Poor Overall Academic Performance, Part 1

Poor Overall Academic Performance, Part 1
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  • Teacher was sad. After grading the most recent test, Jimmy scored only a 50 and did not finish the test. Teacher remembered that Jimmy's parents did not attend the parent-teacher conferences last month and did not respond letter he had sent them. How can Teacher get Jimmy's parents involved to help Jimmy perform at the level he is capable of?
  • Teacher really wants to try to connect with Jimmy's parents so they can work together to help Jimmy. Having previously sent an e-mail and called during his prep period with no response, Teacher decides to take a risk and call Jimmy's parents in the evening.
  • Jimmy's mom answers. You can hear quite a commotion in the background. You hear what sounds like three baby's crying. You quickly explain that you are Jimmy's teacher and believe it is important that you all speak. You explain you understand how busy they are and offer to set up a time to meet or call or video chat. They commit to an evening call after kids are asleep.
  • You call & explain that Jimmy is not doing well nor completing his work. You ask to partner with parents to help put structure around Jimmy's homework & studies so he can succeed.
  • Jimmy's parents say they already have plenty to do at home and that it is Teacher's job to help Jimmy with school and learning. They say if Jimmy is not doing well then Teacher needs to up his game. They says they have five children, three still in diapers (Jimmy never talked about his siblings).  They also say Jimmy finds the work too easy and is bored by it because he is gifted.
  • After listening, Teacher empathizes. Teacher explains that while he has much responsibility for Jimmy's education, so does Jimmy and his parents. To be successful, everyone must do their part. Teacher explains how a few actions on their part could make a huge difference. Teacher says he would happily give a gifted student program but Jimmy must show it first. Bored x= gifted.
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