# data[].attributes.body
The parent was upset as she shared that the child has been crying and not want to attend school.
Composed & Consider: I remain calm, I told myself that the parent must be anxious and upset that the child is feeling this way. I think about how I can assure her. I told her “I see.. You must have felt anxious because of her sudden crying”

Address: I told the parents that I would monitor the child in school and find out the cause of the problem. I spoke to Ms Gillian and she said to let the parents know it might be due to upcoming transition. Also, offer to receive the child every morning.

Regain: I update parents know what’s happening in class recently. I acknowledged and emphatize with their feelings on this matter (anxious & frustrating). I offer to receive the child every morning to reduce the crying as parents shared that she’ll stop if i receive.

Enhance: I sent photos of the child doing activities in class for the parents everyday. I follow up with a phone call on how the child is doing. Parent shared that she will go home and share that she’s happy in school.

# data[].attributes.body
This situation happened when I asked a parent for a doctor's letter to indicate his skin condition for wipe down. He was rather surprised and wasn't very willing to spend so much money at the PD to get a doctors letter.

Compose & Consider: I thought about how this parent would feel because apparently it was the first time that he needed a letter for it. I stepped into his shoes and verbalise and paraphrased how he felt about the situation and at the same time explained to him the reason for it. I assured him that I would try my best to solve all of this before transition so it would be easier for them.

Address concerns: after explaining the reasons, I listened to him talk about the law and ecda about covid. I suggested for him to call the pd to ask if they could get a dr letter without any consultation and at the same time clarify w Ms Gillian about ecda regulations and the necessity of the letter. After speaking to Ms Gillian and getting tips on how to respond to the parent, I called him the next day and explained to him again. He was very receptive and mentioned that they would just get the letter as he didn't want to wait until the rashes appear. Prevention better than cure.

Regain confidence/Enhance relationship: I thanked him for understanding and gave him time to discuss and finalise how they would like to go about this with his wife before PTC on Saturday. I was being professional as a teacher and understanding as a parent towards him hence allowing the situation to be resolved rather easily. I also told him that all these would be told to his new class teacher too.

# data[].attributes.body
This situation is about a child who doesnt finish her milk. Parent were concerned about the intake of the child milk.

Compose & consider: I thought about how this parent would feel when the child did not have enough milk intake. I stepped into his shoe and verbalised how he would feel. I think about how to reassure the parent by saying "I understand how worried you are."

Address: I told the parent that i would observe how her milk intake daily and will update him. I provide suggestion such as giving her milk after nap time instead of the regularly timing as maybe she could not finish her milk as she is full. After the discussion with the dad, i emailed her mum to let her know what's the conversation between me and the dad.

Regain/Enhance: I thanked the dad for being understanding and accepting my suggestion. I also update the dad daily about the child intake eversince i move her milk timing backward.

# data[].attributes.body
这位妈妈很伤心，因为孩子有一件放在书包的裤子不见了。

C（保持冷静、确认事实）：与伙伴确认过去几天孩子是否在学校有更换衣物，因为事隔好几天妈妈才提到长裤不见了，因此很难回想起来，班上其他家长也没有提到说有带回朋友的裤子。

A（解决问题、保持客观）：有可能真的是在我们不注意的时候遗失了，不排除遗失的可能，思考如何解决这个问题。

R（运用同理心倾听）：和妈妈沟通时说“这件裤子OO一定很喜欢对吧！”妈妈说：“对呀！上面有她最喜欢的小花。”老师回应：“妈妈有没有之前OO穿着这件裤子的照片，如果有的话我们可以向其他家长询问（遮住孩子的脸，只显示裤子的照片）。”妈妈听完以后感觉有比较舒服，向老师表示会再传照片过来。

E（与家长跟进）：过了几天，妈妈都没有发照片过来，老师主动询问：“妈妈，请问有找到合适的照片吗？如果有的话我们会再与其他家长问看看！”妈妈很不好意思的表示：“我们在OO的书包里找到那件裤子了。”老师回应：“那真的是太好了，幸好有找回ＯＯ最喜欢的裤子。:)”

# data[].attributes.body
孩子意外受伤，家长很生气
C（冷静）-保持冷静，把受伤的孩子带去给校长查看，并咨询校长与家长沟通的技巧
A(针对问题）-向家长诉说事情的由来，由于意外来得太快，造成孩子受伤十分抱歉。下次会更注意孩子的举止，减少意外。
R（重新得到家长的信任）送园时多与家长分享孩子趣事，并关心孩子的出勤率。
E（加强与家长的关系）-通过网站与家长多分享孩子在校的表现以及活动的照片。

# data[].attributes.headline
信任班-He Shu Zhu                                                                                          

# data[].attributes.subject
信任班-He Shu Zhu                                                                                          

# data[].attributes.body
这位家长不太高兴，因为孩子一直生病，被老师返回.
C（冷静）-我保持冷静，我告诉自己，幼儿生病是常见的事情，因家长工作上的压力，导致心情不好。
A（针对问题）-我会向家长解释，我们是一个集体生活环境，开放式的课室，孩子对每个新环境的适应能力都需要一段时间，让你导致不便之处，我感到非常的抱歉，谢谢你的理解。
R（重新得到家长的信任）-与家长平时打电话，分享幼儿在学习上有了很多的进步。现在这位幼儿有时候还是会流鼻涕，家长都自动在家休息一两天才返回学校。
E（加强与家长的关系）-保持密切联系，也可以在平时课堂里录一些幼儿学习视频，与家长分享。

# data[].attributes.body
情况：幼儿经常腹泻需要送回，建议家长带幼儿看医生或带回家中观察，家长对此十分不满。

C：如实告知家长幼儿的身体状况，表示非常理解家长工作繁忙，会先带该幼儿到旁边隔离。但为了保障该幼儿和其他幼儿的健康，建议家长尽快将幼儿带回观察。

A：询问家长该幼儿在家是否经常腹泻，与家长共同分析该幼儿经常腹泻的原因。通过观察发现该幼儿在每次喝完家中的奶粉后会出现腹泻的情况，建议家长暂停为幼儿提供该奶粉。

R：当该幼儿再次在校出现腹泻症状后，通过电话沟通与家长核实是否在家又喝了奶粉，在得到肯定答案后向家长说明该幼儿由肠胃敏感引起的腹泻通常只会持续一至两次，我们会继续观察该幼儿的情况，如果腹泻停止我们会继续留该幼儿在学校，如果后续发现幼儿继续腹泻或出现其他不适会立刻通知家长。

