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To get the parent(s) to work together with the teachers to help the child. To tell the parent(s) from the angle of partnership instead of "pushing back her responsibility".

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To get the parent(s) to work together with the teachers to help the child. To tell the parent(s) from the angle of partnership instead of "pushing back her responsibility".

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School can get accounts from different subject teachers to get a better picture (data gathering)

Having a whole school approach in discussing this as a case study allowing for more ideas to be gathered

School counsellors/SSD to give moral and emotional support to teachers as they have appropriate strategies

SLs to be on the same page as the teachers as long as the teachers have not crossed the boundaries, protecting the teachers reiterating to parents communication should be made through official platforms and through the school first

Having AYH to mediate with the parents, having tiered interventions with other important school personnel to mediate with parents

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School Leaders, Middle Management, School Counsellor and Form Teacher to meet the parent together to show that the school takes the matter seriously.

Prior to the meeting, facts gathering from the respective subject teachers allows getting a better picture of how the child responses to other teachers in class.

SDT can work together to come out with strategies to help the child and share it with the parent so that we can win the trust of the mother.

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Start building a positive relationship with parents from the start of the year, during the first parent - teacher meeting.

Use ClassDojo to interact with parents and build relationships. Make it clear to them of the various platforms available for them to communicate with teachers, to avoid any frustration in future.

Always come from the angle of helping the child, never against the child. Make an effort to follow up with parents’ complaints. Be mindful of tone and choice of words.

Keep parents in the loop, and well-informed. When parents reach out, assure them that you will monitor and update them.

Good practice in YCKPS - Filling in the excel sheet before handing over students to the next FT. We can indicate which parents are more ‘challenging’.

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Celebrate achievements with parents, provide positive feedback of the child.

Establishing feedback mechanisms with parents to give them a voice, allowing them to be heard.

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The school can assign a KP (AYH/YH) to meet the parents for a face to face meeting.

If it is through the phone, AYH/YH can also guide the teachers on how to address parents. FTs can also consider having a conference call with both FTs and a KP on the call with the parent.

The school can also listen to the teacher’s side and understand what happened from the teacher’s perspective.

The school can also step in to help mediate the relationship between the teacher and parent instead of just a one-off meeting as the teacher will still need to continue working with the parent throughout the rest of the year.

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Any issues that may be happening at home, background of child and parent, past behaviours/offences of students, past interactions with parents. Info from current subject teachers would help. Brainstorming about any of his basic needs that are not met. Check with counsellor if they have any information if they have had past counselling sessions together. Engaging the child individually to hear his voice. To find out the root cause of child's anger. Equip with anger management/ self calming techniques also would help.

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Suggest strategies that she can adopt at home and follow up with her.
Continue to build rapport with the parents.
Suggest schemes for financial support.
Recommend student for intervention programmes.

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It would be better to communicate with parents through calls instead of message. Through message, parents many misunderstand the tone / meaning of the message.
Have a good relationship with the parents through constant communication to provide them with regular updates.

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- Family situation (Check if the mother is available to support the child. Check mother's emotional state. Challenges that mother face.)
- Find out more from the child to check on the real issues that he is facing at home and in school.
- Find out about the relationship between parent and form teachers and previous FTs. Check in with previous FTs to see how better to engage parent.
- Look into his needs (is it a sudden change in behaviour?)
- What sort of support has been given thus far (at home and in school)

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EOs to 'be there' aka be present and to be compassionate and understand the parents' point-of-view.

Do not discuss only about the ongoing negative issue. Sandwich methods: Provide positive feedbacks along the way.

Active listening rather than just ranting out to the parent.

At times, find a third party that can engage the parents better if one's communication with parent isn't smooth-sailing at all.

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1. Have an honest face to face conversation among SLs, teacher and parent for all parties to bring up concerns including child’s behavior in and outside of school,  discuss strategies on how the child can be supported in the classroom.
- Discuss appropriate corrective behaviors

STEPS:
1. Identify problem
2. Identify needs of both teachers and parent
3. Discuss solution and agree to carry it out
4. Follow up and discuss the effectiveness of the strategy.

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1. Each group will start on the assigned question first.

2. Do appoint a scribe to take down the key points for the question allocated to you. Scribe is then to key in the discussion points into the respective question.

3. When you key in the discussion points for your allocated question, please indicate your group number in the Instructions header.

4. Once you have completed you can add on to the other questions. Please do provide us your group number.

Thank you.

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Need to understand the situation better - why he has tantrums and underlying reasons for his violent tendencies (i.e. anger management issues / triggers etc)

Understand his learning needs. Find out some of his strengths in order to direct him to fill his time meaningfully

Are there previous or present interventions in place?

Engage Mrs A to use the intervention strategies at home i.e speak same language

Consider relationship between him and his mother

Consider teacher-parent relationship as well - as parents can turn around to accuse teacher