Supporting Student Identities

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School

Liberty University *

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360

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Communications

Date

Apr 3, 2024

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docx

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Supporting Student Identities 0:16:10 Feedback Report 1 / 11 Your Response At this point, you pick up Aisha's hijab from the floor and give it to her, and ask the class to take their seats. What will you do next? Considerations... In this decision you had to consider classroom and community safety as well as how to address specific student behaviors. To what degree did a restorative approach figure into your thinking? Learning objectives... In this decision you had to consider classroom and community safety as well as how to address specific student behaviors. To what degree did a restorative approach figure into your thinking? Your choice  Tell Aisha quietly that you will address this at the next break Other choice(s)  Check in with Aisha  Speak to Joe  Speak to Aisha and Joe in the hallway while an aide checks in on your class.  Get support in what could be a delicate area to navigate. Choice feedback  This puts the focus on restoring order. However it fails to communicate to Joe that you know this is wrong behavior and that what he as done is harassment. © 2022 SchoolSims

Feedback Report 2 / 11 After School The principal has not come around to see you yet. You have messages from Aisha's mother and Joe's mother, each asking you to call them as soon as possible. What will you do now? Considerations... This decision asked you to weigh several priorities and consider how best to address them as your time at school dwindled. How do you distinguish between what seems urgent vs what seems most important? Learning objectives... This decision asked you to weigh several priorities and consider how best to address them as your time at school dwindled. How do you distinguish between what seems urgent vs what seems most important? Your choice  Call Aisha's mother Other choice(s)  Call Joe's mother  Speak with the principal

Feedback Report 3 / 11 Calling Aisha's Mother Aisha's mother answers and says that she is very upset, but she is not able to speak at length until that evening. You tell her that you understand and ask her to call you when she is available. What will you do next? Considerations... After speaking with Aisha's mom, you considered your next steps. What influenced your decision in terms of priorities at this point? Learning objectives... After speaking with Aisha's mother, you considered your next steps. What influenced your decision in terms of priorities at this point? Your choice  Call Joe's mother Other choice(s)  Speak with the principal  Get input on restorative practices Feedback Report

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4 / 11 Prepping for a Call With Aisha's Mother As you think about speaking with Aisha's mother, how would you like to approach the conversation? Note your considerations and priorities below. Considerations... * Did you include a check in about the student? * Did you offer an apology and sympathy? * Did you plan to hear the perspective of the mother? * Did you think about an action plan, next steps? Your input... Apologize for the bullying and assure her that I am working with the principal and Joe's mother to resolve the situation. Ask her to come in for a meeting. Learning objectives... * Did you include a check in about the student? * Did you offer an apology and sympathy? * Did you plan to hear the perspective of the mom? * Did you think about an action plan, next steps? Feedback Report

5 / 11 Call With Aisha's Mother Aisha's mother calls. How will you begin the conversation? Considerations... This decision offered a forced choice among several options that had good approaches. In an actual conversation with a parent in a similar situation, you'll need to consider your relationship with the parent and their student, the magnitude of the incident, as well as the parent's emotional state. Learning objectives... This decision offered a forced choice among several options that had good approaches. In an actual conversation with a parent in a similar situation, you'll need to consider your relationship with the parent and their student, the magnitude of the incident, as well as the parent's emotional state. Your choice  Ask how Aisha is doing then invite her mother to meet with you and the principal tomorrow Other choice(s)  Apologize and assure her you will keep an eye on the situation, then ask how Aisha is doing  Let Aisha's mother speak first, then acknowledge that today's incident showed disregard for her religion Choice feedback  Showing concern for a student is a good first step when speaking with a parent after any incident similar to this. Inviting a parent to meet with you and the principal is also a good step, as the other options available in this decision. In general, you will do well by approaching such conversations with care for the student and family and conveying a desire to listen and partner.

Feedback Report 6 / 11 Transitioning to Joe's Mother Now that you've spoken with Aisha's mother, how will you approach your conversation with Joe's mother? Considerations... * Did you include a check in about the student? * Did you offer understanding and sympathy? * Did you plan to hear the perspective of the parent? * Did you think about an action plan, next steps? Your input... Inform her of Joe's behavior. Learning objectives... * Did you include a check in about the student? * Did you offer understanding and sympathy? * Did you plan to hear the perspective of the parent? * Did you think about an action plan, next steps?