E：了解到家长比较繁忙较难接听电话，于是通过平时早晚接送孩子的时间与家长沟通幼儿在校的情况，并及时与家长分享该幼儿在校的进步，请家长放心。

# data[].attributes.body
幼儿每次回家时手臂和腿上都有很多被蚊子叮咬的包，家长为此感到很难过。

C-冷静下来

教师先让自己的内心平静下来，认真并耐心的聆听家长的诉求，明白家长的担心和不安

A-针对问题
教师先了解事情发展的全过程，知道幼儿被蚊子叮咬的根本原因，如幼儿在进行户外活动时被蚊子叮咬或是在雨天后蚊虫飞到室内等。并针对这个问题向家长说明原因，表达自己的歉意。

R-重新赢取家长的信任和理解
教师可以针对这个问题，向家长提出自己建议：如让家长为幼儿准备防蚊贴或是防蚊水，老师在每次外出时都为幼儿贴上防蚊贴。并善意地提醒家长及时补充新的防蚊贴。

E-加强与家长的关系
在日常中可以主动询问家长幼儿被蚊子叮咬的情况是否有改善，根据情况及时调整做法，积极地分享幼儿在园所的日常，让家长能更放心。

# data[].attributes.body
I had a new child who did not want to come to school after being sick and was away from school for awhile. Her parent could not persuade her to come to school and she missed out more days of school.

Compose and consider: I listened attentively to the parent’s concern and allowed her to share her child’s behaviour on the way to school.

Address: I assured her that it is a phase children go through as they adapt to new environment. As the child was a new child and was absent for awhile, she had to readjust to the environment all over again. I told her parent that I will fetch her child at the door during arrival as she was familiar with me and talk to the child about coming to school.

Regain/Enhance: I fetched the child during arrival when she came back to school. I updated her parent on how she was doing in class through phone call or face to face during dismissal. I sent pictures of the child engaged in activities to her parent through email.

# data[].attributes.body
有位家长因为孩子有天在学校的点心时间，喝了牛奶和吃了苹果，在晚餐后深感身体不适，结果引发了胃痛，吃不下睡不着。妈妈在当晚就写了电邮给我，并要我隔天回电给她。
C - 一接到邮件，心里七上八下，因为她是一位即挑剔有紧张孩子的家长。我保持冷静，不胡思乱想，就抱着尽自己最大的能力，为她解决问题与烦恼。
A - 听完家长的问题，她先问我是否知道牛奶和苹果不能一起吃，那会造成身体内的酸性增强，导致孩子胃痛，生病。我先向家长道歉，因为我并不知道牛奶和苹果不能一起吃，并谢谢她给我上了宝贵的一课，我会谨记在心。
R - 我连续几天都有跟这位家长联络，并慰问孩子的状况，她也很乐意跟我分享孩子在家的情况。
E - 与这位家长，我一直都会跟他保持联络，尤其是她孩子的学习、社交、饮食这方面。因为我了解她最烦恼和担心的范围，我尽量让她放心，信任我。

# data[].attributes.body
事例：这位爸爸很生气，因为孩子所在的年级有人中Covid 老师没有及时打电话通知家长。
C(保持镇定，换位思考）对于家长的情绪，要冷静下来并报以理解，因为COVID是有较强的传染性。但是根据政府的条例，很早之前学校就已经不再向家长通过电话的方式通知校园内的确诊病例，而是通过SN2的公告栏来发布相关讯息。
A(分析问题，保持客观）耐心向家长解释该确诊病例并不是其幼儿所在的班级，且其是周末的时候在家确诊，而并非来校后才发现。
R（重塑关系，建立信心）与家长分享学校的防疫措施，例如：除了自己消毒之外，也会阶段性地请专业人士来学校进行消毒。同时，让家长了解对于生病的幼儿，学校通常会建议在家休息或通过看医生的方式来确认其健康状况。
E（增强交流，缓解焦虑）经过沟通后，家长表示了理解并道歉。家长解释他/她所声称的“学校不及时通知”，其实是他/她在看到公告栏的信息时，把确诊幼儿的“最后一天”到校日期看成了幼儿确诊的当天日期。

# data[].attributes.body
At the start of the year, a child of mine had a seizure in school which caused the parents to be panic stricken and stress over the situation. The parents had their share of shock and emotions going through this entire situation.

Compose and consider: I first put myself in the shoes of the parents. I imagined the fear and panic the parents felt when they had to receive a call from me sharing about his seizure in school. I also had to consider the fact that despite it being the first time handling a situation like this, it was also a first time for them. As parents, you would not want anything to happen to your child, I can only imagine the anxiety and stress his family was going through.

Address: After the incident, he took a 3month break from school.  I communicated regularly and shared concerns with one another on him returning back to school. I was able to hear from the parents how they felt and understand the situation better from their sharing and concerns.

Regain: I maintained regular communication, the children were able to make a get well soon card for him.  I also shared the learnwithmfs.com website with his parents for them to continue taking part in learning.  I also hosted a zoom session where he was able to meet his friends and exchange greetings.

Enhance: When he returned back to school, we took it slow and at his own pace. He was quite reluctant to return back to school.  I would take the time to talk to him at the entrance and soon enough, he was willing to return to school and spend time with his teachers and peers.

