Teacher: Good afternoon, Mrs. Johnson. Thank you for meeting with me today.
How are you?
Parent: I'm alright, thank you. I wanted to discuss Emma's grades. They've been
slipping, and I'm concerned.
Teacher: I understand your concern. I’ve noticed a decline in Emma's grades
and her behavior in class has changed recently. Could you tell me if there have
been any changes at home that might be affecting her?
Parent: Not really. She's always had good grades. I don't understand why this is
happening.
Teacher: I hear you. It must be frustrating to see this sudden change. Can we
talk about what might be happening during her study time at home?
Parent: Well, she says she's studying, but I haven't been able to check as often
as I'd like because of my work schedule.
Teacher: It sounds like you're doing your best to support her. Sometimes,
changes in routine or external factors can impact a student's performance. Let's
explore what we can do together to help Emma get back on track.
Parent: What do you suggest?
Teacher: I think we could start by setting up a regular communication channel
to monitor her progress. We could also work on a study schedule that fits both
your availability and her needs.
Parent: That makes sense. I can try to check on her study time more regularly.
Teacher: (Nodding) That’s a great start. In class, I'll focus on giving her more
positive reinforcement to encourage her efforts. Do you think it would be helpful
to set up a meeting with Emma to involve her in this plan?
Parent: Yes, that would be good. I think she needs to be part of the solution.
Teacher: Absolutely. Let's arrange a meeting with Emma next week and discuss
our plan with her. Together, we can provide the support she needs.
Parent: Thank you for your understanding and willingness to help. I appreciate
it.
Teacher: Thank you, Mrs. Johnson. I’m confident we can work together to help
Emma succeed.
Listemn or ack con to the parent
So she ask a open end ques
It sound u
We also saw urher practicing mediation tech niques- they sat to come up wirth
solutiom
We wyud also in empathy n understand- ack the con of the Parent n show
support to emma in her studies
U wud fuimnd tht ppl who are successful mastered the art of communication,
Gets to leadership position becoz they knw how to navigate ith all kind of
individuals.
Help personas reac
That way we can encourage beand ansd give feedback
Active Listening:
Acknowledging Concerns: The teacher acknowledges the parent’s
concern about Emma’s grades, showing empathy and understanding. This
helps in building trust and rapport.
Open-Ended Questions: The teacher uses open-ended questions like
“Could you tell me if there have been any changes at home that might be
affecting her?” to encourage the parent to share more information.
Reflecting and Summarizing: The teacher reflects on what the parent
says, such as “It sounds like you're doing your best to support her,” which
validates the parent’s efforts and shows active engagement.
Mediation Techniques:
Collaborative Problem-Solving: The teacher and the parent work
together to come up with solutions, such as setting up a regular
communication channel and creating a study schedule. This fosters a
sense of partnership.
Involving the Student: The teacher suggests involving Emma in the
resolution process, which empowers the student and ensures she feels
supported by both her parent and teacher.
Setting Follow-Up Meetings: The teacher proposes a follow-up meeting
to monitor progress, demonstrating commitment to ongoing support and
improvement.
Empathy and Understanding:
The teacher demonstrates empathy by understanding the challenges the
parent faces, acknowledging their efforts, and showing willingness to
support.
Positive Reinforcement:
The teacher plans to give positive reinforcement in class to encourage
Emma’s efforts. This strategy aims to improve behavior and academic
performance through positive feedback.
Miss ana wud have beern protected by the other teacher
Incase the prob escale further, we have a mediator
