This sub-section draws on quotations and/or a short, animated video vignette as catalysts for thinking about the module’s topic, either as a starting for, or ending point to, professional dialogue. It also provides a “third point” to surface prior knowledge and experiences or to explore divergent perspectives and assumptions about, or discomfort with, the topic in a safe fashion.

Option A: View the COPA/OTF Capsule for Teachers entitled Addressing Conflict Effectively (bit.ly/Capsules4Teachers) and use it as an entry point to, or catalyst for, a deeper discussion about promising practices that support managing and resolving conflicts with parents and guardians.

Option B: Use a think-write-pair/share approach, anchored to the quotations that follow, to begin a conversation about managing and resolving conflicts between teachers and educators and parents and guardians.

Think

Individually, select one of the following quotations (in whole or in part) that resonates with, or stands out for, you. Remember, the quotation can resonate either because you agree or disagree with it.

“Conflict occurs from time to time in the normal course of everyone’s career.  It is not all counterproductive.  Well-managed conflict can help to clarify issues and feelings.”

(Ontario English Catholic Teachers’ Association, n.d., p. 6)

“Communicating regularly and effectively serves to stave off interactions that have the potential to derail your efforts to both teach students and engage parents.”

(Ridnouer, 2011, p. 48-49)

“Educators are typically skilled at early identification of problems with students.  In today’s climate of increased parent involvement in schools, it is every bit as important to be able to identify early signs of potential problems with parents. It is crucial to respond quickly and knowledgeably to parents’ concerns.”

(Elementary Teachers’ Federation of Ontario, n.d., p. 15)

“A ‘culture of collaboration’ can help parents and educators to work constructively together to address concerns related to programs and services before they become sources of conflict.”

(Ontario Ministry of Education, 2007, p. 17)

(Ontario English Catholic Teachers’ Association, n.d., p. 6)

Write

Record or write why or how the quotation “stands out” for you.

Pair/Share

With a colleague or as a small group of colleagues, take turns sharing your quotation and ideas/thoughts about it.

This sub-section uses a fictional but authentic or plausible scenario involving teachers/educators’ interactions with parents/guardians. It encourages the use of innovative, critical thinking and problem-finding/solving approaches to explore uncomfortable or problematic situations or issues. It also offers opportunities to rehearse possible responses or actions in a non-threatening context or forum. Lastly, it provides a “third point” as a foundation for safe, professional dialogue.

Read the case study/scenario that follows:

After school, you are outside on supervision duty in the school parking lot. Helena, one of your students, and both her parents approach you. Helena is visibly upset.  In your head, you quickly rewind the day but cannot recall any situation or incident – either of your doing or your students’ – that would have caused Helena to be upset.  You have no more time to reflect on the day since Helena’s parents begin to scold you for an as-yet unspecified wrong.  One of the parents is combative; the other appears relatively calm.

In pairs or a small group, discuss the following series of prompts in relation to it:

• What is the concern in the scenario?
• What connections to your experience as a teacher/educator come to mind? As a parent?
• What might be some possible ways to effectively address this issue/concern in concert with parents and guardians? Remember to consider educational research; legislation/regulations; federation and board policies/protocols.
• Given the possible avenues you’ve identified above, which one(s) would you elect to pursue in this instance? What action plan/sequence of steps would you put in place?

This sub-section offers a suggested way to co-create new knowledge or tools or to synthesize knowledge and skills gained from the module. It also offers a suggested path to collaborate in making improvements to current or existing practices or tools.

In the interests of being proactive, as a staff or smaller team or working/standing committee either review an existing, or create a new, support resource that helps you and your colleagues see or explore pathways for conflict management and resolution.  Alternatively, consider reworking an existing problem-solving model for parent-teacher issues or conflicts or crafting a new, effective model.

This sub-section offers a way to reflect on, self-assess and/or set goals in the area of focus in the module. It also helps to support independent, reflective opportunities that can help shape affirmations of, or changes in, practice or guide additional professional learning connected to module’s focus.

Reflect on a conflict that you experienced yourself and that “got away from you”.  Identify at what point in the sequence of events that played out and where the conflict got out of hand or escalated.  Consider how the conflict could have been handled more effectively by you and/or the other party.  What counsel or advice might you give yourself in a similar circumstance if you could return to that incident or time?