# data[].attributes.body
这个家长不大高兴，因为孩子手脚出现红点需要被接回。
C冷静下来
老师先让自己冷静下来，站在家长的角度想想，如果是我的计划被打乱，我也会很烦躁。
A针对问题
先道歉对于引起的不便感到非常的抱歉。向家长说明幼儿现在的状况，以及HFMD的传染性。我们的个大集团，考虑其他孩子和老师的安全，幼儿需要被接回。
R重新赢取信任和理解
电话追踪幼儿的情况，表达老师对幼儿的关心。得到确诊的消息后幼儿多天没有入园，再次打电话关心幼儿的情况。取得家长的信任。
E加强与家长的关系
在日常中主动和家长分享幼儿在园的表现和进步，让家长更放心。

# data[].attributes.body
有一次有一个孩子拿了同学的东西回家送给他的姐姐。家长知道后很担心，告知了我。

C- 我保持冷静，先仔细听家长述说经过和需求，也和孩子确认了实况。家长要求孩子把东西还给同学但孩子担心这样会影响他们的友情，同学会不想跟他做朋友。

A- 我首先安抚了家长的担忧，告诉她我会跟孩子慢慢地沟通和解释，带他跟同学好好的道歉和把东西归还。我告诉孩子做错事了只要肯认错，知错能改同学一定会原谅他，继续跟他做朋友。

R- 我把孩子和解的经过告诉了家长，让他别担心。告诉他我会告诉他的班级老师多加注意孩子和同学们的互动。

E- 放学时看到家长时也会告知孩子在学校的情况，让他放心。

# data[].attributes.body
有一个小孩生病了，家长带去看医生，看好医生了，家长就带着孩子病假和生病的小孩回来学校，要入园。老师拒绝了小孩入园，家长很生气。
C（冷静）-保持冷静，和家长解释为什么孩子有病假，学校不让他入园的理由，并通知给校长，让校长协助做进一步的沟通。
A(针对问题）-向家长诉说理由，孩子生病了，需要休息。在家可以得到更好的休息，康复的快，学校老师不足，不能配给一对一的照顾。
R（重新得到家长的信任）送园时多与家长分享孩子趣事，让家长重新信任老师。
E（加强与家长的关系）-通过SN2与家长多分享孩子在校的表现以及活动的照片。

# data[].attributes.body
这位妈妈很疑惑，因为孩子回家后不开心，早上不要来上幼儿园。

C.（保持冷静，确认事实）：与搭档确认过去几天幼儿是不是在学校有什么不开心的事情发生。

A.(解决问题，保持客观）：我们发现最近幼儿回家的时间很迟，跟她每天很亲密的伙伴陆续回家，她还没有回家，显得很落寞，在和幼儿沟通时，看出来她比较难过，所以早上也会出现排斥来幼儿园的情况。

R(运用同理心倾听）：和妈妈沟通时说；“了解到您最近工作比较忙，可能每天带孩子回家和来上学的时候，和孩子尽量沟通，孩子很需要父母的陪伴，在学校里，当比较密切的玩伴回家了后，她会显得很失落，家长回家给到孩子足够的陪伴，也会导致孩子的情绪不高，有排斥来园的情况。希望家长未来几天早点来接她。并告知家长老师会在学校密切观察幼儿的情绪变化情况。

E(与家长跟进）：过两天，在做早班和晚班或是中午孩子午休的情况下，打电话给家长，询问一下幼儿近几日情况。和家长做好配合工作。并及时跟进幼儿的情绪变化。

# data[].attributes.body
C- Compose and Consider

I was informed that one of my child’s parents called the centre at around 7pm, asking what happened to the child in school as she complained of pain in the arm upon reaching home after school. I remained calm and remembered all the details about the child on that day. For example: how was she from morning till the time I went home (as I left earlier doing the early shift)? She was perfectly fine that day and never had an incident of crying due to pain in her body. Her participation in the activities were normal as usual. The centre leaders were informed immediately. I shared with them about the child’s day in the centre. After talking to the centre leaders, I put myself in the parents’ perspective and thought of what I would be feeling if my own child was complaining about a pain in the arm. I told myself that, “I might have the same reaction” as them.

I called both parents. The father was the one who brought the child to the hospital. I made them feel that I, as their child’s educator, together with the centre leaders are very much concerned and willing to help in any way we can with the child’s current situation.  This really made a difference, as the father’s worries lessened when I communicated and kept in contact with the father about the child’s situation, monitoring the child till midnight.

A-Address

I stayed objective by finding the root cause of the situation through the help and advice of my centre leaders. We checked the matter thoroughly, specifically what the child was doing before and after school on that day. After a conversation with the parents, explaining to them what the child was doing in school from morning till the time the child went home, it was shared by the father that the child had a fall on the way to school.

R-Regain

To regain the confidence of the parents, I listened to every word they shared with empathy. Though at first they had doubts on why the teachers have not reported to them about the child’s complaining of pain in the school, I explained to them calmly that the child never complained or showed any pain in her body, and was participative as per normal. I also shared to them that if the child has an injury after a fall, not all can be felt right after the incident and the pain might only set in later.

According to the father, the doctor's findings were that the injury in the arm was very common for children. The child was given panadol. She was fine the following day as I monitored her through constant communication with parents as it happened on a Friday, but still, I decided to continue monitoring the child on weekends. Thankfully, the child was fine and returned to school on Monday.

E-Enhance

Follow-ups regarding the child’s situation were consistent through phone calls and a short conversation during arrival and dismissal. We were sharing to them about what the child was doing in school and how the child was during the entire day.

The consistency of the communication did not stop there and instead, as educators, we are very prompt in sharing to them about how the child is in school consistently.

We also advised the parents to inform/share with us if any incidents happened to the child before or after school, so we can closely monitor the child in school in case there will be changes in behaviour or participation that might arise. We could also understand and help the child more if this happens. We also assured the parents that we are always here to nurture, care and develop the child to their fullest potentials as educators.

# data[].attributes.headline
Shu Laoshi                           孩子的手臂被抓伤，家长不开心。                                    C:保持镇定，按照SOP的程序来处理问题。                     A:保持同理心 ，从家长的角度来考虑问题，向家长详细解释意外事件的经过，并向家长诚恳道歉，并告诉家长自己以后会采取哪些措施来保证孩子的安全，让家长安心。                                          R:多与家长进行联系，分享孩子在学校的学习和生活情况。                                            E:继续与家长保持紧密联系，分享孩子最近在学习方面所取得的一些进步。

# data[].attributes.subject
Shu Laoshi                           孩子的手臂被抓伤，家长不开心。                                    C:保持镇定，按照SOP的程序来处理问题。                     A:保持同理心 ，从家长的角度来考虑问题，向家长详细解释意外事件的经过，并向家长诚恳道歉，并告诉家长自己以后会采取哪些措施来保证孩子的安全，让家长安心。                                          R:多与家长进行联系，分享孩子在学校的学习和生活情况。                                            E:继续与家长保持紧密联系，分享孩子最近在学习方面所取得的一些进步。

# data[].attributes.body
A child's mum mentioned that why we always send the child home when the child is having fever. As her work is client base, it is difficult for her to cancel the appointment last minute. Asked if we can call her only if child has a temperature of 38 as she said that her child temperature is always on a higher side.

