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。:)”

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.

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。

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.

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).

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. 

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. 

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。

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。