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edback Report 7 / 11 Call With Joe's Mother You call Joe's mother to share the incident that occurred earlier. She is frustrated with her son, but also concerned that he will be vilified. "Joe has a lot of energy, and I think you've seen that pretty consistently since the start of the school year. Sometimes things can get a bit rough and tumble here at home with his siblings, and that energy can tag along when he's in school, particularly at recess. I'm not happy that he is being singled out as anything other than high spirited." How will you respond? Considerations... This decision also offered a forced choice among several options that had good approaches. The same considerations as in the conversation with Aisha's mom apply. In what way did your approach to this conversation differ with regard to your conversation with Aisha's mom? Learning objectives... This decision also offered a forced choice among several options that had good approaches. The same considerations as in the conversation with Aisha's mother apply. In what way did your approach to this conversation differ with regard to your conversation with Aisha's mother? Your choice  You listen to her concerns, confirm what you hear, and ask how she thinks you should handle the situation. Other choice(s)  Relate the incident from your perspective and reference the no bullying policy, which is in place to prevent patterns of negative behavior toward peers. State that there will be consequences for Joe.  Actively listen and affirm that you've heard her but don't respond  Sense her frustration and keep the conversation short, getting back to her later in the week. Choice feedback  Active listening is critical in speaking with parents, which means confirming that you hear what they are saying. Eliciting their opinion on how to deal with a situation involving their child can be a good idea as long it is clear that you will take it into consideration and not necessarily act on it.

Feedback Report 8 / 11 Meeting With Principal How will you respond? Considerations... This decision asked you to look at the situation from a range of perspectives, from a "by the book" policy approach to a sympathetic and supportive partnering approach. What other situations might you face where a similar spectrum of responses might apply? Learning objectives... This decision asked you to look at the situation from a range of perspectives, from a "by the book" policy approach to a sympathetic and supportive partnering approach. What other situations might you face where a similar spectrum of responses might apply? Your choice  You provide an overview of the school policy on head coverings as well as bullying and then you ask Aisha's mother how she wants this handled given this information. You also include her legal rights. Other choice(s)  Commit to partnership.  You have the principal take the lead in the meeting and you commit to the principal's ideas.  You both listen to Aisha's mother and you tell her that you and the principal will come up with a solution. Choice feedback  Providing parents with relevant information such as policies can be a key step. The same is true for eliciting a parent's expectations for how a given situation can be handled.

Feedback Report 9 / 11 Tuesday Evening - Message from Joe's Mother Joe's mother contacts you. She is frustrated that he was kept in during lunch and had to read about Islam. She is concerned that her son is being vilified and says she is considering contacting other parents in the class for their students' perspectives on what happened. How will you best address her concerns? Considerations... In responding to this upset parent, you had choices that ranged from the personal (meet with the parents), - to the administrative (take it to the principal), to the pedagogical (address it with curriculum). What informed your choice? Learning objectives... In responding to this upset parent, you had choices that ranged from the personal (meet with the parents), - to the administrative (take it to the principal), to the pedagogical (address it with curriculum). What informed your choice? Your choice  Set up a curricular intervention with a unit on respect and religious diversity. Other choice(s)  Set up a meeting with Joe's parents to discuss the diversity issues in order to avoid any similar situations  Talk to the principal about this issue and ask her to reach out to the parents Choice feedback  While raising the awareness of the class may be a good idea in general, it does not raise the specific concerns Joe's mother is raising.

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Feedback Report 10 / 11 One Week Later You are still concerned about the repercussions of the incident and want to address the classroom community. Which are the best options for you? Considerations... Sometimes we are only able to do one thing in a given situation, without other options. This decision asked you to consider multiple options, viewed through a priority perspective. What elements informed your sense of priority? Learning objectives... Sometimes we are only able to do one thing in a given situation, without other options. This decision asked you to consider multiple options, viewed through a priority perspective. What elements informed your sense of priority? Your choice  Invite Aisha's mother or a member of the Islamic community to come to your class to share more about Islam, and its culture and beliefs, as well as the diversity within this community. Other choice(s)  Hold a class meeting where you read some books on Islam.  Write a letter to all the families about the need to remind their students of the inclusive and respectful classroom context.  Start by sharing some thoughts with the principal to develop policies addressing this issue.  Ask for a meeting with parents and families to share preventive measures to deal with similar issues. Choice feedback  This option provides you and your students an opportunity to hear directly from a member of the Islamic Community as well as make stronger connections. This provides Aisha space to not be put on the spot, but to have her faith community support her.

Feedback Report 11 / 11 Reflecting on Progress You've made several decisions since you first had to address the incident in your classroom. Considering the interactions that you've had with students and parents, as well as the principal, write down anything you might have done differently to be more effective. Considerations... When you encounter such a situation in your classroom, it provides opportunities to build partnerships, and potentially deepen your classroom community. In the classroom, you are constantly challenged with trade-offs in your decision making, including looking at when to focus on immediate safety vs. restoring the class community, as well as considering traditional classroom management vs. employing restorative practices. Your input... Assign reading about Islam to the entire class. Learning objectives... When you encounter such a situation in your classroom, it provides opportunities to build partnerships, and potentially deepen your classroom community. In the classroom, you are constantly challenged with trade-offs in your decision making, including looking at when to focus on immediate safety vs. restoring the class community, as well as considering traditional classroom management vs. employing restorative practices.

Supporting Student Identities

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