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How can you stay calm and de-escalate the situation?

What phrases or body language might help show empathy without taking blame?

How do you steer the conversation back to constructive solutions?

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How can you set realistic boundaries while acknowledging their concerns?

How do you redirect the conversation toward shared responsibility and student agency?

What follow-up systems (e.g., check-ins, email summaries) can help manage expectations?

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How can you help this parent see the importance of their involvement without pushing them away?

What’s a gentle way to highlight potential long-term consequences if no action is taken?

What specific, low-effort actions could they take to support their child?

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How do you affirm the parent’s care while promoting the need for structure and accountability?

What strategies might you recommend for encouraging discipline in a supportive way?

How do you align the school’s expectations with their parenting style?

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This parent arrives visibly upset and raises their voice about their child’s recent drop in grades. They accuse the school of not doing enough and seem uninterested in hearing the child’s areas of responsibility.

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This parent has high expectations and a long list of requests. They want tailored support, additional resources, special attention for their child, and frequent updates. They may interrupt and dominate the conversation.

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This parent appears indifferent, shows little concern about academic progress or behavioural feedback, and gives short, vague responses. They may say things like “He’ll figure it out” or “I’m too busy to worry about that now.”

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This parent is overly lenient and avoids setting boundaries for their child. They may excuse all of the student’s behaviour and say things like “I don’t want to pressure him” or “She’ll do it when she’s ready.”

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1. We will provide listening ear to exercise empathetic and active listening (nod to their point, paraphrasing points) to hear him/her out, stay calm without any judgement by acknowledge their concerns with an open body gesture.

2. We established partnership with parents that we are here for the students. We proposed/discuss the support structure in school and seeking home support structure to work together to develop and guide the student.

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allow parent Vend out

active listening write notes

body language ackowledge..

clarifying the point

needs time to investigate check with subject teacher..

Show monitoring excel submission / record sheet/ attendance sheet.

drop could be due to home, social, cca,

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1. Understand the structure that is available at home.

2. Find out the source of issue e.g. Academics/Attendance/Behaviour

3. Find any issue that they are facing at home.

4. Come out with a solution together with the parent on ways to support the child. e.g. Routine that could be integrated

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Strategies for Encouraging Discipline in a Supportive Way

Drawing on Baumrind’s Parenting Styles Theory, the goal is to help the parent move from a permissive style to a more authoritative style—one that blends warmth with consistent boundaries.

You might suggest:

Positive reinforcement strategies: Encourage them to praise specific behaviors (e.g., “I noticed you started your homework on your own—great job!”).

Collaborative goal setting: Involve the child in setting simple goals and routines to encourage ownership and reduce resistance.

Consistent routines: Help the parent create daily routines (bedtime, homework time) that offer predictability without feeling punitive.

Natural consequences: Guide parents to allow age-appropriate consequences instead of re scuing the child from every challenge.

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Invite parents to air-con room

Allow parents to air their grievances

Acknowledge their feedback and will get back to them soonest possible

Practise actively listening - E.g nodding of head

Do not use handphone or laptop as they are talking

Acknowledge that you are listening to their concerns

Ask clarifying questions: E.g. our school has remedial lessons, did your child attend?

Acknowledge their concerns and state that we all want the child to improve and improvements can come in many ways

Share parents monitoring list that the school is doing our part

Preston, Wai Han, Edwin, Qi Guang, Kok Wah

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Start with positive feedback about the child before sharing the 'bad' news.

Keep reminding the parents that we are working together to help the child progress and move forward.

Using SLC to surface some of the challenges the child are facing. Also to leverage the positive experience that the child had to help the parents see the positive impact that they are making in the child's life.

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Clarification: Non-SEN Student

1. Be polite. Actively listen to their requests. "We hear them, and acknowledge their concerns." Lay out the expectations in terms of updates, support and attention (generally). PTM is not the only touchpoint, concerns can be directed via email as well when needed.

2. Let the parents voice out and hear them out actively. Acknowledge and address what we can. As the teacher, we should also give space for student to voice their opinions and experiences to encourage their student agency (SLC). Recaliberate the discussion back to a collaborative effort amongst the three parties (teacher, parent, and student)

3. e-mail, start of term checkpoint

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1) Focus on Partnership and meeting them halfway (highlight to parents what school has done to help his/her child)

Find something positive about the child / mini success stories & building from there.

2) Concern of future prospects / short term is limited post sec options

strength / concerns / strength

Share knowledge on post sec options / requirements.

3) Note down on homework / deadline (students take down / parents role) to begin with