culturally diverse families.
Fifth-grade teacher: My approach is to “Let sleeping dogs lie.” I don’t meet with a parent unless I absolutely have to. Instead, I try and do everything I can to resolve a child’s difficulty myself, and pray either that those things work or that the problem will take care of itself.
Sixth-grade teacher: When I call parents in to meet with me about a problem their child has, I have a specific idea in mind of what I need for them to do to help me resolve it. My job in the meeting is to convince them to do what I think is needed.
Preschool teacher: I often find that when I meet with parents about a problem their child is having, I have a difficult time having them understand my point of view. Rather than their doing what I think is needed, I end up agreeing to do what they want to avoid hard feelings.
First-grade teacher: I believe it is important to have both students and their parents work with me to figure out how we might resolve a difficulty the student is experiencing. I firmly believe that three heads are better than one. I know that together we can often come up with ways of solving a problem that I would never be able to think of by myself.
Teachers often must relay unpleasant information to parents. Letting parents know about troublesome or inappropriate behavior, or that students are failing or must be retained, is never easy. These and other difficult communication tasks can engender feelings of apprehension and discomfort in both parents and teachers. As the preceding comments depict, educators vary in their style of discussing these matters with parents.
Some educators, such as the 5th-grade teacher depicted in the first comment, try to avoid conflict by not talking with parents about a child’s difficulty unless they absolutely must. These individuals tend to withdraw when faced with the possibility of conflict, perceiving their own goals and those of the child and family to be of much less importance than the fear of experiencing conflict. Feeling hopeless and helpless to address a child’s problem or to address and resolve conflict ...
CHAPTER 11 Engaging in Collaborative Problem Solving with Families.docx
CHAPTER 11 Engaging in Collaborative Problem Solving with Families
Ellen S. Amatea and Blaire Cholewa
Learning Objectives
After reading this chapter, you will be able to:
■ Describe the four styles of conflict management.
■ Discuss the common barriers to engaging in collaborative family–school meetings to resolve student problems and difficulties.
■ Explain the principles that underlie collaborative family–school problem solving.
■ Describe the steps involved in conducting collaborative family–school problem-solving meetings.
■ Describe specific techniques for blocking the blaming that often characterizes family–school problem-solving efforts.
■ Discuss the use of the skills of structuring, listening, brainstorming, and consensus building in the facilitation of family–school problem-solving meetings.
■ Discuss the applicability of family–school problem-solving meetings with culturally diverse families.
Fifth-grade teacher: My approach is to “Let sleeping dogs lie.” I don’t meet with a parent unless I absolutely have to. Instead, I try and do everything I can to resolve a child’s difficulty myself, and pray either that those things work or that the problem will take care of itself.
Sixth-grade teacher: When I call parents in to meet with me about a problem their child has, I have a specific idea in mind of what I need for them to do to help me resolve it. My job in the meeting is to convince them to do what I think is needed.
Preschool teacher: I often find that when I meet with parents about a problem their child is having, I have a difficult time having them understand my point of view. Rather than their doing what I think is needed, I end up agreeing to do what they want to avoid hard feelings.
First-grade teacher: I believe it is important to have both students and their parents work with me to figure out how we might resolve a difficulty the student is experiencing. I firmly believe that three heads are better than one. I know that together we can often come up with ways of solving a problem that I would never be able to think of by myself.
Teachers often must relay unpleasant information to parents. Letting parents know about troublesome or inappropriate behavior, or that students are failing or must be retained, is never easy. These and other difficult communication tasks can engender feelings of apprehension and discomfort in both parents and teachers. As the preceding comments depict, educators vary in their style of discussing these matters with parents.
Some educators, such as the 5th-grade teacher depicted in the first comment, try to avoid conflict by not talking with parents about a child’s difficulty unless they absolutely must. These individuals tend to withdraw when faced with the possibility of conflict, perceiving their own goals and those of the child and family to be of much less importance than the fear of experiencing conflict. Feeling hopeless and helpless to address a child’s problem or to address and resolve conflict ...
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October1 2009 Targets
- 1. New Teacher Academy Parent Teacher Conferences October 1, 2009