Presentation/Assigment
TinaF
626Module7ANswerDB.docx626 Module 7 Discussion Board Feeedbacks
1.Britany G. I need feedback, please
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
2.Classmate Oksana Sh. I need feedback please +answer questions
Open ended questions
1. What ways can instructors employ to include parents in educational decision-making processes for their children?
2. What role does open and frequent communication play in developing effective parent-teacher collaboration?
3. What good effects can parent-teacher collaboration have on a child's academic advancement and social-emotional developme
Parent-Teacher Collaboration
In the contemporary early learning setting, teachers are bound to face stressful and uncomfortable situations when supporting learners to achieve their academic outcomes and negating learners' families in making crucial decisions on learner progress (Anderson, 2016). In this discussion, I will discuss stressful or uncomfortable situations I have faced, how I handled the situation, the reaction of the other party, and what I would have done differently to change to improve the effectiveness of the solution.
As a teacher, I have encountered several stressing and uncomfortable situations when dealing with learners. One of the stressful situations I remember vividly was an instance when one of my learners posted a rapid decline in academic performance and behavior. Since joining the facility, she always emerged among the top three learners in the class. This was consistent for her first two years in the class. However, in the first assessment in the third year, she was ranked position 20 in her class. This was a stressful and disturbing issue for me as a teacher and also for the learners' parents. After sharing the results with her parents, they appeared dissatisfied with the performance and wrote back an email immediately wanting to know the most convenient time that they could have a conference with me to discuss the cause of the decline in her performance. Unfortunately, the decline in performance also occurred alongside what appeared to exhibit low self-esteem and an inability to interact with other learners in class. Towards the third ear, other learners noted that the learner did not want to associate with them; during play activities, she isolated herself and talked aggressively to children who wanted to try and engage her in play.
Before inviting her parents to the conference, I decided to handle the situation by inviting the learner to a silent, private, and confidential location to encourage her to share with me what could have caused the behavior change and declining academic outcomes (Reading Rockets.org, n.d). I invited her to one of the silent offices and made her sit comfortably. I encouraged her to open up and I would be willing to give her any form of assistance she needed. Initially, before the start of the engagement, I asked her some open-end questions to help create a good report. Although she appears reluctant to open up and defensive, m ability to remain calm and encourage her to keep communicating eventually made her open up.
During the engagement, she opened up on how her family faced serious challenges; her father was sick and her mother spent many hours at work. I remained attentive listening to her without making interruptions (National Association for the Education of Young Children, n.d). I encouraged her that I would support her by engaging her mother on how the situation can be remedied. After this engagement, she appeared happy and relaxed. During the first class session after this engagement, there was a significant behavior change and she could communicate with other colleagues in class and play activities.
However, there are some things that I could have done differently in handling this situation. The first is making a formal invitation to the learners' parents to discuss important goals that we should set for the learner to track the change in behavior both at home and at school. Learners' families should have a crucial role to play in making crucial learning decisions and setting goals that resonate with learners' skills and abilities (Lnch & Hanson, 2011). The other factor that I would have considered in handling the situation is considering cultural diversity in negating the learners’ families continuously and timely.
References
Anderson, M. (2016). How Discrimination Shapes Parent-Teacher Communication.
Lynch, E. W., & Hanson, M. J. (2011). Developing cross-cultural competence: A guide for working with children and their families. Brookes Publishing Company.
National Association for the Education of Young Children, (n.d). Principles of Effective Family Engagement. Retrieved from https://www.naeyc.org/resources/topics/family-engagement/principles Links to an external site.
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.
