3Cs Scenario

Communicating
with Parents
AN E-LEARNING EXPERIENCE

GROUP 9
Amber Curry
Tara Grant
EDET 703 Ali Van Metter
The following eLearning module will present learners with
communication scenarios involving both a teacher and a parent of a
student. The scenarios will put learners in situations where they are
the teacher communicating with parents of their students. After
reading each scenario, the learner will then be presented with three
choices of how to respond to the parent professionally and effectively.
Each choice will have a different consequence, either positive or
negative. The learner will be given feedback after each choice is made
to lead them in the direction of making the correct choice.
 Congratulations! You’ve just graduated and have landed
your first teaching job with your very own classroom. With
that comes foreign concepts that you didn’t learn in
school such as, communicating with student parents and
or guardians. Working with a student’s parents and or
guardian is a crucial component for student success in
school. So, this eLearning lesson is to provide the teacher
with the proper communication tools to overcome
difficult communication scenarios.
Three scenarios will be provided in
this lesson. You, as the learner, are to
learn and navigate through these
difficult scenarios and choose the
best option for your course of action
when communicating with the parent
and or guardian to overcome the
difficult scenario.
Scenario #1
A parent of one of your students knocks
on your door five minutes before the
morning bell rings. When you open the
door, the parent requests details about
her son's grade in your class since he
has been struggling with the material
and currently has a low grade. You have
already exchanged multiple emails with
this parent prior to their arrival to your assessment that the teacher would be
classroom regarding this issueThe administering to the class. The parent’s
parent then informs you that her son reasoning was that her son had been in
will not be participating in the scheduled a local swim competition the night
afternoon before and couldn't study for the
assessment.
What should
you do and how
should you
respond to the
parent?
 Choice
You thank the parent for working with you, the teacher, and you value their

#1
support. You too want to work with with the student to improve their
learning outcomes. You suggest putting a study plan together so Jimmy
can complete the assessment during the next class. “Let’s plan another
time today or tomorrow for the three of us to get together and discuss
Jimmy’s grade. I think Jimmy should be at the meeting, since he is the most
important individual to focus our meeting on. Now isn’t the best time for
me to meet, because I’m about to let the rest of the students in and it
would mean our time together is rushed.” The parent understands the
teacher’s response and agrees to email you as soon as possible with some
availability for meeting times.
Choice #2
You are so frustrated with this parent that you can
barely keep yourself calm. You tell the parent that
every child must write the assessment at the same
time. If not, it would then appear as if you were
playing favorites. You also strongly suggest that Jimmy
works on his time management because he’s falling
behind in his schoolwork, and that would explain his
low grade. Maybe it’s time the family decides as to
what’s more important: school or sports. With that, the
parent turns around and walks away quickly.
Choice #3
After listening to the parent, you sigh and shrug
your shoulders. “ Fine whatever. You can write the
assessment later.” You turn around and walk back
to your desk.
Which choice of communication do you think is the
most appropriate for this scenario?

CHOICE 1 CHOICE 2 CHOICE 3

 CHOICE 1: CORRECT
Parents and students benefit when the family is involved
in the child's education. Parents can get ideas from the
school on how to help and support their child, by learning
more about the school's academic program and how it
works. Most importantly, parents benefit when they are
confident that the school values family involvement in the
student’s education. Parents will develop a great
appreciation for the important role they play in their
children’s education and future.
 CHOICE 2: INCORRECT
FEEDBACK
You’ve done nothing to support the student or the
family. You’ve challenged the parent on their values
and family culture. Expect to be getting a phone call
from your vice-principal very soon.
 CHOICE 3: INCORRECT
FEEDBACK
This shows the parent that you’re exhausted, fed up, and don’t
value their child’s education. These actions do not support the
student, the family, or yourself. You could suggest speaking with
the school vice principal for support and or suggestions, then
relay information to the parent regarding a rescheduled time for
re-assessment. You can explain to the parent that with a full
teaching schedule, it can be difficult to accommodate times for all
of your students to write outside of the originally scheduled time.
 Scenario #2
Mrs. Smith contacts you the day
after report cards are sent
home, quite upset. She claims,
"My child scored straight A's on
her last report card. Now, it’s all
B's and C's. What’s happening?
Why didn't you tell me? We
must get meet right away to
speak about this. I'm fed up with
this school failing our kids."
What should you do and how should
you respond to the parent?
 CHOICE #1
Mrs. Smith clearly feels her child is an A student when,
the child doesn’t pay attention in class, doesn’t do their
homework, and generally scores weaker in all areas of
education. You decide to talk to other teachers about
this student’s daily habits and decide to wait to talk to
Mrs. Smith at parent-teacher conferences taking place
next month.
 CHOICE #2
After speaking with your principal to get some advice, you call Mrs.
Smith as soon as you can. You introduce yourself and address the topic
you would both like to talk about: the student’s current report card. By
allowing the parent to express their concerns you will better
understand the worry and frustration. Based on this information, you
can explain where and why the student’s grades have decreased and
how the parent, student, & teacher relationship can help with student
academic improvement. You also want to showcase the student’s
strengths and areas where the student has been progressing. You
commit to a future date to discuss the student’s progress via phone,
email, or in person.
 CHOICE #3
You decide to speak with the student first.
You are hopeful you and the student can sort
the issue out, that way you won’t have to
speak directly to Mrs. Smith.
Which choice of communication do you think is the
most appropriate for this scenario?