Compose and consider: Told mummy that we understand her situation and we are very thankful to her that for the past few occasions, she came to fetch the child home asap when we called to inform that the child was having a fever.

Address: Told mum that we need to call when the child has a temperature higher than 37.5. As child is having a fever, he will be feeling uncomfortable and is better for them to rest at home. She can come after her meeting and in the meanwhile, we will isolate the child and sponge him down.

Regain/Enhance: We thank her for her understanding and cooperation. Called the parents to check on the child's well-being.

# data[].attributes.body
There was this parent who expressed his concern via email about getting too frequent updates on his child’s behaviour towards others. On the contrary, he shared that there was little information when there were accidents where his child was being hurt by others.

Compose and Consider: I stayed composed and reread the email a few times to put myself in the parent’s shoes so that I could understand his feelings and whether what was shared could have been too overwhelming. I checked with the Centre Leaders on the next cause of action.

Address: A phone call was made to the parent the following morning and a video zoom session was arranged within the same  day to address his concerns. I clarified that my intention of updating his child’s progress was due to my concern for his development and apologised that the frequency of the updates caused stress for him instead. We discussed the areas where the child could be helped on the home front.

Regain : We established the next course of action which was to give the child some space to self-regulate and for us to communicate on a more spaced out duration.

Enhance Relationship: I updated the parent ‘immediately’ when really needful and left the rest to when necessary. I also continued to update the areas of progress/ improvement I.e taking photos of the child’s work for their knowledge. With regards to his concern on the vague information for some incidents, moving forward, more time was spent to investigate what happened so that there was sufficient information given (for better clarity).

# data[].attributes.body
Both parents approached me when I was doing runner duty to clarify on their child's progress.                                                      Composed & Consider: I asked another teacher to take over my duty and brought the parents aside. I listened carefully to their concerns. I thought about what has triggered this for both parents to take leave and come to school to clarify this. I told them that I will bring the ET down and we can clarify this issue together.
Address Concerns: I went up to discuss the issue with the ET and both of us went down to speak to the concerned parents. I acknowledged their feelings on this matter and ensured them that we will observe the child and follow up with them.
Enhance: I ensure that I have a short chat with the father (sends the child) daily regarding the child to reduce the parents anxiety.

# data[].attributes.body
A parent reached out a day before the field trip wanting to change their decision and let their child come.

C- I asked the parent their reason why they suddenly wanted to come. Parent said that nobody could look after their child at home and wanted to leave their child in school after the field trip instead.

A- I told the parent that I understand their situation however, it would be challenging to make arrangements for them to come since reservations were already completed.

R- I assured the parent that their child will be with our “buddy class” and is already familiar with the teacher. I also told her that her child will engage in different activities while we are away for the field trip and will be with us once we come back.

E- A day after the field trip I personally communicated with the parents to update on how her child was during the day and what activities she was able to do with the buddy class.

# data[].attributes.body
The parent shared that his daughter went home sad as she was disturbed by a friend during playtime.

Compose & Consider: The principal and the DCL had a talk with me about the matter. I investigated about the child's well- being on that day,  reflected back and put parent's perspectives in my own.

Address: I called and emailed both parents to talk to them about the matter. They were both understanding of the matter. We have ensured parents that they will be keep in the loop about their daughter's health and well- being in school.

Regain/Enhance: We engaged parents for a week and two making sure that they are aware of how their daughter's day been in school. We thanked the parents for their kind understanding and have shared to them a little bit of child's psycho-social development.

# data[].attributes.body
The parent was anxious regarding the updated COVID measures where mask is optional in schools.

Composed and Consider
I placed myself in the parents' shoes and understood his concerns on his child's well-being and health in relation to the loosened measures.

Address
I asked more to understand his perspective and listened to his concerns on the COVID situation and the measures. I assured him that we will continue to have certain measures in place especially as it is a large group setting.

Regain/Enhance
I updated the dad on the measures and kept the parents posted on any outbreaks and the measures that are in place in light of the situation. When his child got HFMD and he asked why it happened, I shared information on how HFMD spreads and the preventative measures that we have taken.

# data[].attributes.body
关于班级，有一个幼儿经常看好学校或者小朋友的东西，没有询问，就自己拿，而且他也会偷偷的拿到书包里面，或者带回家。
当时发生事情的时候，我会先冷静自己，在全部的同学面前询问，谁看到过这个物品？谁有动过？当询问后，当事者还是没有回应，我会去查看所有学生的书包，当得到线索后。
我首先先找当事人沟通，让他知道他做了不对的事情，应该如何处理做错的事情。
接着我会与当事者父母沟通整个事情，需要家长回家帮助。让幼儿在家也是要拿什么东西要通知家人，不要自己随便动别人的东西，更不要拿别人的东西，变成自己的物品。

# data[].attributes.body
Child in the class was crying and struggling whenever being sent to school even though he has been in the centre since January.

Composed and Consider - After composing myself and thinking with an open mind, I thought about the situation in the parent's perspective and considered how distressing it might be since the child was well-adjusted before. Parents might even be concerned about events happening in school that could have led to this reaction.

Address concerns - I spoke with his parents to understand the situation at home and discussed with centre leaders to evaluate possible triggers. We realised that it could have been due to the change in WFH arrangements at home and long MCs/weekends that could have triggered his separation anxiety.

Regain confidence & Enhance - Regularly communicate with parents about what the child is doing in school and separation anxiety. We realised that certain actions (quarrels or lack of quality morning time) at home can trigger and worked on a plan together. Overtime, the child now enters school with a smile.

# data[].attributes.body
1. A parent was unhappy that her helper was unable to sign in the SN2 system to fetch her child in the morning.

2. Compose myself and I think how to help the parent by calling her during nap time to find out what is the issue and tell her I will call her again to see how the issue can be resolved.

Address by speaking to the admin officer and understand the possible issue of not able to access the system.

Regain the trust by calling the parent. As the parent was not available, I emailed her the steps to address the problem.

Enhance by asking any other issue for that the helper have to access the system.

