1 00:00:00,120 --> 00:00:04,240 Welcome to the Teachers Need Teachers Podcasts, the podcast for teachers who don't want 2 00:00:04,240 --> 00:00:09,039 to just survive teaching, but actually thrive. Imagine having a school year so 3 00:00:09,119 --> 00:00:14,560 successful that you definitely minimize the Sunday scaras and maybe even look forward to Monday 4 00:00:14,599 --> 00:00:20,320 mornings. Can you imagine yourself just sailing through the struggles of dealing with high 5 00:00:20,359 --> 00:00:24,839 maintenance parents, even if you have a particularly difficult class. Have you ever 6 00:00:24,879 --> 00:00:30,839 wished for a way to navigate difficult parent teacher interactions with ease? Because here's 7 00:00:30,879 --> 00:00:35,719 a thing. When you don't effectively handle these situations, the stakes are high. 8 00:00:35,840 --> 00:00:40,240 It cannot only affect your job or job satisfaction, but also the student's 9 00:00:40,240 --> 00:00:44,119 success, which, let's be honest, can have negative repercussions in the long 10 00:00:44,200 --> 00:00:49,320 run. So say I'm giving you seven strategies, a teacher's toolkit if you 11 00:00:49,359 --> 00:00:53,359 will, that will not only make your interactions with parents smoother, but will 12 00:00:53,439 --> 00:00:57,759 also transform your school year. So the first strategy for dealing with difficult parents 13 00:00:57,880 --> 00:01:00,359 is try to understand where they're coming from. This can be a lot easier 14 00:01:00,399 --> 00:01:03,680 if you are a parent, but if you're not a parent, then maybe 15 00:01:03,719 --> 00:01:07,400 try to think of it as maybe being a pet parent, or maybe you 16 00:01:07,439 --> 00:01:11,640 have a niece or a nephew or a younger cousin or sibling, just basically 17 00:01:11,799 --> 00:01:18,760 you being in a situation where you really care about another child or someone that's 18 00:01:18,799 --> 00:01:22,799 dependent on you. Because honestly, parents are doing the best that they can. 19 00:01:23,079 --> 00:01:26,120 A lot of us, or actually most of us, we just parent 20 00:01:26,280 --> 00:01:30,480 the way that we were parented, and so we're basically going off of what 21 00:01:30,560 --> 00:01:34,879 we've seen our parents do. That some parents and people in general are aware 22 00:01:34,959 --> 00:01:38,159 enough to not pass on any trauma that they had when they were kids. 23 00:01:38,200 --> 00:01:44,200 But a lot of times people don't even really realize how their parents created this 24 00:01:44,280 --> 00:01:47,599 trauma in their lives, and so they just end up parenting the same way 25 00:01:47,640 --> 00:01:51,920 and their kids kind of get the same trauma. So sometimes we have conflicts 26 00:01:51,959 --> 00:01:57,400 with parents because we have expectations of them that really don't align with their reality 27 00:01:57,640 --> 00:02:00,079 and vice versa, and so that's something that we have to take into account, 28 00:02:00,159 --> 00:02:04,760 especially when we're thinking about how we communicate with parents. For example, 29 00:02:05,000 --> 00:02:08,560 you might expect a parent to be there to read all of your emails and 30 00:02:08,639 --> 00:02:12,680 read all the hand notes that you give and to help their child with homework, 31 00:02:12,759 --> 00:02:16,039 but that parent could be working two jobs and the student rarely ever sees 32 00:02:16,039 --> 00:02:20,560 their parent, And we can't judge that parent because at least the providing food 33 00:02:20,719 --> 00:02:23,719 and a roof over their head. And no, they may not be able 34 00:02:23,800 --> 00:02:27,599 to be there to be as involved in their child's education, but again they're 35 00:02:27,599 --> 00:02:30,719 doing the best that they can. I've heard of teachers really criticizing parents for 36 00:02:30,800 --> 00:02:35,319 not being there to help their child or just being around at all, but 37 00:02:35,520 --> 00:02:38,919 really we can't judge them because again, they're doing the best that