Communicating below proficiency test results

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by Charles Morton5 views·Updated Dec 20, 2021
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  1. Hi.
  2. This is Charles and Sergei's video Short video
  3. on communicating below proficiency test results to parents.
  4. So we've broken it up into two sections.
  5. The first is building the parent teacher partnership.
  6. And then how we would manage that meeting,
  7. uh,
  8. with the parents. So, firstly, we believe that
  9. Parenti department partnership,
  10. um, sets you up for success.
  11. So regular communication prevents surprises,
  12. so parents will come
  13. to your meeting.
  14. Hopefully, they will already have been informed of potential issues
  15. relating to student progress or content knowledge.
  16. Uh
  17. uh.
  18. You would have also wanted to provide some positive
  19. feedback to the parents relating to their child.
  20. I mean, in the end, it is their child. And
  21. you know, they do love their child
  22. and they want to hear good things. And
  23. before you dig into negative provides some negative,
  24. it could be construed as negative
  25. feedback to parents. It's important to first
  26. praise the child or give some positive feedback to soften the blow to the parents.
  27. Uh,
  28. then another one is being approachable.
  29. So the teacher should set aside some office hours where parents
  30. can know that they can interact with the teacher if required.
  31. The teacher should be available via email within reason,
  32. Um, and you know, there should be clear boundaries and expectations set around
  33. communication with the teacher.
  34. Um,
  35. then the parents and teacher through this partnership should be
  36. able to already have had to have a conversation around
  37. setting goals for the specific student for this subject
  38. for this semester or for the school year.
  39. Um, so that they know where the student
  40. where they see the student
  41. I should be going.
  42. And
  43. okay,
  44. so that they have the same end goal in sight.
  45. Okay, so that's building a parent teacher partnership.
  46. The next one is the actual meeting itself.
  47. So once you've set up a meeting with the parents,
  48. be it online or in the physical environment,
  49. Um, before you do that, you would first want to clear up
  50. what's going on with the students.
  51. You want to avoid
  52. going in and talking to the parents unless you have a thorough understanding
  53. of
  54. what the students
  55. perceptions are regarding
  56. his
  57. or her performance. Why did they perform badly in the test?
  58. Why are they not proficient in the specific subject area?
  59. Um,
  60. uh
  61. I mean, that's your prime. Should be your primary source. of information.
  62. Um, then then then when you
  63. I have invited the parents into your room, you should create a relaxed environment.
  64. Um, my parents can be at ease. You should be seated not behind your desk,
  65. but close to the parents and maybe in a semi circle.
  66. Um,
  67. you should try and connect with the parents first. You know, make some small talk.
  68. Speak about,
  69. you know,
  70. some funny things that have happened in class with the student
  71. trying to build a relationship and set them at the east.
  72. Um, and then
  73. dig deeper, try and understand their concerns. What are they worried about?
  74. I mean, parents would be anxious to about the performance of the studio.
  75. Um,
  76. things that what have they tried? Have they tried any anything? Uh,
  77. have they tried remediation in terms of getting a tutor,
  78. or do they spend some time with the students studying or, um, you know,
  79. what are the different things that they've tried then be positive?
  80. I mean, this meeting should be a good thing.
  81. You're intervening.
  82. Um, you want to the student too?
  83. Be successful. Both you and the parent. So this meeting should be
  84. a meeting where
  85. you
  86. plan out how you're gonna make the students succeed.
  87. Okay? And then
  88. also very crucially important is being prepared. So
  89. you should be able to show the data and evidence.
  90. So obviously, especially when there's emotions involved and especially when
  91. you know
  92. there's a lot of possible anxiety and concern.
  93. It's always important to have the hard facts. So you should have the assessment.
  94. You should have some data graphs showing where the student is plotting along the
  95. the you know
  96. where he or she falls in the class level.
  97. Um, and then,
  98. uh, you should sit with the parents and plan the next steps.
  99. Are you going to put the child on an improvement programme?
  100. Are you going to provide extra work for the for the child
  101. or for the student to do in addition to his normal workload?
  102. Uh,
  103. are you going to be reviewing certain or re
  104. teaching certain parts of the lesson to the child?
  105. Um,
  106. and and you should set clear expectations with
  107. the parents about what the parents' responsibilities are,
  108. and they should be clear about what your
  109. responsibilities are as a teacher and of course,
  110. what the students responsibilities,
  111. then the final thing would be once the meeting is over to send a summarised,
  112. uh,
  113. minutes of the meeting to the parents,
  114. Um, and then
  115. circle back into that, um,
  116. parent teacher relationship that we've chatted earlier.
  117. Provide,
  118. you know, constant feedback to the parents.
  119. Regular feedback to the parents about progress,
  120. Um, and set up follow up meetings if required.
  121. Um, yeah.
  122. So that's how we would communicate below proficiency results to the parents.
  123. Thank you.