# data[].attributes.body
Compose and Consider
A parent who wish to send her child back to school even if the MC has not expired yet as she wants her daughter to spend time withu us on last day in N2.
Address
I referred to our SOP’s and explained calmly to parents that the child my not be able to enter the centre as her MC has not ended yet. I advised the parents that if the child is fully recovered , she may get a doctors’ letter that the child is fit for school.
Regain
When the parents shares she’s worried the xhild might cry on Monday as it is going to be a new environment and new Teachers. I shared to the parents that the Teachers in N2 are experienced and will guide  l her daughter during tranaition period. Also shared to her I will be there in the level and it could also help her feel assured as there’s a familiar face.
Enhance
Will continue to check with the parents on how is the child coping to her new class and let the new teachers know about the parents’ concern.

# data[].attributes.body
班级一女孩的父亲电邮说班级有一男生打他的女儿，他很担心女儿被欺负。
Care保持冷静：开始看到电邮时，我有些担心，因为这位父亲看起来表情总是很严肃，平时的要求也比较多。我告诉自己，要保持冷静，因为我清楚了解班级孩子相处的情况，事实是她的女儿在学校并没有在学校和这位男生有不愉快，总是特别要求和他一起玩。
Consider:从家长角度考虑：我理解这位父亲特别关注自己的孩子，因为她分享说他的大女儿在小学有被欺负现象，小女儿的表达方面较弱，父母对孩子显得更加的担忧。
Address 解决问题：我首先跟父亲分享他的女儿在学校非常喜欢和这位男孩一起玩，总是主动要求和他一起玩，父亲听了后，也乐意分享说，他的女儿确实是在家里总会开心地提到这个男孩。我告诉父亲另外一男孩的性格和行为，属于比较大动作，让父亲感到了安心。
R:接下来的几天，我一直跟父亲反馈女儿继续和男孩一起玩。

# data[].attributes.body
We have a child in class that doesn’t eat and take lunch meals and tea break meals in centre since Term 1 aside from banana and pao. We have been encouraging the child to try eating food in centre and mum did her follow-up at home too. His mum even consulted a dietitian to address the problem because due to refusing to eat in school there are incidents int the past that child had gastrointestinal problems. To encourage the child to try eating in centre, the dietitian suggested that we continue serving him food even little amounts just for him to explore the food and we hope that eventually he would try tasting and trying it too. As a class teacher we comply to the suggestion. With this regard, there is one incident that mum fetch the child and asked the child if we are serving him food during meal times and the child said “no, we don’t serve”. Mum is not actually upset but she wants to make sure that we are doing our part to improve child eating habits in school.

Composed and Consider- I explained to his mum calmly and I assured her that we are giving and serving  food to the child during lunch and tea break.

Address- I apologised that mum felt concerned when she heard from his child that we are not doing what we have agreed upon when it regards to the child’s dietitian suggested technique.

Regain- I give mum updates on how her child about how her child is now queueing to get his food and even tries scooping and mixing the food which is a good indicator and hoping that he might be eventually be encouraged to taste the food.

Enhance- We send out photos and documentation where a child is being served with food and during class celebrations where there are special menu according to the theme, we make sure that the child has a photo for mum to see that we actually serve him food and to assure him that what has been agreed are really done for the welfare of the child.

# data[].attributes.body
妈妈向晨检老师反映，有孩子踩到她孩子的新书包。
C（保持冷静、确认事实）：
老师向两个当事人询问事情经过，了解事情发生的原因。

A（解决问题、保持客观）：
打电话与妈妈沟通，向她解释事情发生的过程。（由于两个孩子的书包厨很靠近，拿水壶的时候不小心踩到书包）跟K2老师沟通，去新的班级将两个孩子的厨分开放。

R（运用同理心倾听）：和妈妈沟通时：“妈妈担心孩子在学校被欺负，而且书包是新的，所以很心痛。” 老师向家长分享孩子在学校的情况，和站在妈妈的角度考虑问题、解决问题，并告诉妈妈去K2的时候会让老师讲他们两个孩子的厨分开放。

E（与家长跟进）：在接下来升入K2，让老师多关注孩子，多与家长分享孩子在学校的情况，让家长放心。

# data[].attributes.body
幼儿回家时，左手无名指红肿，发痒。家长对此表示十分担心，怕幼儿在校被欺负并不断发电邮至老师了解情况。

C：我让自己冷静下来并回想幼儿一整天在校情况，与家长沟通幼儿当天在校的情况。同时，我也表示自己理解家长担心幼儿的心情，并关怀幼儿的情况。

A：当家长不断发电邮质疑幼儿可能在校发现了意外但老师没注意到时，我向家长表示会询问其它教师并调查此事。

R：在调查完后，我向家长表示当天没有任何的意外发生。且幼儿也向家长表示当天在校非常愉快，家长决定带幼儿去去看医生。

E：看完医生后，发现是幼儿有过敏症状因此才导致手指肿胀。过程中我一直跟家长跟进此事的进展，与家长和孩子保持良好的沟通关心。

# data[].attributes.body
A child was signed out by his authorised sibling who is under 12 years of age. I checked and realised that their Parent was not with them.

I composed myself and called up their Parents. Initially, their Father sounded annoyed as he was busy at work. He mentioned that his wife was not feeling well and could not pick their child personally. I acknowledged and empathized their situation.  At the same time I shared my concerns with him regarding safety as his children had to cross a short road to get home.

Their father understood my concerns and his tone of voice changed soon after. He appreciated the phone call and said that it was alright for me to release his child. I told him that I would call back again to check if they arrived home safely. I thanked him for his understanding towards this matter.

Before I dismissed the child, I reminded him and his sibling to watch out for traffic and to go straight home. I waited about 10 minutes to call the Parent again. He confirmed that his children had arrived home safely. I thanked him for his time and wished his wife speedy recovery. If need arises, he could reach out to us if they required any assistance.

Not long after, when the child's Mum recovered, she came to pick her child up personally. She thanked the school for looking out for her children.

# data[].attributes.body
Child A was constantly running around in class and the teachers had received several complains from other parents about Child A hurting their child. They also formed whatsapp discussion about the child and tried to ask the teachers about their opinions about the child.

Compose and consider
I discussed with my partner about the situation and work with the psychologist to find ways to help Child A in class. I informed Child A's parent that Child A had been hurting his friends in class when he was upset. The parent mentioned that he was out with strategies and does not know how to handle the situation. I listened to the parent and reassure him that we can try to work things out together.

