Parent-Teacher CommunicationParent-Teacher Communication
Description of A Child With Difficult Behaviour
Joshua is a four-year-old boy in his first year in pre-school. Since he joined the school, he has been giving his teachers a hard time, especially during sleeping time. When his peers are sleeping, Joshua disturbs them because he wants to play and not sleep. It takes the intervention of the next stream’s class teacher, who is Joshua’s aunt, to convince him to go to sleep. Without her presence, Joshua runs around screaming at his class teacher, and at times he even kicks her. Such behavior is known as a difficult behavior.
Developing a self-management plan for the student.
A self-management plan aims to generate independence in students, especially when it comes to their behavior (Kansas University, 2019). Activities in a self-management plan include self-monitoring, self-reliance, and self-management. When dealing with young children, like Joshua, who cannot make informed decisions, the plan should be kept simple. In Joshua’s case, I would develop a simple self-management plan based on rewards. For instance, whenever he displays a positive behavior, he is rewarded, and whenever he becomes difficult, the award is taken from him as punishment. In the Bible, punishment is seen as an act of love “Whoever spares the rod hates his son, but he who loves him is diligent to discipline him.” Proverbs 13:24.
Describe The process of describing initial and ongoing communication about the self-management plan to the student’s parents.
Strategies that the teacher can use to start the conversation include being warm and hospitable. Friendliness is key to building any successful relationship. Friendliness will also help the two in building trust, openness, and honesty between them (McCall & Ogletree, 2018). The teacher can even start by highlighting the positives of the child. This will help the two parties in identifying the positive goals to work towards achieving. When it comes to maintaining communication, regular contact, and sharing of information between the teacher and the parent are bound to ensure the conversation flows continuously. The teacher should also make suggestions to the parent then let them decide which one should be implemented. This combined effort towards finding a solution to dealing with difficult behavior will also foster continued communication between the two (McCall & Ogletree, 2018).
Reasons for The Effectiveness Of The Chosen Communication Strategy
Employing a combined effort approach in changing difficult behavior ensures that all parties involved are on the same page. This means that teachers, parents, and the school are all working towards ensuring that the behavior corrected. Such a unified form will, therefore, more likely than not succeed (McCall & Ogletree, 2018).
References
Kansas University. (2019). Teaching Self-Management Skills. The University of Kansas Press. Retrieved from http://www.specialconnections.ku.edu/?q=behavior_plans/positive_behavior_support_interventions/teacher_tools/teaching_self_management_skills
McCall, L. H., & Ogletree, G. (2018). The Parent-Teacher Connection: Research-based Strategies for Success—Guaranteed!.