I never thought I would be
one of those mothers - the ones who doubt, dismiss, disbelieve, when a teacher reports less than desirable behavior in her child, the mothers who assume that her child’s faltering performance at school stems from the school “not doing enough” or a problematic teacher. But then, I had never really been tested.
Sitting in a recent parent teacher conference, learning about my third child’s “learning differences,” I was surprised by my own reaction. Despite a careful, kind and well mannered delivery, the message somehow sounded like, “all of the other 1st graders sit quietly at their desks reading chapter books, while your child swings from the light fixtures, and barely writes his own name.”
Battling mounting anxiety and defensive thoughts like “their expectations are just too high” I managed to listen and ask questions. I could see where and how my child might need some support. In the end, the teachers and I pulled through this “crisis of conference,” had a civilized discussion and put a plan in place to help my flagging student.
Yet, I emerged humbled – not by the fact that one of my children will need tutoring, but more than a little surprised to find myself susceptible to the kind of defensiveness that can undermine an effective parent teacher relationship. I like to think of myself as a cooperative and open-minded person, not someone who would deny the existence of a problem.
In the end, I suppose I am lucky. Lucky, that good manners and good will prevailed, allowing us to proceed forward and do what is best for this child, whom I love so much.