Address
We discussed various strategies such as picking him up earlier or to bring him to the playground to release his pent up energy. The parents that complained was also reassured that their child will be kept safe in the classroom and we will also teach children ways to protect themselves and to inform teachers if they need help.

Regain and enhance
The parent was receptive and tried out the strategy. Child A showed improvement and his stopped hurting his peers. Parents were glad that their child continue to enjoy going to school.

# data[].attributes.body
The parent was upset that she has to do ART for her child in the morning before bringing the child to school as she mentioned that it’s very rush for her. However, the school’s protocol was for the ART test kit shown to be from the day itself.

C - I talked with the mother and understood where she was coming from. As she herself have to rush to work, I understood that doing the ART could become very rush. She also spoke out that she was afraid the ART might cause her child to vomit out her breakfast.

A - I reached out to my principal to address the parent’s concern to her to see if there was anything that we could do to help her.

R - We provided the parent with an alternative timing where she could do the ART for the child.

E - I continued to engage parent after to check up on her child’s health at home and also update her child’s progress in school.

# data[].attributes.body
This incident I encountered with a child who had diaper rash when ho comes to school after a long absence. Parent raised the matter to one of the teachers.

C - I stayed calm and considered what the parents might have felt to find out that their child's bum area was very red and almost presenting broken skin. As a parent myself, I would have done the same thing when it concerns my child.

A - I contacted the parent via phonecall and explained the situation as what I have noticed the day before. The child's bum only gets red when there is poo. But with rash cream and only urine, his skin is as normal. I assured parent that the class teachers have been cleaning his child with wet wipes when he wets his diaper and washed him and pat dry with a towel when he soiled his diaper.

R - I suggested to parent that he might want to bring the child to see a doctor/specialist to find out the reason for the findings I have shared. Parent acknowledged and agreed.

E - I requested parent to update the teacher after the doctor's visit so that the teachers can work together with the parent to ensure better care of the child. I followed up with an email to both parents on what has been discussed.

# data[].attributes.body
A的妈妈说昨天A回家之后会提到一个小朋友B，并且说B在学校打他，妈妈想要知道发生了什么事情。
C：保持冷静，站在家长的位置思考，妈妈真的很担心自己的孩子在学校受到伤害。所以我安抚A妈妈的情绪。
A：针对问题。倾听家长的话，表达自己对这件事的重视，并且告知妈妈自己老师会找两个小朋友了解一下情况，并且会留意他们在班级的情况，之后会给妈妈反馈。妈妈表示理解和支持。
R：重新得到家长信任：老师经过观察发现，这两个小朋友在班级是特别好的朋友，经常一起玩，又经常发生争执，但是有不想分开，总是玩在一起。所以老师把这个情况分享给A的妈妈，妈妈很理解，并且她也了解到B小朋友确实A的好朋友。
E：加强与家长的关系：老师在送孩子回家的时候，分享A幼儿在学校与朋友发生的有趣的事情。

# data[].attributes.body
The parent raised a concern about paying late fetching because she shared that she was very confused about the fees.

Compose and Consider:
I forsee the challenge of the parent as they are on-going with a family issue. I took into consideration her current work schedule as well.

Address:
I talked to the parent personally to address the misunderstanding and guided her about the school's policy.

Regain:
I gave the parent some suggestions like communicating with the father as well to create a schedule wherein they will be able to fetch the child on time to avoid said fees.  I also talked to the parent that we understand her situation.

Enhance:
We continued to communicate with both parents whenever they would fetch the child late.

# data[].attributes.body
There was a parent who is concern about his son as he cries in the morning during arrival.
Compose and concern:
I consider the concern of the parents and understand that it’s a common feeling amy parents would have if the child is new in the centre.
Regain:
I listen with empathy to the parent and gave them ways we are doing in the class so that their child feels welcome and comfortable.
Enhance:
I send weekly pictures of the child to give updates and talked to parents during arrival and dismissal. After few weeks, the child was settled and the parents were satisfied with progress.

# data[].attributes.body
幼儿在学校大便并没有告知老师 回家后妈妈看到干在裤子的大便非常心疼伤心。
C：在收到家长的邮件反馈后，我先冷静的思考和回想了这个孩子在发生这个事情那一天的情况状态和表现，然后及时向家长反馈了我们所了解的情况 ，并站在家长的角度及时表示出我们的态度。
A：在与家长初步沟通了解后，我们明白了是因为孩子知道自己大便了一点在裤子，然后她不愿告诉老师，明白自己做错事害怕老师和家长会生气的情况。随后老师与家长的沟通中决定双方共同鼓励孩子，让她勇敢的告诉我们发生了什么事，不用觉得害怕或不好意思。
R：在沟通中，我表示很理解家长的担心，本身这个孩子的皮肤也有些敏感，如果没有及时清理孩子也会很不舒服，接下来 ，我也会实时关注孩子在这方面的动向和状态，借此来让家长和老师的关系有一定的缓和。
E：在接下来的一段时间，我有定期与家长保持沟通，并告诉家长，孩子在学校出现这种情况我们深感歉意，也很抱歉给您带来了焦虑和不安，接下来我们会与您积极的沟通有关孩子在校的情况，希望我们能有一个好的家园合作关系，谢谢您的理解和配合。

# data[].attributes.body
幼儿在学校摔伤，家长很担心。

中午吃饭的时候，小朋友在饭厅跑摔到脸。
C- 我保持镇定，立刻检查孩子情况，安抚幼儿的情绪，在确认孩子不需要送医治疗后，为孩子冰敷，稳定幼儿情绪。
A- 我从家长的角度考虑问题。家长知道幼儿在学校摔伤一定很紧张幼儿的情况。我需要立刻给家长打电话告知幼儿的情况和事情的经过。首先，我向家长致歉，然后向家长描述事情的经过，然后告知孩子的情况。然后告知家长我们为孩子做了冰敷措施，虽然孩子的情绪很不好，但是我会尽量让她午睡休息。午睡过后，我又一次致电家长告知孩子有午睡，请她不要担心。
R- 在下午的时候，幼儿有呕吐的情况，我立刻帮助孩子清洗并询问她的情况，幼儿表示吐过之后好了很多。于是我立刻致电给家长告知幼儿有呕吐的情况发生，请家长回家观察幼儿情况，如果情况不好请送去医院检查，我也与家长沟通，中午这个小朋友边哭边吃饭的，所以有可能是情绪不好没吃好饭的缘故，现在小朋友觉得好了很多。
E- 事情过后，我又在晚上电邮家长，向家长和幼儿表示关心，希望知晓孩子的情况，家长于第二天回复说孩子状态良好，谢谢老师。

