Case Studies: Working with Challenging Parents Department of Teacher Education Case Studies: Working with Challenging Parents Sarah McMahan Assignment objectives or background Assignment instructions or prompt Case study example Example of completed assignment Parents are an integral part of their child’s education (Garrett, 2014). It is important that preservice teachers have opportunities to learn practices that will help them effectively build positive relationships with parents. Effective parent-teacher relationships encompass effective communication skills. Beginning teachers are often intimidated by difficult parents. The purpose of this assignment was to allow preservice teachers opportunities to practice effective communications skills when dealing with challenging situations involving parents/families. Prior to addressing the case studies, we discussed “tips” as to respond to difficult parents. Tips included (1)Don’t respond immediately if you are angry, (2) Have another teacher review your email response before sending it, (3)Be sure to articulate that you are doing what is best for their child. Case studies were presented to students that noted challenging situations and students had to use research-based strategies to address the concern in a positive and productive manner. Real life challenging scenarios that I encountered as a teacher were given to students to review. Students were able to pick the challenging parent case study they wanted to address. "The Case of Kevin's Mom" A student receives an “F” on a test.  His parents log on to the student grade portal and notice his grade. His mom sends you this email and copies Mr. Sellman (Principal).   “I noticed Kevin received a 66 on his test over World War I. Please explain to me why he got this grade. He never got a review sheet sent home and told me “there was no review in class prior to the test and you purposefully made the test hard because you were mad at the class because they are always talking”. Kevin also said that “you are punishing everyone in the class because of a few students”. I believe Kevin has valid concerns and he made a bad grade because you made the test impossible to pass. I want you to give Kevin another opportunity to take another test to replace this grade.” Dear Mrs. So-and-So (Ccing the principal), Thank you for reaching out to me regarding your concerns about Kevin’s academic performance. Kevin is a dedicated student who contributes everyday in class. His performance on this assessment was a bit shocking to me as well since he normally does quite well on tests. All students were given a review guide in their folder on Monday. There was not an in-class review for this exam; instead students were instructed to use their study guide in preparation for the exam. As a teacher I utilize multiple strategies for reviewing key information. Unlike the previous review, this review was to be completed individually; not as a class. Per our district policy, retakes on major assessments are not given. However, it is early in the year so I am confident that Kevin will be successful in the class if he puts in the work.”