they can. 38 00:02:38,240 --> 00:02:42,840 Also, some parents parent out of fear, and so they are worried 39 00:02:42,879 --> 00:02:46,439 about things happening to their child that happened to them, and so they're coming 40 00:02:46,479 --> 00:02:50,879 from a fearful place and the interactions that they have with you could also be 41 00:02:50,960 --> 00:02:53,879 stemming from that. So that's not to say that it's an excuse for when 42 00:02:53,960 --> 00:02:59,840 parents are belligerent or when parents are unreasonable in their demands, But trying to 43 00:03:00,240 --> 00:03:04,039 look at the situation from a more objective point of view will really help you 44 00:03:04,240 --> 00:03:07,800 in terms of being able to communicate effectively with them. So that brings me 45 00:03:07,879 --> 00:03:12,719 to my next tip, which is having open communication. And so this involves 46 00:03:13,000 --> 00:03:16,520 letting parents know what is going on in your class. It doesn't mean bombarding 47 00:03:16,560 --> 00:03:22,039 them on a daily basis with emails or newsletters about what the students did that 48 00:03:22,159 --> 00:03:25,280 day, but finding a balance where you do communicate with parents what it is 49 00:03:25,319 --> 00:03:30,400 that is happening so that they know how to best support their student. For 50 00:03:30,439 --> 00:03:35,840 example, you could consider sending out a weekly newsletter via email or in person 51 00:03:35,919 --> 00:03:39,039 so that parents know what to expect in terms of maybe any upcoming tests or 52 00:03:39,120 --> 00:03:44,639 quizzes, or projects or major assignments, and then if they have the time, 53 00:03:44,680 --> 00:03:47,039 they can help their student if needed. As I mentioned in my last 54 00:03:47,120 --> 00:03:51,759 video about open house, you can also let parents know ahead of time what 55 00:03:51,879 --> 00:03:54,719 the homework schedule is. So if you are signing homework every night, or 56 00:03:54,759 --> 00:03:59,280 if you have a major quiz on Friday that you give a study guide for 57 00:03:59,560 --> 00:04:02,280 maybe on a Wednesday, let the parents know that so that they can help 58 00:04:02,319 --> 00:04:06,599 their student or at least remind them to study for that quiz or remind them 59 00:04:06,680 --> 00:04:11,719 to do homework. And then you definitely want to take extra steps for students 60 00:04:11,759 --> 00:04:15,079 that are struggling to get their work done or are struggling even behaviorally, So 61 00:04:15,160 --> 00:04:19,920 this is when you're going to communicate with specific parents even if they're not responding, 62 00:04:20,000 --> 00:04:24,000 even if they're not picking up the phone, you just need to try 63 00:04:24,079 --> 00:04:26,560 and see if you can get a hold of them and see if you can 64 00:04:26,600 --> 00:04:30,120 get the students some support at home. You definitely want to cover your bases 65 00:04:30,199 --> 00:04:32,519 and at least make the effort. Any time I have a lot of students 66 00:04:32,600 --> 00:04:36,560 that are confused about an assignment, or if I have parents that are asking 67 00:04:36,560 --> 00:04:41,199 the same question, I will send out an email to all of my students 68 00:04:41,279 --> 00:04:44,519 and their parents so that I can clear up any confusion. And if there's 69 00:04:44,560 --> 00:04:47,319 something major coming up that I definitely think that the parents need to help their 70 00:04:47,360 --> 00:04:51,160 students study for, or more like help remind them to study for it or 71 00:04:51,199 --> 00:04:56,399 be prepared for, then I will send up communication. I don't send weekly 72 00:04:56,439 --> 00:05:00,120 newsletters because the students that I have are pretty much on top of keeping up 73 00:05:00,160 --> 00:05:04,560 with their assignments and work. But if you do have a population that struggles 74 00:05:04,600 --> 00:05:09,959 a lot, or if you have a certain subset of students that are frequently 75 00:05:10,040 --> 00:05:14,240 behind, then you can send something weekly to those parents so that they can 76 00:05:14,319 --> 00:05:16,240 help you out, and that way the kids are going to support both at 77 00:05:16,240 --> 00:05:20,879 home and at school. So strategy number three is active listening and empathy. 