在这个事件中，家长与我的关系更加紧密和信任。以后我也会运用这个方法与家长沟通合作。

# data[].attributes.body
有一天早上，楒玥的爸爸要见我，他很激动的问我：“有男孩打楒玥的脸，你知道吗？”，他说：“打其它地方还好，打脸不可以。”，他担心他的孩子在学校被欺负，因为他自己当兵的时候，因为不会英文有被欺负的经验。
C：当我看到家长非常激动，情绪不稳定的时候，我很镇定的让家长先冷静下来，我告诉他，只有冷静下来后，我们才可以好好谈，才可以真正的解决问题。楒玥爸爸听了我的话之后，情绪慢慢的稳定了下来。接着以同理心的方式进行了交谈。
A：问题的根源是：孩子在前一天晚上放学拿书包回家的时候，被一个男生打了脸，刚好被婆婆看到，引起了家长情绪的不稳定，因为爸爸在当兵的时候有过被欺负的不好经验，所以他担心学校存在着种族歧视，她的女儿是新移民，英文不好，在学校被欺负。
解决方式：告诉家长这个男孩是个较活跃的孩子，这么小的孩子没有种族歧视的意识，而且告诉他，我们的校长也不允许学校存在种族歧视，因为每个幼儿都是一样的，要公平的对待每个幼儿，而我本人以同理心的方式告诉他，我自己本人也是从中国移民过来，会公平的对待每个孩子。
R：交谈过后，取得了爸爸的谅解以及信任。在解决问题后，当下午妈妈来学校接孩子的时候，也跟妈妈分享了早上的事情，妈妈表示理解，同样取得了妈妈的信任。
E：为了让家长可以放心把孩子放在学校，我在每次送孩子回家的时候，都会跟家长进行简短的沟通、交流，告知孩子当天在学校的情况。

# data[].attributes.headline
孩子的出勤率低C-(冷静）当刚接

# data[].attributes.body
孩子的出勤率低
C-(冷静）当刚接手幼儿时，他都缺勤也联系不上家长，与家长留言让她们有空时来学校面对面的沟通，让家长知道学校想了解她的孩子的一些情况，并告诉家长现在孩子发展阶段学校的运作（保育情况和活动内容）。
A-（针对问题）与家长面对面的沟通，介绍现阶段幼儿的发展需要，同时了解了家长的担忧心理及孩子在家的一些情况。
R-（重新得到家长的信任）现在家长都天天送孩子来学校并积极参加活动（玩水活动）。
E-（加强与家长的关系）当见到家长时多与家长分享幼儿在活动中的表现，家长也回应说：“对！他们也发现孩子来学校后变化很大，学到很多东西，与家长和姐姐的互动增加了。

# data[].attributes.body
There was a parent who shared with me that they had difficulty contacting the school via phone call for inquiries.
C - I remained calm while listening to her, considering that it must have been frustrating that she wanted to communicate but could not find the means to do so.
A - I assured her that she can contact the class teachers via email or face-to-face conversations regarding any inquiries, and will help her contact the relevant administrative staff or school leaders when necessary.
R/E - I thanked her for sharing her concerns with me and assured her to feel free to share any other concerns she has with me in the future. I also continued to have face-to-face conversations with her during arrival/dismissal and gave prompt replies to her emails to assure her of the open communication that we have.

# data[].attributes.body
Rahul的妈妈问前一天吃午餐，老师把着Rahul的手喂他，Rahul感到不舒服。

C: 我听家长的疑问，并让自己冷静，用温和，亲切的语气向她表示理解，并解释事情的经过。
A：妈妈说：在Rahul 吃午餐时，以孩子的意愿，吃不完，剩下多少都没关系。老师尊重家长的意见，说会留意Rahul的吃午饭的情况，如果吃的太少，会及时向家长反馈。以便家长了解Rahul 的饮食情况，做出调整。Rahul妈妈接受了，觉得开心。事后，老师也向校长反馈了事情，校长也给出了建议，以家长和孩子的意愿为主，老师多关心Rahul，多与妈妈沟通，交流Rahul的在校情况，加强彼此的联系和感情。老师接受校长的建议。
R&E:第二天，在妈妈接Rahul 时，老师告诉妈妈Rahul吃了一多半带来的午餐，并主动告诉老师不要吃了，老师问他吃饱了，Rahul说吃饱了，老师就让Rahul收好自己的餐具。也告诉妈妈Rahul吃了苹果，说好吃。妈妈听了很开心，说谢谢老师。
老师也在之后继续与妈妈分享Rahul在课室的情况，喜欢学华文，会认读华文字，得到老师大大地夸奖。妈妈也与老师分享Rahul在家喜欢讲华文＇去图书馆借书时也借华文书。老师告诉妈妈可以把书带来学校，在故事时间，老师讲并与朋友分享妈妈听后特别开心，连连说好，谢谢。在这过程中重建，加强了与妈妈的关系和信任。

# data[].attributes.body
C: The class received feedback from Mother that child's bag was stepped on by his friend. Parent wanted to find out more about what really happened. Staying compose was import as we checked with the children what really happened and listened to them without judgement. We also considered parent's perspective and what caused the unhappiness. Child's bag was actually new and just bought from overseas.
A: talked to Father during pickup about it to let him know that we are aware of the issue and have looked into it. Called Mother to let her know that we consider her feedback seriously and address the issue while sharing with what really happened between the children. We also showed care about the bag that is newly bought.
R: To regain their confidence in us, we assured mother that it was an accident and child has already apologized for his own carelessness which her son has acknowledged. We also shared with mother that we always remind the class to respect their belongings and others' belongings .
E: We thanked parents for the feedback and maintaining open communication with us which helped us to understand their child better. Home-school connection is really important to develop children under our care.

# data[].attributes.body
A parent expressed concern that her child told her that she had hit a friend in class. She was concerned about her child exhibiting negative behaviour in class as she takes negative behaviour seriously in her household. She was wondering why the teachers had not updated negative behaviours to her as she would take actions to discipline her child at home.

