They just let her went case study

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Communications

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Jun 21, 2024

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THEY JUST LET HER WENT They Just Let Her Went Case Study Apryl Jones Liberty University Author Note Apryl Jones. I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Apryl Jones. Email: ajones740@liberty.edu
THEY JUST LET HER WENT Key Issues The case study discusses the concerns a single mother has regarding the passing along of her daughter. The mother believes that her daughter is being along despite her belief that her daughter is not performing academically. The mother did not want her daughter to simply be passed along. Her belief comes the lack of progress being demonstrated on her daughter’s report card. The mother wants her daughter to remain in her current grade to further practice the skills that she is lacking. The fact that the daughter received all F’s is one of the primary factors contributing to her belief that her daughter needs to remain in her current grade and “catch up”. Since report cards traditionally are seen as a form of communication to students and parent about the students’ performance, the mother believes she has reason for concern (Tutwiler, 2017). Although the intention of reports is to be a source of communication, it does not provide answers for the questions that are prompted. The mother also believes that her daughter’s teacher and other staff were not working in a format that was beneficial to her daughter. It appears that the teacher would rather promote the daughter despite the lack of academic progress. The mother has voiced her concern that her daughter is ill-prepared for the fourth grade. When the mother is voicing her concerns about her child and her daughter is being promoted regardless, it creates an environment that allows the mother to believe that she is not being heard and her concerns are not being addressed. The daughter’s lack of academic progress plus the daughter’s promotion creates further frustration with the mother and potentially the daughter. The concern the mother has about her daughter’s academic progress are common concerns for parents of students with lower academic progress and students with disabilities. The consistent communication between parents and school officials in conjunction with parental involvement creates a high-quality childhood program (Gauvreau & Sandall, 2019). Parents advocate for their children and their children’s best interests. The way parents advocate for their children is through having conversations
THEY JUST LET HER WENT with their teachers. The discourse between parents and teachers gives insight on both sides as to why grades are, and parents and teachers are at a point of understanding before grades are submitted. Lastly, the mother has supporting documentation for her belief is the written documentation noted through her daughter’s report. If the teacher could recognize that the child is not performing up to academic expectations, then why is she being promoted to the next grade? This case study prompts the questions of what is a grade and what does it represent? The inability of the mother to answer these questions causes mistrust and challenges for her child’s future teachers. The outcry of a parent who believes that she is not being heard will create a hostile vulnerable situation for the teachers to come. Developing a Positive Working Relationship I believe that developing a positive relationship with the mother is hearing the mother’s concern and conversing with her about her concerns. The mother needs to feel heard and respected. She also needs to feel that the teacher has the child’s best interest in mind. The best way to achieve this is by communicating with the mother. One of the best things school officials can do is ask the parent what she wants or believes should be done and to state why. This can be done through a parent-teacher conference. If traditional forms of communication do not work for parents, then teachers should find another form of communication with parents to share communication (Gauvreau & Sandall, 2019). When the teacher noticed the child struggling, she could have reached out to the mother and began having conversation with her about accommodations and interventions that her child may or may not need. Once the accommodations and interventions were stated and agreed upon, the next point of contact would be to speak with the parent about the progress or the lack thereof. Keeping the parent informed of their child’s status. By completing these actions, it will minimize the frustration felt by the parent. The goal a functional partnership is to have open and honest dialogue about the progress of the child. The concerns of the parent(s) and the concerns of the teacher should be presented to the other
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