Top Notch Tips and Bungled Blips of
Parent-Teacher Communication
Student Attendance
Homework Completion
Perseverance
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Disruption
Negativity
Indifference
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
Begin Communication Early
Who To Meet?
The Principal
Special Education Teacher
Classroom Teacher
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 ___________
Be Short and Sweet
Be Patient, but be Persistent
Make An Appointment
…. as a usual practice
Find Out About the School’s Communication Practices, and Use the
Teacher’s Preferred Communication Method
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.
What to Do About a Problem With Communication
Parental Involvement in Individualized Planning for Children with Special Needs
Information Teachers Collect: 1. Previous Assessments 2. Report Card Grades and Comments 3. Information gained from Observations 4. Selected Work Samples 5. Information provided by Parents 6. Information from other Professionals
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
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?
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. Tues. Wed. Thurs. Fri.
9:15-9:30: Arrival 9:30-10:30: Block 1 9:30-11:00: Block 2 11:00-11:10: Snack
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
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
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.
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
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.
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
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.
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)
What Does Shutting Down Look Like?
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.
http://www.youtube.com/watch?v=ss2hULhXf04
http://www.youtube.com/watch?v=ss2hULhXf04
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