78 00:05:21,000 --> 00:05:25,360 So when we're communicating with parents, let's say that you have a concern about 79 00:05:25,360 --> 00:05:29,879 their student because their student is behind as in any work, is misbehaving. 80 00:05:30,079 --> 00:05:33,199 We want to be in a place where we are empathetic and where we are 81 00:05:33,240 --> 00:05:36,839 trying to come from the parent's point of view. And here's why, even 82 00:05:36,920 --> 00:05:42,839 if a student is legitimately being disruptive, it just like not a good person 83 00:05:42,920 --> 00:05:46,079 in general. We want to be really mindful of our home. We want 84 00:05:46,079 --> 00:05:49,000 to think about the way that we are communicating or talking about that student, 85 00:05:49,040 --> 00:05:53,680 their progress and their behavior in a way that doesn't put the parent on the 86 00:05:53,720 --> 00:05:58,360 defensive because no matter what, a parent doesn't want to think the worst things 87 00:05:58,399 --> 00:06:00,879 about their kids because in the and it also makes them feel like a really 88 00:06:00,879 --> 00:06:06,079 bad parent. So if you're telling them that their kid constantly misbehaves is rude, 89 00:06:06,319 --> 00:06:10,120 or if you just do any kind of name calling, that's going to 90 00:06:10,160 --> 00:06:14,879 put the parent on the defensive and they are probably going to then attack and 91 00:06:15,000 --> 00:06:17,639 things could get really ugly. So you want to think about if you were 92 00:06:17,680 --> 00:06:21,720 receiving that message, that email, phone call, letter, how would you 93 00:06:21,759 --> 00:06:26,680 receive it. So maybe if you receive something similar about your style of teaching, 94 00:06:26,759 --> 00:06:30,120 how would you feel about that? Or if maybe someone had said, 95 00:06:30,199 --> 00:06:32,920 oh wow, your dog is like really misbehaved and ugly, how would you 96 00:06:33,000 --> 00:06:38,839 feel about that? So really think about your tone and your delivery when it 97 00:06:38,879 --> 00:06:44,639 comes to communicating with parents. I have personally read so many emails that other 98 00:06:44,680 --> 00:06:46,360 teachers ran by me and said, hey, what do you think about this? 99 00:06:46,480 --> 00:06:50,160 And I'm like, no, no, no, no, do not 100 00:06:50,480 --> 00:06:55,399 send, And I would help them edit it with the idea of how would 101 00:06:55,399 --> 00:06:59,399 you want to receive that message, Like, how could someone communicate the same 102 00:06:59,399 --> 00:07:02,920 message to you in a way that makes you want to improve, that makes 103 00:07:02,959 --> 00:07:06,519 you want to actually work with the other person. So maybe try running that 104 00:07:06,639 --> 00:07:11,800 email by a colleague, or if you trust your administrators and having them read 105 00:07:11,839 --> 00:07:14,920 it, or if you don't have anyone like that, you can definitely use 106 00:07:15,000 --> 00:07:17,720 AI. There have been a few times that I've used chat chept and said, 107 00:07:17,800 --> 00:07:23,639 please rewrite this email in a way that is positive and that will get 108 00:07:23,720 --> 00:07:28,480 a positive response or at least a helpful response from the other person. And 109 00:07:28,560 --> 00:07:30,839 so you can just basically write down the gist of what you're trying to say. 110 00:07:30,879 --> 00:07:34,040 You can just put it unedited with all the thoughts that you're thinking, 111 00:07:34,120 --> 00:07:38,920 no matter how negative they are, and ask chat chept to just fix it 112 00:07:39,000 --> 00:07:43,160 for you to that the receiver won't get mad, because think about it, 113 00:07:43,360 --> 00:07:46,720 what do you really want? What is the result that you want