When Problems Arise
I need you to help me understand how to best help your child.
Family Involvement
I believe that when a problem arises in a family, it affects all of the family's members. When I work with a student, I want to involve the family, because it will result in the best outcome for both the student and the family.
As a teacher, I respect what you are doing at home to work with your child. By collaborating with the family to work on the problem, we can strengthen the family relationship, while also working on the struggle.
It is easy to get emotional when working to find a solution to the child's problem. While we work through this process, I will do my best to keep the conversations calm, focused, and anxiety-free.
Beliefs about Change and Help
WHAT DOES CHANGE LOOK LIKE AND MEAN
Students and families are strong, wise, and resourceful. I believe that the problems students and families face are not the individuals themselves, but are outside issues that are impacting the family. These problems do not define the students or families.
When a problem arises with a student, we as a team (parent-student-teacher) will work towards a change that is beneficial for everyone. Change is a process, not a quick-fix solution. It requires commitment from the team and a set of goals. I believe that goals are a great way to start a change. They help us to focus our energy, attention, and efforts. Goals provide us with a purpose and help us to discover better possibilities for our futures. These goals must be chosen as a group, not by the teacher.
As a teacher, I am a helper here to guide you. I cannot make the change for you or tell you exactly how to do it. I will guide the student and family towards change and will support them as needed. I will create activities to support the student and family where needed. I will not push my goals onto a student and their family, because I want a student and family to create their own goals.
My Process of Change including Working with Families
I will regularly interact with my students' parents through scheduled email updates sent out at the beginning of the year, twice a school quarter, and at the end of the year. If a difficulty or struggle arises, I believe that the sooner it is addressed - the better. If I notice your student struggling in class, the following steps will occur:
1 - I will contact the parental until to set up a meeting.
2 - When we meet, I need you to help me understand how to best help your child. Through a trusting, respectful atmosphere, we can work to create the best goals for your child and family. I want to get to know your individual family, so I will ask open-ended questions and actively listen to what you say - both through words and actions. I openly acknowledge that I do not know everything your family is going through, but I will do my best to take your perspective of the situation and I will avoid judgements.
3 - I want to supplement what you are doing at home to encourage and support your student in the classroom. We will brainstorm ways that class content can be supplemented by family activities as well as things your student can do by him- or herself with your support.
4 - Together we will imagine the future for the student. As there is no one correct way to live life - we will brainstorm a variety of outcomes. Then, we will establish a set of goals that you are committed to. We will set clear, attainable steps to work on as a team - parent, child, and teacher. As we set goals, we will remain focused on successes and solutions. We will not place blame or focus on problems.
5 - The speed of carrying out these goals will be different for everyone, so it will be adjusted to your student and family's needs.
6 - I will check-in as needed with the parents regarding the student's progress. We will revise the plan as needed to ensure the family and student are thriving.