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Case Study: Mr & Mrs. Deshotels ( p. 29)

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Case Study: Mr & Mrs. Deshotels ( p. 29)

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Fear of introducing sexual content is driving the behavior.

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We would ask why mom thinks the friends are the issue. Family seems to be driven by how they are perceived by others. If the parent refuses to allow her to move classes and she does fail, what will the parents' next steps be? Is the parent willing to get a tutor?

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K - What questions would you ask the parent?

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K - What questions would you ask the parent?

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Have you spoken to your child about your concerns?

How have you come to the conclusion about the content of the book? (specifics?)

Do you have any suggestions?

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Image and status seems to be the driving behavior. Where is dad and what are his thoughts? Why aren't his grades high enough? Is he bored and not trying or doesn't he qualify?Why do you want him in the gifted program?  How can we enrich him over the summer or the next year? 

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Image and status seems to be the driving behavior. Where is dad and what are his thoughts? Why aren't his grades high enough? Is he bored and not trying or doesn't he qualify?Why do you want him in the gifted program?  How can we enrich him over the summer or the next year? 

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The parent is driven by stress and worry for her student.

I would ask, why do you feel the friends are the issue? Have you thought about a tutor?

I would recommend giving it maybe another week with a tutor or helping her at home, but if she does not improve then we may need to switch her class. Is that fair?

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What is driving the parent behavior? (2nd)

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What is driving the parent behavior? (2nd)

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Permissive parent behavior, she wants to appease her son

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We would ask more questions about his behaviors at home and in school. We want to know what his extra curricular activities are and if he fits in with his peer groups. Are his parents pressuring him for these grades and can he achieve them independently. Based on that information, we can see if retention is appropriate and talk to parents about appropriate expectations.

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We can show the parent the retention scale and where the student falls on the scale. We would show appropriate data for age-appropriate behaviors. Give resources to help with enrichment outside of the classroom.

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Connect the student with the backpack program or other local programs that could help with basic needs.

Suggest the school's tutoring program to address the inability to add and subtract.

Asking "How can we help you?" "Are you seeing anything alarming at home?" "What is going on at home?"

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family seems driven by social perception. how they are percieved by others. I need more information. Has interventions been done to help her understand the material and she is still failing? is she failing because she is not doing the work? can you explain how you think influence from friends is affecting her performance and understanding?

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Have parent come in and look at material content and the objective of the lesson.

Relate content to standards to guide parent understanding of the purpose of the lesson/unit.

Compare story to a familiar story.

Focus on the facts and elude to the fact that we are not trying to teach sexual content to elementary children.

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What questions would you ask the parent? (2nd)

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What questions would you ask the parent? (2nd)

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Do you have a different proposal for your son for this activity? Is there a reason you do not want him to complete this assignment?

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Overprotective- feeling the need to defend their child before an issue even occurs.

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Remove pay phones. All smartphone and watches are turned off and in their bags.  They can be checked at the beginning or end of the day. The parent's response is a concern for her son. How can we teach the child to advocate for himself at school or get support from the teacher instead of calling home?

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Remove pay phones. All smartphone and watches are turned off and in their bags.  They can be checked at the beginning or end of the day. The parent's response is a concern for her son. How can we teach the child to advocate for himself at school or get support from the teacher instead of calling home?

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What can we do so that you know we love and care about him or her?

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Questions to ask? Have there been concerns before with work completion or teacher/student interaction? Is this normal behavior for the student? If so, do we need to look at a plan to support him?

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First thing I would do is explain to Mrs. Smith that we have a 30 minute "duty-free" lunch in which I am not responsible for student behaviors or managing them. Then, we would ask Mrs. Smith for the specific date that the incident has occurred and watch the camera footage. When the footage does not show the incident, we would have Sam explain what he told us.

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Parent is concerned about her son not being happy. Alarmed that child is calling her.

Why did you come into the school rather than making a phone call.

Elopement is the biggest concern.

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The student will bring a water bottle. Positive reinforce work completion throughout the day.

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Parents are defensive about absences.  Action should have been taken prior to 26 absences.  Administration should have taken action instead of teacher being the only one to reach out.  Offer resources for support, involve school counselor, etc. 

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Parents are defensive about absences.  Action should have been taken prior to 26 absences.  Administration should have taken action instead of teacher being the only one to reach out.  Offer resources for support, involve school counselor, etc. 

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What is the student stealing? Connect with school programs (food, clothing, etc.) to help with this. Refer to the counselor to find out more of why the student is behaving this way and to look into home life situation.