Case Study In The Classroom Example

Case Study In The Classroom Example Case Study In The Classroom â€" Essay Example > Parent-teacher relationship in schools is considered a very important in improving the performance of students. Communication between the parents and the teachers about the students’ progress in school socially, emotionally and physically is encouraged as it has been found to be one of the reasons why some schools perform better that the others. In a study conducted by some researchers, findings revealed that schools in which students performed well had there parents invited and not ignored, had the parents consulted and not avoided and had the parents encouraged to communicate and not to complain (Lavoie, 2008). Parent teacher relationship however does not go without problems. Teachers and parents sometimes have personal differences and forget to handle the important issues in their relationships; parents sometimes refuse to comply with the recommendations reached by the two parties, parents sometimes feel not consulted and so many other problems. In this paper, one of the prob lems between teacher-parent relationships will be discussed. The paper gives a hypothesized case of a difficult situation with parents of a student who had problems in his performance. The student’s way of response in class had changed and the reason to this and how to improve his performance was the main aim of the discussion between the two parties. The Case StudyRichard is a secondary school student now in grade 9 in a gifted program. His performance in grade 8 did not go well as expected of him depending on his previous performances. Mr. Johnson is Richard’s new class teacher and is concerned about the trend taken by his performance. He has a collection of Richard’s official school records and information from a private consultant who had been hired by his parents for fear that their son would drop out of school. Richard had developed some characteristics which made him not concentrate in class; he was often sent out of class by some teachers and regarded learning as use less. He never recognised learning as important and instead thought of it as a waste of time. Richard was in school because he had no where else to go or any other thing to do. According to reports from the teachers, Richard had all the indications of competency from grade 1. The trend of his excellent performance went on until grade five when some changes were noticed. He started showing some behavioral problems but performed well. In grade six, the impact of change of behavior affected his performance and Richard’s academic standing went down. At grade seven, Richard completed his academic year with an average of B+ and declined further in grade eight by 55%. Other information disclosed that Richard has been sent out of class by different teachers on several occasions and has been absent half the time for learning. In addition to that, he has also been described as inattentive and uncooperative. Mr. Jonson however noticed that Richard does well with more flexible teachers who p ut up personal learning styles and interests, and in his psycho-educational test which he scored 99.7%. Richard’s academic language skills were also very good. He only had mathematics skills indicating lower marks.