Tips for Working with Tough Kids and Their Parents

As a teacher of students with significant emotional and behavioral challenges, I’ve found that it is imperative to form good working relationships with the parents of my students.  As part of our alternative school program, parents meet every two weeks with the special education “team.”  We call these meetings “home conferences;” it doesn’t mean that we meet with the parents at home–it just means that we have a home-school meeting with all the players on the student’s team.  

2The best thing you can do to work with parents of tough kids is to remember that they might not have the same values as you do.  Some of the parents I have worked with over the years are people who aren’t necessarily people I think are the best role models, but I look beyond that and understand that they are doing the best they can with the resources they have.  Listen to them; let them download their worries to you, and be someone they can lean on.  Don’t try to make them fit into a middle class mold.  Shake their hand when you meet them, smile at them warmly, and ask them about themselves.  Their child might be difficult in the classroom, and you need the parents on your side.  

Set up regular meetings that are based on all of the good things the student has accomplished.  These meetings might only be 10-15 minutes long, but you will quickly become well-liked when you are sharing positives about their child in person. Parents of your difficult students have often had difficulties back when they were in school, so school is a negative and scary place to be.  When you communicate positive accomplishments, the parents aren’t as afraid of school personnel.  You will need to have at least 40 positive communications “in the bank” with a tough kid before you have a negative communication with that child; otherwise it will be an uphill climb to build a relationship with that student and to have them trust you.  The same can be said for working with a parent of a tough kid; build up the positives so that when things get difficult and you have to give some negative feedback, the parent trusts you.

Relationship is key.  In order to work best with a tough kid, you have to build a solid relationship with them because you will be relying on that when their behavior gets difficult.  A tough kid is not going to follow your directions and listen to you because you are the “authority.”  You have to show that kid that you can be trusted.  You have to be a safe person for the tough kids.  In the classroom, tell the child, “thank you for (insert compliment),” or “I like how you (insert compliment).”  Be specific with your feedback, so that it shapes the positive behavior you want.  Try to ignore minor attention seeking behaviors.  

Likewise, if you are a principal who only sees your students occasionally or when they have been “bad,” then you aren’t going to garner respect from the tough students.  Stand in the hall in the morning and greet each student as he or she enters the building; go to student homerooms to say hello, or talk to them while they eat breakfast (or eat with them).  If you work in an alternative school, this is even more important.  Go into classrooms and compliment students who are on task and show interest in their work and accomplishments.  I don’t know how many times since we’ve gotten our new principal that the students will ask where she is, or they will comment on the fact that she only comes into a classroom when someone is in trouble.  Students notice, and teachers can’t hide it.  Further, if you are a principal of tough kids, go to the positive parent-teacher meetings and be a presence in the room when there is good news; if you only go to the meetings where there is “bad news,” again, you aren’t going to build any trust with the parents or the students.  A case in point:  our principal doesn’t go to many parent-teacher meetings; I’ve had parents in the spring of the school year who never remember meeting the principal; I’ve also had parents say to me that they don’t want her at a meeting because they don’t trust her.  Because she’s an authority figure in the school, they especially don’t trust her; they see her just like they’ve seen all authority figures in the past:  not on their side.

No matter what type of school you work in, and no matter what type of principal you have, you need to build the strongest relationships with your toughest students and their parents.  Those are the people who need to know that you are a safe person who is on their side so that when times get tough, they can trust that you have the best interest of their child at heart. 

Fundraising

at the fundraiser

I have a group of students who are working on community service projects.  One student had recently visited relatives in the part of the state hit hard by Hurricane Irene, so she wanted us to do a fundraiser to help out that area.  That student went online and got information of what kinds of things are still needed and how we could help, so we decided as a group to raise money to buy non-perishable food items and to also do a small food drive.  Students decided that they wanted to have a bake sale and to sell something that they made for the fundraiser part, so I had them take digital photos and use Photoshop Elementsto edit them.  We printed out the photos on photo paper and affixed the photos to colorful cards.  We decided to sell the cards for $.25 each or 5 for $1.00.  At the same time we were making signs and hanging them up for people to donate non-perishable items for our food drive.   Walmart (which is a company I don’t normally support) was the only business that

notecards

would allow us to set up a table to hold our fundraising items, so on the appointed day we sat in the 40 degree weather and began to sell our goods.  I had no expectations of making much money because we were selling cupcakes for $.50 and brownies for $.25.  I was soon totally amazed with the incredible generosity of complete strangers.  People bought items and frequently left us $2-$3 in donations; a few people left us even more than that.  We made a net total of $91 for the two hours we held our fundraiser.  The students were completely excited and suddenly thought of all kinds more fundraisers they want to do.  They are looking forward to all of us going to the grocery store to spend the money on food items and to put that together with what we’ve already collected for food and to bring it all to the local collection area for Hurricane Irene relief efforts.