from that 114 00:07:46,839 --> 00:07:48,279 email? Do you want the parent to get mad? Do you want the 115 00:07:48,319 --> 00:07:51,800 parent to go and beat their child for being disrespectful? Like? What do 116 00:07:51,839 --> 00:07:57,079 you want from the parent? And use that to frame how you deliver your 117 00:07:57,160 --> 00:08:01,600 message. And if you use that and I've been using that frame for many, 118 00:08:01,600 --> 00:08:05,360 many years and only a couple of times, I've probably slipped and had 119 00:08:05,480 --> 00:08:09,560 kind of a not so great tone with expected results. But if you are 120 00:08:09,680 --> 00:08:15,279 framing your message that way to get a more positive, constructive, helpful response 121 00:08:15,319 --> 00:08:18,279 from the parent, then you need to really think about how you write those 122 00:08:18,360 --> 00:08:22,720 emails and messages. So the next tip, in addition to active listening and 123 00:08:22,759 --> 00:08:28,040 being empathetic in your communications, is to set expectations. So hopefully at this 124 00:08:28,120 --> 00:08:33,840 point you let parents know your policies, particularly with grading and homework that's late, 125 00:08:33,919 --> 00:08:37,919 homework that's missing, maybe retake some things like that. So it's a 126 00:08:37,960 --> 00:08:43,480 good time to reiterate the policy for a particular situation. But something that really 127 00:08:43,559 --> 00:08:48,720 goes a long way is flexibility. So if you tell a parent, you 128 00:08:48,759 --> 00:08:52,639 know, I only allow students to retake a test if they have a seat 129 00:08:52,720 --> 00:08:56,919 or below on it. But because I saw that Jonathan, we really struggled 130 00:08:56,919 --> 00:09:01,559 with this particular unit and I didn't have time to give him extra practice, 131 00:09:01,679 --> 00:09:05,080 I will let him retake it if he has shown me that he's studied for 132 00:09:05,200 --> 00:09:07,840 it. So some flexibility in there will really go a long way in terms 133 00:09:07,879 --> 00:09:13,720 of maintaining a good parent teacher relationship there because it really helps if the parent 134 00:09:13,840 --> 00:09:18,320 is on your side and working with you rather than blaming you for their child's 135 00:09:18,360 --> 00:09:22,120 failures. And if you're going to make any kind of accommodations for the student, 136 00:09:22,360 --> 00:09:24,879 let the parent know what your expectations are. So yes, I'm going 137 00:09:24,919 --> 00:09:28,840 to let them turn their work in late, but they have two days, 138 00:09:28,080 --> 00:09:31,679 or I'm going to let them turn in their work a week late, but 139 00:09:31,720 --> 00:09:35,840 it has to be completed or has to be X, Y and z. 140 00:09:35,039 --> 00:09:39,600 So the flexibility is there, which means that you're compromising, but you still 141 00:09:39,679 --> 00:09:43,840 have your expectations so that the parent knows that they're not just going to get 142 00:09:43,879 --> 00:09:46,120 away with whatever. Now, the next strategy which can be a little bit 143 00:09:46,159 --> 00:09:50,799 hard in terms of communicating with parents is to stay positive and professional. Now, 144 00:09:50,840 --> 00:09:56,519 look, I have received my share of nasty emails from parents because they're 145 00:09:56,639 --> 00:10:01,360 just reacting and they just really don't care about how they're coming off via email, 146 00:10:01,480 --> 00:10:05,399 and so trying to respond in a way that isn't equally snarky can be 147 00:10:05,559 --> 00:10:09,960 really difficult. I mean, let's be honest. If we're being attacked the 148 00:10:09,879 --> 00:10:13,080 then actual response is to defend ourselves. But that's not something that we want 149 00:10:13,120 --> 00:10:18,159 to do in terms of being defensive or being nasty right back at them, 150 00:10:18,200 --> 00:10:20,120 because I'll just tell you it's going to escalate, it's going to get worse, 151 00:10:20,200 --> 00:10:22,879 and it's probably going to