Meeting with Charlie's Mum
One of the most difficult aspects of working with disruptive
adolescents is ensuring the support and cooperation of parents. Quite often,
and rightly so, parents ask really difficult questions in meeting about their
child and often I see teachers and counsellors come out of meetings frustrated
and despondent.
"It is as if Charlie's mum doesn't believe that we
really do want to find a solution for his problems," I remember a
colleague saying. "She thinks we are in a conspiracy against him, despite
praising us for the quality education his elder sister received at
school."
This ambiguity in parents' perception of how we work with
their children is most often the source of teacher frustration in working
alongside parents to help the disruptive adolescent.
Developing Trust
Developing trust is the most important aspect in building a
cooperative relationship with Charlie's parents. Remember, parents do not see
what teachers see, both physically and in the eye of the mind. Be gentle with
their dreams for Charlie; these dreams are sacrosanct.
As teachers, we often have the reputation of being target-driven
and uncompromising. (Another thing we have to keep in mind is the residual perceptions that parents have, based on their own experiences of school.) Keep in mind that you have to
establish a sense of professionalism amidst such views.
Be Prepared
Walking into a meeting with Charlie's parents unprepared is
the biggest mistake you can make. Armed only with speculation and anecdotal
evidence about Charlie's rude and abusive behaviour does not establish trust
and a sense of professionalism.
Keep clear and sufficient records of Charlie's Special
Education Needs, support provided, incident records and previous meetings. Also
check Round Robin reports from teachers about Charlie; remember that under the
Freedom of Information Act, parents and carers are allowed to see documentation
regarding their child. Sarcasm and sardonic comments do not speak of
professionalism.
Timely Communication
Do not wait until Charlie's disruptive behaviour becomes
untenable before you initiate communication with parents. Prevention is better
than cure and in many cases the child's behaviour in class is an indication
that the situation at home or in the community has changed.
In cases where the news of disruptive behaviour was left too
late, parents feel overwhelmed by the large number of incidents, paperwork and
sheets of evidence. With modern communication, sending an e-mail or even a text
message is quick and easy. A word of warning, though: it is always best to
pre-agree with Charlie's parents that these modes of communication will be
sufficient to stay in touch about their child's progress.
A Balanced Approach
Parents need to know that you know their child. Traditional
advice is to always start with a positive before you present the problems. This
approach can often sound a bit manufactured and it is important that you do
actually know something about Charlie's personality, likes, dislikes and
hobbies. A short discussion to find out a bit more about these hobbies is positive
and friendly, and can take the place of the insincere "Charlie said good
morning to a teacher today, that was really nice" and then laying into the
list of rude comments made by Charlie.
Teachers often find it difficult to know where to start
talking about the problem areas, as we can be very aware of the impact of such
a discussion on the parent or carer. I always try to relate the disruptive
behaviour to age-appropriate behaviour. This is often difficult when we look at
typical adolescent mood swings and their drive for respect and independence.
Often a juxtaposition between acceptance and independence is at the heart of
the BESD behaviour. However, never be shy to place emphasis on high
expectations of behaviour and achievement and acceptable social behaviour with
in the school setting.
Share Responsibility
To help Charlie focus on academic progress and social skills,
his tutor has placed him on a daily report with three or four SMART targets. At
the beginning of each lesson Charlie gives the report to the subject teacher
and at the end of the lesson the teacher rates the progress on these targets. A
1 represents minimal progress and a 5 represents "target reached",
with gradual progress in between. Ideally the teacher and Charlie have a short
discussion about the outcome before moving to the next lesson.
The best way to share responsibility between Charlie, his
mum and his teachers is to each set a target for the daily report. At the end
of every day, Charlie reports back to his tutor and his mum on the progress
made on his report.
Charlie's parents believe that he should face consequences for
his poor behaviour and the tutor suggested that Charlie and his mum choose the
appropriate sanctions for disruptive behaviour.
Empathy v. Strategy
Teachers are constantly driven by strategies,
targets and expectations of management. Parents see this target-driven approach
as counterproductive in their expectations of how we work with their children. As teachers we should never forget to consider
the social and emotional factors that have an influence in the "real
world" the disruptive adolescent lives in. Empathy and flexibility within
the strategy is one of the key features of developing a sustainable working relationship
with Charlie's mum.
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