Topic 3 Practical steps

    • Ask:
      • How many times do you have to communicate during one week, month or 
      • How often should you have a one-on-one meeting
  • Do not be a spectator, take an active role
    • What is happening?
    • How often?
    • Who is involved?
    • Who is affected?
  • Question such as ‘How can we help Peter to change behaviour?’ can help to involve the teacher in solving problem
  • Be interested in-school program, and ask the teacher how much the internet is used during regular classes.
    • ‘I understand…’,
    • ‘I am concerned about …’,
    • ‘I need …’, and
    • ‘I want …’.,  if you want to show that you appreciate the teacher’s position
  • When working together as partners, it is been found that parents and teachers communicate more effectively, develops stronger relationships with one another and develops skills to support children’s behaviours.
  • Think about the possible solutions together, rely on the teachers’ previous experience, list together with the advantages and disadvantages of each solution
  • Try out one of the solutions for some time, for example, 10 days, and then assess how it worked and what can be
    • If they noticed that your child is late for classes or has an attendance deficit
    • Ask if they seem sleepy during the day
    • Or if they noticed any mood changes
    • If they noticed any memory lapses, poor concentration, bloodshot eyes, lack of coordination or slurred speech
    • If they noticed that your child/ adolescent has problems making friends, or feeling isolated or lonely
    • Or are there any significant drops in grades or academic achievements in general
    • Parents should look after the children and make sure that they have enough time for a healthy diet, leisure-time physical activities, reading, homework, etc…