move higher up the chain, which is going 152 00:10:22,960 --> 00:10:28,600 to be a headache over what a late assignment, over what a student talking 153 00:10:28,679 --> 00:10:31,120 across the room. Do you really want that headache just so that you can 154 00:10:31,440 --> 00:10:35,759 get back at them. I mean, yeah, it would feel good to 155 00:10:35,759 --> 00:10:41,159 get back at them. But you could just write that nasty email and delete 156 00:10:41,159 --> 00:10:43,679 it. I've done that many many times, or I've written it and shown 157 00:10:43,679 --> 00:10:46,840 it to a coworker who knows about the situation and be like, I really 158 00:10:46,879 --> 00:10:50,360 want to say this but I'm not, and you can commiserate with them about 159 00:10:50,399 --> 00:10:54,240 it, and then you write the email that really you should have written. 160 00:10:54,519 --> 00:10:58,440 So let's also make sure that when we are communicating with the parent that we're 161 00:10:58,440 --> 00:11:03,399 not attacking the student as person. We are more discussing the behaviors that the 162 00:11:03,440 --> 00:11:05,919 student is doing, so that we're not saying that the student is a bad 163 00:11:05,960 --> 00:11:09,679 student, that the student is lazy, is rude, disrespectful. We don't 164 00:11:09,720 --> 00:11:13,919 want to say the student is this, but we do want to say, 165 00:11:13,960 --> 00:11:16,480 like, the student behaves this way, the student is being this way. 166 00:11:16,600 --> 00:11:20,879 I know it just seems like I'm splitting hairs or that it's semantics, but 167 00:11:20,919 --> 00:11:24,679 it goes a long way in terms of not making a parent want to fight 168 00:11:24,759 --> 00:11:28,519 back or not making a parent want to go straight to your principle because of 169 00:11:28,559 --> 00:11:33,120 the email or message that you sent. So we want to make it professional 170 00:11:33,360 --> 00:11:37,000 in a way that we would want again empathy in the way that we would 171 00:11:37,000 --> 00:11:41,120 want to perceive it. If we've got an email with some criticism from our 172 00:11:41,120 --> 00:11:45,120 administrator, how would we want that to be worded? How could the administrator 173 00:11:45,159 --> 00:11:48,879 worded in a way that would make us more receptive. So again, professional 174 00:11:48,080 --> 00:11:54,559 and empathetic. These two things will go along way in terms of maintaining parent 175 00:11:54,639 --> 00:11:58,480 teacher relationships with all of the parents that your students have. Now, let's 176 00:11:58,480 --> 00:12:01,840 say that you have a parent teacher meeting. They want to meet with you 177 00:12:01,879 --> 00:12:03,919 and talk to you in person. It can also get kind of hard there 178 00:12:05,080 --> 00:12:09,159 to either not cower and be insecure, or on the opposite end, to 179 00:12:09,279 --> 00:12:13,519 not fight back and get belligerent as well. But you really aren't going to 180 00:12:13,559 --> 00:12:18,960 win if it turns into a yelling match. So if a parent starts to 181 00:12:18,000 --> 00:12:22,039 get too much in your face and starts attacking you, you need to end 182 00:12:22,080 --> 00:12:24,639 the meeting just right then and there. If you do not have the right 183 00:12:24,679 --> 00:12:26,039 to talk to you that way, they are not your boss. If you 184 00:12:26,080 --> 00:12:30,440 think that a parent is going to be coming at you in an angry way, 185 00:12:30,559 --> 00:12:33,759 then I suggest that you either have an administrator there or maybe that student's 186 00:12:33,799 --> 00:12:37,600 counselor or even better, if you have one, I would have a union 187 00:12:37,639 --> 00:12:41,840 rep there with you. That way, there's someone who is not only a 188 00:12:41,879 --> 00:12:45,919 witness, but someone who will hopefully back you up. Unless you don't have 189 00:12:45,960 --> 00:12:48,320 a principle that backs you up, then use one of the other options, 190 00:12:48,720 --> 00:12:52,440 but do not ever let a parent