Simulation Feedback Report (1)

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Southern New Hampshire University *

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HUM 100 X5

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Psychology

Date

Feb 20, 2024

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pdf

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Simulation Feedback Report Personal Information Tracks Viewed Summary Please share what information you currently bring to parent-teacher conferences. Do parents find that information useful and valuable? How do you know? Considerations Some considerations include: The teacher will prepare an analysis of each student’s academic performance to-date based on all elements of the performance (i.e. homework, formative assessments, summative assessments, participation, etc.) and produce a hard copy to give the parent at conferences or mail if the parent doesn’t attend. The teacher may bring samples of the student’s performance to share at the conference if there are helpful in understanding the student’s performance. The teacher will prepare an analysis of the student’s attendance and behavior and able share a verbal report with the parent at conferences. The teacher will review the recommended talking points to cover provided by the principal prior to conferences. Your Response : Student grades and notes about student performance and participation. If there are any behavioral concerns these can also be addressed with a more formal time set as needed. As a parent I find these details helpful to have, even with weekly grades and assignments being posted. • You recognize the name of the student, who seems nice but has not seemed very motivated to learn. How would you begin the conversation? Learning Objective The central issue of this sim is communication between a teacher and a parent about the performance of the student. First Name: Holly Last Name: Chow Email: hcchow@liberty.edu Intro VTT ( 1 ) => Simulation Context ( 2 ) => Background ( 3 ) => Reflection Point ( 4 ) => One Last Conference ( 5 ) => Parent's Perspective ( 6 ) => How will you respond? ( 7 ) => Parent Responds To Positive Comment ( 8 ) => Self Check ( 12 ) => Responding to the Parent ( 13 ) => Yet Another Conference? ( 14 ) => Not Excused ( 15 ) => Sharing Academic and Behavior Information ( 18 ) => Parent Responds ( 20 ) => Commotion in Hallway ( 23 ) => Wrapping Up ( 24 ) => Another Approach? ( 28 ) => Parent Is Not Happy ( 29 ) => Planning Meeting Attendees ( 30 ) => Setting Up the Meeting ( 34 ) => Epilogue ( 36 ) Congratulations on completing the simulation. Let's take a look and see how you did!

The problem of practice is that parent-teacher conferences can end up being difficult conversations for the teacher if the teacher assumes the conversation is about the performance of the student while the parent wants it to be about the performance of the teacher. Your Choice ( s ) : Start by sharing a positive comment about the student. • Other Choices Start by calling attention to the short amount of time left for the conference. • Start by stating that this conference is about helping the parent support their student. • Start by suggesting that rescheduling a conference may be a good idea due to the time crunch. • Decision Time 00:00:14 Feedback Beginning on a positive note can be a way to establish a foundation of trust with the parent. Other approaches that demonstrate that you are looking for the parent's input and reflectively listening can also build trust at the start of a conference. • Self Check: Pause for a moment to take a quick internal inventory. How are you feeling after seeing the parent's reaction? How do you think your reaction will frame how you continue to interact with this parent? Considerations This opportunity called for self-awareness and self-management as you are interacting in real time with a parent. How does this situation map to others you've been in with parents? What would you do differently going forward with regard to self-awareness and self-management? Your Response : The parent seems to believe that the problems are solely in my class, and is not necessarily interested in hearing anything that is outside of their own mental narrative. I would let them know that we are there to have the opportunity to discuss how we can both work together to do what is best for the student, and you look forward to working with her to develop a plan that will provide the necessary support both in the classroom and at home. • You now feel rushed to complete this conference, which will not serve anyone well. What do you do? Learning Objective Having self-awareness of your own stress levels is important in navigating can be the whitewater of parent conferences. Consider what you feel is urgent and also what feels most important in the flow of connecting with parents. Your Choice ( s ) : Excuse yourself to tell the new parent that you will meet with them but will need to go beyond 8pm. • Other Choices Tell the conference parent that time is getting even more limited and urge them to schedule another meeting with you. • Stay focused on conferencing with the current parent and keep moving. • Decision Time 00:00:23 Feedback This type of situation is informed by your social awareness and relationship skills. Communication and listening are key. • You look up to see that the parent who was waiting is no longer there, which has you feeling less rushed. How will you go about sharing

academic and behavior information with this parent? Learning Objective By this point in the conference you have a sense of this parent's perspective. To what degree are you considering that perspective as you work quickly through the conference process? To what degree do you focus on providing the parent with clear messages about their student's performance and behavior versus eliciting more of their input and perspective? Your Choice ( s ) : You ask the parent what they wish to learn about their student’s academic performance or behavior before sharing your information. • Other Choices You pull up the student’s academic performance in your on-line grade book and read to the parent a series of scores based on daily work, homework and tests. • You provide the parent with the academic analysis, examples of student work and other information prepared prior to conferences. • You ask the parent to tell you more about their student; what they like about school and don't like about school. • Decision Time 00:00:19 Feedback This choice focused on adopting a listening orientation to the parent, which is critical to having a meaningful dialogue about their student. At the same time, consider adherence to process, which can be a good thing in terms of ensuring everything is communicated to the parent. • It’s 8pm and you realize the parent is not satisfied with the conversation and seeking information and support beyond what you can provide. What will you do now? Learning Objective This decision asked you consider approaches that ranged from outright dismissing the parent to working to accommodate their needs. What is the appeal of a prompt close to the conference? If an extension or rescheduling were warranted, how will you balance the additional investment of your time with this parent? Your Choice ( s ) : Another option - specify on next screen • Other Choices At 8pm you thank the parent for coming and note that time is up and conferences are ending for the night. • Continue visiting with this parent beyond 8pm. • Ask the parent if it would be okay to pause the conference and meet again in a couple of days at the parent’s convenience. • Decision Time 00:00:25 Feedback See the considerations noted with regard to your text input. • Write in how you would address the parent at the end of the allotted conference time. Considerations How did you deal with the trade-offs between working with time limitations and wanting to satisfy the needs of this parent? Your Response : I understand that your feel your concerns have not been fully addressed, but the time allotted for conferences this evening has come to an end. I would like to set a time to meet with you over the next few days. Let's set a meeting for x date and time so that we can ensure to work together to maximize your student's potential for •

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learning. As you look toward meeting with the principal to plan for the follow-up meeting with the student’s parent, who would you want to attend and have input on the planning? Select up to four (4) of the following options: Learning Objective Too many people at this meeting may hinder the planning and distract the group from planning for the heart of the parent’s concerns. If the correct people are not at this meeting, the planning may fall flat as not meeting the parent's and student’s needs. Your Choice ( s ) : You and the principal • Counselor • One or more of the student’s other teachers • Other Choices Someone else - specify on next screen • Decision Time 00:00:18 Feedback At minimum, you and the principal should attend the meeting. Others can be considered based on their role and relationship with the student and family. • A counselor can be considered based on their role and familiarity with the student and family. • Another teacher could be considered for this meeting based on their role and familiarity with the student and family. • Who should call the parent to set up the follow-up meeting and then be in charge of leading the meeting? Why? Considerations A case can be made based on who has the best relationship with the parent, but most likely the principal should make the call and lead the meeting. This signals to the parent that the school has taken their concerns seriously and the principal is who will have to make the ultimate decision on some of what the parent is asking about and for. Your Response : As the principal has now been involved it would need to be based on their schedule. However I would work to meet with them prior to the meeting as well as checking with the other students teachers to determine if there has been any of this type of feedback provided to them, as well as the counselor to see if there are any mitigating circumstances that they are aware of which may help to work with the parent. •

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