Conversations about concerns can feel difficult for both teachers and parents. The way you begin the conversation can make a big difference.
Start with the child's strengths. Then describe specific behaviors or observations rather than making broad statements. For example, instead of saying, “He doesn't listen,” you might say, “I've noticed that transitions are especially difficult for him. He often needs several reminders to clean up and move to the next activity.”
Ask families what they see at home. The behavior may be happening in both settings, or it may be connected to something specific about the classroom environment.
Work together to identify strategies, try them, and check back in. A concern doesn't have to become a confrontation. It can become a shared problem-solving conversation.