Working with Parents Comprehensive Classroom Management: Cre ✓ Solved

Students will be required to research their state's education law. This project will be divided between two modules of this course. Each part of this research project will include categories that must be researched and summarized in one page per category. Investigating Education Law in Your State: Michigan is my state. To gain a thorough knowledge of special education law and education law, therefore, students should investigate their state’s laws, regulations, rules, and guidelines that implement the Individuals with Disabilities Education Act, No Child Left Behind/Every Student Succeed Act, and other education-related matters. This information can be found on websites of state departments of education and state law and regulation sections in law libraries. Investigating laws in your state is an important way for students to gain a complete understanding of education law.

Research Categories: (Each category must be summarized in one page per category using APA format.)

• State requirements regarding the Individualized Education Programs.
• State guidelines for disciplining students with disabilities.

Explain using APA format (include a title page, in-text citation from the IRIS module, and a reference page). You can find more guidance on using APA format in the APA Format folder. All assignments that are not in APA format will be subjected to point deductions.

Your response should be between 375 – 500 words and Times New Roman 12 point font, include a cover page, and a reference page. The Cover page should include: Reema is one of the best students in your 3rd-grade class. She is very polite, kind, and helpful to others. Recently, you have noticed that she is always tired and showing signs of carelessness. As a result, her performance in your class is suffering. You have not seen any signs of physical abuse on her body. Last week, she was rude and did not follow your directions. You spoke to her alone. Few days later, she again repeated the behavior and did not complete her assignments. This time, you told her that you have to call her home. She started to cry and said, “Please do not call home, I will do anything you tell me to do. I will put the chairs back, I will pick up all supplies, and sweep the floor. Please, please do not call my parents.” As a new teacher, you have never experienced a student behaving in such a manner. You met with the school counselor and found out that Reema's dad is very sick and her family is going through hardship. She has two younger siblings and her mom is working two jobs to support the family. You would like to help Reema.

First, teacher-parent conferences are scheduled 10 days from today. Her parents have signed up to meet with you. What steps would you take in the next 10 days to monitor Reema's behavior and why? How will you show her that you care and want to help her? What information will you provide to her parents (mom)? Please support your response from readings and videos (cite using APA format).

Paper For Above Instructions

The importance of parental involvement in a child's education cannot be overstated. This is particularly true in various challenging circumstances, such as when a child is facing home-related issues that may negatively impact their academic performance. In the case of Reema, a bright student who is demonstrating signs of distress, it is essential to take strategic steps over the next 10 days to monitor her behavior, show her care, and prepare for the upcoming parent-teacher conference.

During the next week and a half, my first step would be to closely monitor Reema’s classroom behavior and academic performance. This will involve keeping a detailed log of her daily activities, participation in class, interactions with peers, and completion of assignments. By documenting these behaviors, I can gain insights into her emotional state and any specific triggers that may lead to her recent careless demeanor. This data will not only aid in understanding Reema's situation better but also serve as a crucial component during the parent-teacher conference, where I can present observable patterns rather than anecdotal evidence alone (Henderson & Mapp, 2002).

Simultaneously, it’s crucial to approach Reema with empathy and support. I plan to have daily one-on-one conversations with her to express my care and willingness to help. Simple gestures, such as asking her about her day or how she is feeling, can foster a trusting relationship. Moreover, I could invite her to share her interests or any extracurricular activities she might be involved in, ensuring that she feels valued beyond her academic performance. According to Epstein and Sheldon (2006), creating supportive teacher-student relationships can significantly enhance students' engagement and motivation.

On the academic side, I will provide tailored support to her assignments and ensure that the tasks are manageable given her current situation. Additionally, establishing a friendly reminder system for her assignments will not only keep her accountable but also show her that I believe in her ability to succeed. This approach aligns with findings from the research by Jeynes (2016), which suggests that frequent interactions and support from teachers can mitigate some of the challenges faced by students from disadvantaged backgrounds.

As I prepare for the parent-teacher conference, it is essential to gather relevant data regarding Reema’s academic progress and behavioral patterns. This will include her grades, the quality of her assignments, and any notable improvements or setbacks. Importantly, I will focus on her strengths to create a positive narrative around the reviewing of her challenges. Acknowledging her achievements and the positive attributes she brings into the classroom will create a supportive atmosphere for her parents, making them feel more engaged and less defensive (Simon, 2008).

In my communication with Reema's mom, it is vital to be transparent and provide concrete examples of Reema's behavior and performance. I intend to outline the challenges she has been facing and discuss any recommended strategies that could be implemented to help Reema navigate this difficult time. This should involve a collaborative approach, inviting Reema's parents to share their insights and agree on strategies that will best support Reema’s needs (Harris & Goodall, 2008).

Finally, I will make a concerted effort to ensure that the conference is a safe space for discussion. Allowing Reema's mom to understand that I am there to collaborate and support, rather than to criticize, can facilitate a more effective partnership. It is therefore essential that I practice active listening during the meeting, ensuring that I acknowledge her concerns and demonstrate a willingness to work together for Reema's benefit.

In conclusion, supporting Reema over the next 10 days will involve a balanced combination of closely monitoring her academic performance, building a supportive relationship, and preparing for an open conversation with her parents. This holistic approach not only fosters Reema’s educational success but also acknowledges the complexities of her home life. It underscores the importance of parents and teachers working together to create a stable support system for children navigating challenging circumstances.

References

• Epstein, J. L., & Sheldon, S. B. (2006). Present and accounted for: Improving student attendance through family and community involvement. The Journal of Educational Research, 99(1), 6-19.
• Harris, A., & Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning. Educational Research, 50(3), 277-289.
• Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Northwest Regional Educational Laboratory.
• Jeynes, W. H. (2016). A meta-analysis: The relationship between parental involvement and African American students' academic achievement. Urban Education, 51(1), 3-26.
• Simon, B. S. (2008). The role of parental involvement in children’s education. Social Work in Education, 27(4), 339-357.