This sub-section draws on quotations and/or a short, animated video vignette as catalysts for thinking about the module’s topic, either as a starting for, or ending point to, professional dialogue. It also provides a “third point” to surface prior knowledge and experiences or to explore divergent perspectives and assumptions about, or discomfort with, the topic in a safe fashion.

Option A: View the COPA/OTF Capsule for Teachers entitled Addressing Conflict Effectively (bit.ly/Capsules4Teachers) and use it as an entry point to, or catalyst for, a deeper discussion about promising practices that support managing and resolving conflicts with parents and guardians.

Option B: Use a think-write-pair/share approach, anchored to the quotations that follow, to begin a conversation about managing and resolving conflicts between teachers and educators and parents and guardians.

Think

Individually, select one of the following quotations (in whole or in part) that resonates with, or stands out for, you. Remember, the quotation can resonate either because you agree or disagree with it.

“Conflict occurs from time to time in the normal course of everyone’s career.  It is not all counterproductive. Well-managed conflict can help to clarify issues and feelings.”

(Ontario English Catholic Teachers’ Association, n.d., p. 6)

“Communicating regularly and effectively serves to stave off interactions that have the potential to derail your efforts to both teach students and engage parents.”

(Ridnouer, 2011, p. 48-49)

“Educators are typically skilled at early identification of problems with students.  In today’s climate of increased parent involvement in schools, it is every bit as important to be able to identify early signs of potential problems with parents. It is crucial to respond quickly and knowledgeably to parents’ concerns.”

(Elementary Teachers’ Federation of Ontario, n.d., p. 15)

“A ‘culture of collaboration’ can help parents and educators to work constructively together to address concerns related to programs and services before they become sources of conflict.”

(Ontario Ministry of Education, 2007, p. 17)

Write

Record or write why or how the quotation “stands out” for you.

Pair/Share

With a colleague or as a small group of colleagues, take turns sharing your quotation and ideas/thoughts about it.

This sub-section uses a fictional but authentic or plausible scenario involving teachers/educators’ interactions with parents/guardians. It encourages the use of innovative, critical thinking and problem-finding/solving approaches to explore uncomfortable or problematic situations or issues. It also offers opportunities to rehearse possible responses or actions in a non-threatening context or forum. Lastly, it provides a “third point” as a foundation for safe, professional dialogue.

Read the case study/scenario that follows:

Djorgie is a Grade 12 student in World Issues class. He has not participated in the class discussions and has been away when summative assessments were due or administered. The teacher has been unable to conference with Djorgie because of his spotty attendance. At the end of the year/semester, the teacher gathers all the evidence of learning and calculates his mark to be 76% but uses his professional judgment to raise it to 79% to give Djorgie full credit for what he has done in the course. The parents challenge the 79% and argue that, based on Djorgie’s results, he is entitled to 84%. The teacher explains that marks are determined using calculations and professional judgement and that the teacher feels that Djorgie consistently performed at a high Level 3 but not at Level 4. The parents, unhappy with this news and the provincial policy, question the teacher’s integrity.

In pairs or a small group, discuss the following series of prompts in relation to it:

• What is the concern in the scenario?
• What connections to your experience as a teacher/educator come to mind? As a parent?
• What might be some possible ways to effectively address this issue/concern in concert with parents and guardians? Remember to consider educational research; legislation/regulations; federation and board policies/protocols.
• Given the possible avenues you’ve identified above, which one(s) would you elect to pursue in this instance? What action plan/sequence of steps would you put in place?

This sub-section offers a suggested way to co-create new knowledge or tools or to synthesize knowledge and skills gained from the module. It also offers a suggested path to collaborate in making improvements to current or existing practices or tools.

In the interests of being proactive, as a staff or smaller team or working/standing committee either review an existing, or create a new, support resource that helps you and your colleagues see or explore pathways for conflict management and resolution.  Alternatively, consider reworking an existing problem-solving model for parent-teacher issues or conflicts or crafting a new, effective model.

This sub-section offers a way to reflect on, self-assess and/or set goals in the area of focus in the module. It also helps to support independent, reflective opportunities that can help shape affirmations of, or changes in, practice or guide additional professional learning connected to module’s focus.

Reflect on a conflict that you experienced yourself and that “got away from you”.  Identify at what point in the sequence of events that played out and where the conflict got out of hand or escalated.  Consider how the conflict could have been handled more effectively by you and/or the other party.  What counsel or advice might you give yourself in a similar circumstance if you could return to that incident or time?