CHOICE 1 CHOICE 2 CHOICE 3

CHOICE #1: INCORRECT
FEEDBACK
Although collecting data is important, you
need to talk to the parent as soon as
possible.
 CHOICE #2: CORRECT
After speaking with your principal to get some advice, you call Mrs.
Smith as soon as you can. You introduce yourself and address the
topic you would both like to speak about: the student’s current
report card grades. By allowing the parent to express their
concerns, you will better understand the worry and frustration in
the parent perspective. Based on this information, you can explain
where and why the student’s grades have decreased and how the
parent, student, and teacher can help the student improve. You also
want to showcase the student’s current strengths and progress. You
commit to a future date to discuss the student’s progress via phone,
email, or in person.
 CHOICE #3: INCORRECT
FEEDBACK
Speaking with the student is important, but you need to
speak to the parent as soon as possible.
 SCENARIO #3
One of your students frequently arrives to
class late. He misses the homework
review and the introduction of new
material as well. When the student
eventually does arrive, the parent's
apology and justifications cause a
disruption to the class, and you must take
time away from the other students to get
the latecomer settled and up to speed.
You understand the parent is struggling at
home.
What should you do and how should
you respond to the parent?
 CHOICE #1
You open with a sarcastic joke, “Oh look who decided to
show up! You two can’t seem to get your act together, can
you? It must be nice to stroll into class whenever it suits
you.” Everyone in the classroom looks at the tardy
students. You see the child drop their head and the parent
glares at you while rushing off. You feel bad for making the
child feel uncomfortable.
 CHOICE #2
When the parent and student arrive at your classroom,
you ask them to go back to the office and sign in. You ask
the parent to leave the child at the office and you will get
them when the class is on a scheduled break. You do not
want to disrupt the other students again. The parent
appears surprised, but does as you ask. The child looks
deflated and embarrassed. You’ve made your point and
you close the classroom door.
 CHOICE #3
Clearly everyone in the situation is embarrassed, and the parent and child are needing
support. You ask the parent to wait outside for you and you will be out in 5 minutes, if
they would still be available to speak. The parent agrees to waiting. You gently get the
late student settled and working on something quietly at their desk. Once in the hall
with the parent, you express your concerns with empathy and care. The parent agrees
with your assessment and is wanting to better support their child. You suggest finding
a time for all academic team members to meet including the following: parent,
teacher, child, principal, and school counselor. A collaborative team approach can
accomplish this. The parent appears relieved to have a course of action to try and
solve the problem. You tell the parent you will work on a meeting time and email them
tonight with more details. The parent agrees and rushes off.
Which choice of communication do you think is the
most appropriate for this scenario?

CHOICE 1 CHOICE 2 CHOICE 3

 CHOICE #1: INCORRECT
FEEDBACK
This course of action does not support and encourage open
communication with all of the academic team members.
Clearly, as the teacher, you are frustrated and presenting
defensive. However, this strategy is not helping anyone in the
situation. You decide to talk to your principal and mentor
teacher today for better ways of communicating efficiently
with this family.
 CHOICE #2: INCORRECT
FEEDBACK
Well, you won the power over the parent, and you
attempted to show the parent that you were the authority
figure. However, what did you get out of that? Everyone
feels lousy and the child still, isn’t in your classroom. The
child is the one getting hurt in this situation. You decide to
talk to your principal and mentor teacher today for better
ways of dealing with this family.
 CHOICE #3: CORRECT
FEEDBACK
Families are diverse and have a wide variety of needs. As a classroom
teacher, you may not have all the answers. However, you can help be the
bridge in order to improve communication with other experts and resource
providers. In this scenario, you put the family ahead of the disruption and
you saw that by expressing frustration, would cause more grief than help.
You’ve designed a clear plan, listed the people to be involved, and
identified the next steps to improve the situation. You have shown why you
are concerned and the importance of improving the situation. Parents want
to support their child and they want to improve their child’s life. Schools
can be a place where change and stronger family dynamics come together.
 CONCLUSION
As a teacher, there is the need and importance of being
proactive with communication, setting clear boundaries,
communicating professionally, and relying on administration
and other support staff within the school, for guidance and
support. In time, teacher communication and the handling of
difficult situations in various contexts and scenarios, will
become easier to manage with experience.