verbally attack you. Do not ever let 191 00:12:52,440 --> 00:12:56,440 a meeting go to a place like that. Just end it and leave, 192 00:12:56,559 --> 00:13:01,759 ask them to leave. Just try to keep your trust me. Now, 193 00:13:01,799 --> 00:13:05,919 I alluded to this in the last tip for the next strategy is to involve 194 00:13:05,960 --> 00:13:09,120 your administration when necessary. Now, I definitely don't think that you should ever 195 00:13:09,320 --> 00:13:13,919 just escalate things to your principle right away. The student is misbehaving, lest 196 00:13:13,919 --> 00:13:18,039 they have like a weapon at school, but anything below that, even if 197 00:13:18,039 --> 00:13:22,799 they're bullying or if they're doing something that really is an inappropriate in class, 198 00:13:22,840 --> 00:13:26,039 you want to deal with it first. You want to deal with the student 199 00:13:26,120 --> 00:13:30,480 first. You want to maintain that relationship with the student. You're going to 200 00:13:30,559 --> 00:13:33,960 view with them the whole year. Then you want to talk to the parent 201 00:13:33,039 --> 00:13:35,840 and see if you can work with them. And if that doesn't work. 202 00:13:35,960 --> 00:13:39,799 After you've taken those steps, then it's good to involve the counselor or the 203 00:13:39,840 --> 00:13:43,240 administration. They need to be there to back you up. I know that 204 00:13:43,320 --> 00:13:48,840 for some of you you don't have administrators that will back you up. However, 205 00:13:48,080 --> 00:13:52,519 you do want to at least let them know of the situation, because 206 00:13:52,519 --> 00:13:54,679 at least you can say that you told them, even if they do nothing 207 00:13:54,720 --> 00:13:58,919 about it, and you want to put it in writing via a message or 208 00:13:58,000 --> 00:14:01,679 something like that, let them know. That way, if it does escalate, 209 00:14:01,720 --> 00:14:05,120 you can say I told you about this. I definitely gave you information 210 00:14:05,159 --> 00:14:09,279 about it, and so here we are. Now what Because your administrator should 211 00:14:09,279 --> 00:14:13,440 definitely back you up as a teacher, and if they don't, you have 212 00:14:13,519 --> 00:14:18,000 to see if there's someone else above them that you can get to support you 213 00:14:18,120 --> 00:14:22,799 in the situation. My last strategy, which is so so important I cannot 214 00:14:22,840 --> 00:14:28,639 stress enough is to document everything everything. So this will start from the beginning, 215 00:14:28,799 --> 00:14:31,799 especially if you start to notice a pattern with a student, you want 216 00:14:31,840 --> 00:14:35,159 to keep a log of strategies that you've used to work with them. Whether 217 00:14:35,200 --> 00:14:39,080 it's a behavior thing or if it's an academic thing, you want to keep 218 00:14:39,120 --> 00:14:43,600 a log because if you've been using certain strategies to try to get them to 219 00:14:43,000 --> 00:14:48,919 behave in class, or if you're doing extra scaffolding or extra measures to get 220 00:14:48,919 --> 00:14:50,840 them to be successful, you want to make sure that you have a log. 221 00:14:50,919 --> 00:14:54,759 That way, if someone comes back to you and says that you didn't 222 00:14:54,759 --> 00:14:58,200 do anything, you have proof. You also want to keep a log of 223 00:14:58,320 --> 00:15:03,279 conversations that you've had with student, with the parents, counselors, and administrators. 