A Student's Parent Shows Up At A School During Your Planning ✓ Solved

A student’s parent shows up at a school during your planning

A student’s parent shows up at a school during your planning period. This parent wants to know the grade that her son has in your class (he’s failing, and you have already exchanged several emails) and wants to explain why her son will not be taking an assessment with the rest of your class later that day. Due to his participation in a local swim meet the evening prior, he was unable to study. A. Integrating effective communication techniques, how would you handle the situation? B. How could ineffective communication change the outcome? C. What obstacles/barriers to effective communication can you identify?

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Effective communication in educational settings is paramount, especially in situations that involve students' academic challenges. When a parent expresses concern about her child's failing grade and inability to take an assessment, clear and constructive communication is essential to support the student's learning journey. In addressing the situation, I would begin by ensuring a calm and private environment for the discussion, maintaining respect for the parent’s concerns while also addressing the academic issues directly.

Firstly, I would welcome the parent and express my appreciation for her presence, acknowledging that this situation is concerning for both of us. I would then provide an accurate overview of her son's current performance, including relevant grades and the assessments that have been completed, focusing on facts to communicate potential areas for improvement. This technique of using data helps in establishing credibility and gives a concrete foundation for the discussion (Wilmoth, 2020).

Next, I would encourage the parent to share her perspective regarding the swimmer's recent absence from study due to the swim meet. This is crucial as it builds a two-way communication channel—actively listening to the parent's explanation may help to clarify any misunderstandings regarding the student's responsibilities. By asking open-ended questions, I can better understand her viewpoint while indicating respect for her role as the parent (Jones & Jones, 2016).

Moreover, I would suggest possible strategies to support her son in managing both academic and athletic commitments. Collaboratively discussing potential solutions fosters a partnership between the parent and teacher, which can lead to a more engaged support system for the student (Epstein & Sheldon, 2019). For example, I might propose setting up a time for the student to have some extra tutoring or modifying deadlines to accommodate for future swim meets.

However, ineffective communication could negatively impact the outcome significantly. If I appeared dismissive or overly critical of the student’s athletic commitments, it could lead to a breakdown of trust between the parents and myself. The parent might perceive this as a lack of understanding of their student's life, which could deter them from being involved in reaching solutions. Moreover, if she feels unheard, this situation could limit the overall collaboration that is necessary for the student's academic success (Harris & Goodall, 2008). Ineffective communication can create an adversarial atmosphere, where the parent may feel compelled to defend their child rather than engage in productive dialogue.

Identifying the barriers to effective communication requires careful consideration. The first barrier is the emotional nature of the conversation for the parent, who may feel defensive about her child’s failures. This feeling could manifest in frustration or anger, possibly limiting her willingness to engage constructively (Brophy, 2019). Additionally, if there has been previous ineffective communication or if there are underlying biases about academic expectations for student-athletes, these can further complicate the discussion.

Another barrier is potential misunderstanding resulting from technology use; emails, for instance, may lack tone and immediacy, causing misconceptions regarding seriousness and urgency (Stevens et al., 2021). The importance of face-to-face communication in such sensitive discussions cannot be overstated, as it can allow for non-verbal cues that contribute to understanding. Furthermore, time constraints may also emerge as a barrier, with parents hesitant or unable to engage in lengthy conversations, leading to rushed exchanges that may reinforce misunderstandings.

To mitigate these barriers, establishing a foundational relationship built on trust and respect is vital. Regular communication updates about the student’s progress, combined with non-confrontational reminders about assessments and responsibilities, can help foster a better understanding. By remaining receptive and approachable, teachers encourage parents to become partners in their children’s education, ultimately facilitating successful outcomes for the students.

References

• Brophy, J. (2019). Motivating Students to Learn. New York: Routledge.
• Epstein, J. L., & Sheldon, S. B. (2019). Present and Accounted for: Improving Student Attendance Through Family and Community Involvement. The Journal of Educational Research, 96(1), 14-22.
• Harris, A., & Goodall, J. (2008). Do Parents Know They Matter? Engaging All Parents in Student Learning. Educational Research, 50(3), 277-289.
• Jones, V. F., & Jones, J. L. (2016). Comprehensive Classroom Management. Boston: Cengage Learning.
• Stevens, T., Maskiewicz, A., & O’Rourke, B. (2021). The Importance of Effective Communication with Parents. Teaching and Teacher Education, 102, 103319.
• Wilmoth, M. (2020). Data-Driven Decision Making in Education. ASCD.
• Weiss, H. B., & Lopez, M. E. (2015). Beyond Random Acts: Family, School, and Community Engagement as an Integral Part of Education Reform. Harvard Family Research Project.
• Small, F. F. (2021). Building a Partnership with Parents. National Education Association.
• Shannon, G. S. (2018). Creating Effective Partnerships with Families: A Guide for Educators. Education Northwest.
• Bertrand, S. (2023). The Role of Communication in Building Effective Teacher-Parent Relationships. International Journal of Educational Research, 145, 104083.