Compose and consider - I composed myself and established the facts. I stood from the parent's perspective and understood that she's was concerned with not only her child's behaviour but also the lack of update from teachers about the negative behaviours.

Address - After discussing with the DCL, I called the parent and update her that both my partner and I did not  observe her child exhibiting any negative behaviour like hurting her friends, hence, we did not highlight any misbehavior to her. The parent shared that her child would have a temper and hurt her siblings at home. I reassured her that the child was behaving well in class and that some children may behave differently at home and in school. I told the parent that I would highlight negative behaviour if it ever happens in future and would like the parent to believe that her child is behaving well in school.

Regain - After the phone call, an email was sent to the parent and DCL about what we have discussed about the child and what we would do in future.

Enhance - During dismissal of the child, I would take the opportunity to share with the parent what the child has achieved or how the child behaved in class. It helped to put the parent's mind at ease about her child's behaviour in school.

# data[].attributes.body
Situation: parent sent and email to share with me that child was at the door with helper for a long time and no one came to the door to pick child up. Helper took child back and mum shared that child was crying that no one wants him in school.

Compose and consider: I could keep calm and compose myself before reaching out to mum. Before reaching out, I would take the perspective of mum and consider how mum might be feeling. Mum might be worried about child’s emotions and also want to find out what happens as it took such a long time for teachers to come down. I started out by sharing I am sorry that this happened and understand that it is worrying for you when your child shared that he feels no one wants him in school and no one received him at the door and I also asked for some time to check with the team and get back to mum by the end of the day as i was not in school that day.

Address: after checking in with the team, I then called mum to update. Firstly, I assured her that the child is someone whom I really enjoy having in the class and all the teachers are happy to have the child in the class. Next I apologised to her once again that this has happened and shared that on that day, helper signed child in at 10 am and the teachers were having core lessons which might have led to the delay. The teacher went down at around 10.20 but could not find the child. I would also seek her understanding that waiting times might be longer during programme hours as the teachers might be engaged at the moment.

Regain and enhance: I maintain regular conversations with parent to update on child’s well being in class and have daily conversations with child to close the day on a happy note.

# data[].attributes.body
During VS a child came with redness eyes.

Compose & Consider
I asked his mum about it and listen to her attentively. She was upset as the child developed the redness eyes since yesterday afternoon and she received a call from school to take him home.

Address
I knowledges the parent’s position as she need to go to work however I also addressed my concerns about the child’s eyes.

Regain
Asking for second opinion from centre leader as she was nearby. We encouraged the parent to see doctor as the child was still rubbing his eyes.

Enhance:
Informed the class teacher to update the child’s health to ensure we continue to communicate and engage with the parent thru phone call.

# data[].attributes.body
这位小朋友刚来2个月，有一天回家时，她跟爸爸说“有小朋友抢她玩具，打了她一下”，爸爸听了很生气，直接发电邮给总部。
C （使自己镇定下来，从家长的角度考虑）当我们换位思考时，也明白听到自己孩子受委屈时，有些气愤，情绪不稳定。
A （解决问题和问题的根源）,老师得知情况后，及时和搭档进行讨论和回想，找出问题的根源,及时打给家长，跟家长解释，她下午和三个朋友坐着一张桌子剪纸，之后和这三个朋友坐在地上玩玩具，在其中也没发生打架的情况，如果小朋友在玩玩具时发生一点小争执也属于很正常的，下次会跟家长紧密联系的，让家长对学校更加了解。
R （重新获得家长的信心和信任）当面和家长跟家长解释当时事情的具体经过，并让家长放心，如果在学校发生事情，老师都会及时跟家长沟通及解决的，不会隐瞒。请家长有疑问及时向老师确认。

E加强与家长的关系建设
接下来的几天，老师都会送幼儿出去，及时跟家长进行沟通，讲解她和班级幼儿的情况和行为，家长对老师的更新很满意。几天过后,家长对老师说很抱歉当时直接投诉,现在她充分相信老师，下次有事情会和老师先确认。并在即将升班时，表示对老师的感谢。
吕老师

# data[].attributes.body
During VS a child came with redness eyes.

Compose and concern
I asked the mum and listen attentively to her. I understand that she was upset as the redness eyes occurred yesterday and she received a call from school to fetch him home.

Address
I acknowledged her position as she needs to go to work however I also addressed my concerns about the child’s health.

Regain
As there was centre leader nearby, I seek for second opinion and she supported me and encouraged the parent to send the child to see doctor too.

Enhance
I informed the class teacher to get updates about the child situation by calling the parent.

# data[].attributes.body
案例：
有位小朋友A缺席，老师打电话询问。妈妈说孩子告诉她在学校有人打她，所以她不想来上学。妈妈很担心她在学校的社交情况。
（保持冷静，运用同理心）：我首先表达了歉意，也对妈妈的担忧表示理解。然后我向这位妈妈询问了幼儿描述的事情经过。A说有位男孩打他，但说不出名字。我向妈妈妈妈表示我们会重视这件事情，调查事情经过并会在第二天晚上告诉妈妈结果。
（解决问题和问题的根源）我向搭档老师询问是否注意都人打A，搭档告诉我没有。但是A不喜欢很多肢体接触，只要有人碰到她，她就会说有人打她。
我打电话与A妈妈沟通，A在学校适应情况很好，生活独立，语言表达能力也很清楚。但是她似乎不是很喜欢与人肢体接触。A妈妈说在家也是，A只愿意跟少数几个家人亲近。
我进一步讲解她与朋友的交往状况。有时集体活动，难免会有肢体接触，但是A就说有人打她，她会皱眉拒绝。比如排队的时候。
妈妈了解了事情的经过，表示第二天把A送来学校。
重新获得家长信任：在A回学校后，我用轻松的态度询问她事情的经过，以及她的看法。然后我向她解释了打人和肢体碰触的区别。鼓励她朋友做了她不喜欢的事可以告诉老师，我们可以一起解决。在自由活动时间，我也鼓励她与朋友拉手，做搭档。她愿意与一个随和的女孩手拉手做游戏。
在连续几天后，A不再随时告诉老师有人打她，愿意与几个小朋友做游戏。我将A的情况告诉了A妈妈。妈妈很高兴看到A的改变。

重新加强与家长的关系：两个星期过去，A妈妈在接送孩子时，主动告诉老师现在A很喜欢上学，也会分享自己在学校与朋友之间的趣事。