224 00:15:03,399 --> 00:15:07,000 Definitely keep a log. And again, if someone tries to hold you 225 00:15:07,120 --> 00:15:11,240 accountable for an incident that happens in class, or for a student not passing 226 00:15:11,240 --> 00:15:16,919 your class or not being successful or not having gains that the parent and the 227 00:15:16,960 --> 00:15:20,399 school had expected, you can show them that you have had these conversations, 228 00:15:20,480 --> 00:15:24,000 you've done X, y and Z for the student, and it still hasn't 229 00:15:24,000 --> 00:15:28,440 worked and you haven't gotten any support. So you want to always have that 230 00:15:28,519 --> 00:15:31,639 log because that can really save your butt. I know that some of these 231 00:15:31,720 --> 00:15:35,360 tips can skew a little bit on the negative, and a lot of the 232 00:15:35,440 --> 00:15:39,720 time, if you have a student that's doing what they're supposed to do, 233 00:15:39,879 --> 00:15:43,279 you're not going to have to worry about them. If you have supportive parents 234 00:15:43,320 --> 00:15:46,000 who are making sure that their student does what they're supposed to do, or 235 00:15:46,039 --> 00:15:50,720 who's already on top of it when their student is struggling, you don't have 236 00:15:50,799 --> 00:15:54,240 to worry about it. You mainly have to worry about the parents who are 237 00:15:54,320 --> 00:15:58,240 going to blame you for everything that's happening, for who is going to attack 238 00:15:58,240 --> 00:16:00,639 you for things that you're doing in your class in terms of how you teach 239 00:16:00,919 --> 00:16:04,720 or what you teach, or parents who want to nitpick about every single thing 240 00:16:04,759 --> 00:16:10,159 and want extra help or extra special attention for their student. Those are the 241 00:16:10,159 --> 00:16:12,240 parents that you have to work with and worry about, and they're the ones 242 00:16:12,320 --> 00:16:17,279 who are going to probably cause the most anxiety for you. But it doesn't 243 00:16:17,360 --> 00:16:21,480 have to be that way. If you are proactive in terms of the way 244 00:16:21,480 --> 00:16:25,519 that you communicate with them. Often you communicate with them, and just keeping 245 00:16:25,519 --> 00:16:27,960 in mind that they are doing the best that they can, you can avoid 246 00:16:29,200 --> 00:16:33,519 so many problems. Not all, there are still some parents out there that 247 00:16:33,679 --> 00:16:38,039 are extra let's just put it that way, but you can really minimize those 248 00:16:38,080 --> 00:16:44,519 negative interactions if you follow these seven strategies. I really wanted to thank you 249 00:16:44,559 --> 00:16:48,159 guys for being here this week. I also really love getting messages from you, 250 00:16:48,440 --> 00:16:52,679 and I'm really grateful for those of you that have reached out and told 251 00:16:52,720 --> 00:16:56,720 me about how you listen to the podcast and how you've been binge listening to 252 00:16:56,759 --> 00:17:00,360 it. And I really also love listener questions because a lot of times it 253 00:17:00,360 --> 00:17:06,079 gives me inspiration for what episodes I need to create for you guys, because 254 00:17:06,079 --> 00:17:07,799 I want this to be relevant. I mean, there's just so many aspects 255 00:17:07,799 --> 00:17:12,440 of teaching that it can be difficult for me to really know what it is 256 00:17:12,440 --> 00:17:15,680 that you need right now. And I also don't necessarily want to just keep 257 00:17:15,720 --> 00:17:19,400 repeating myself. I want to make it so that when you do come here 258 00:17:19,720 --> 00:17:26,720 to this podcast on my lately sporadic schedule because school's been a lot right now. 259 00:17:26,839 --> 00:17:29,640 But I just want to so that when you do come back current episode, 260 00:17:29,640 --> 00:17:32,960 that it's just what you need just in time. So if you do 261 00:17:33,079 --> 00:17:37,400 have any ideas for future episodes, please be sure to send me an email 262 00:17:37,480 --> 00:17:41,960 at Kim at teachers Need teachers dot com and I'll reply to you. Just 263 00:17:41,960 --> 00:17:44,720 so you know, I do reply to my email. Sometimes it takes me 264 00:17:44,759 --> 00:17:47,359 like a week, but I do reply to my emails. But also, 265 00:17:47,640 --> 00:17:51,559 like I said, it could be the topic for my next episode like this 266 00:17:51,599 --> 00:17:55,039 one today. Thanks for hanging out with me today, you guys, and 267 00:17:55,160 --> 00:17:56,559 I will see you next time.