# Another teacher’s experience

Zainab was worried about one girl, Marie, as she was not progressing as well as expected. Zainab had never met any member of Marie’s family, as she came to school by herself and her parents did not attend her first parents’ meeting earlier in the year. This was a new event that the principal had introduced and took place at the end of the first six weeks of the new school year. It was a time for parents to hear how their child was progressing and find out how they could help their child with their work. Parents also had the opportunity to ask questions and seek support from the teacher. The principal organised for the teachers to be in subject areas, and parents from different years came at set times to see their child’s subject teachers, in turn, for a few minutes at a time.

Zainab asked a colleague who had taught Marie’s brother whether he had the same problem seeing the parents. Together the teachers discussed the problem and remembered that they had met the parents at a school event last year. Both teachers remembered the parents appearing shy and reserved, and looking uncomfortable. After much discussion about what to do, it was agreed to extend a special invitation to the parents by inviting them in to take tea.

Marie’s mother accepted the invitation and on the appointed day Zainab made sure that she said how well Marie was doing in her language lessons and in Art. Then she very sensitively explained how she felt that Marie was not doing as well as she could in all subjects, particularly in Mathematics and Science, and asked the mother if there were any problems that might affect Marie. She spoke about how, perhaps with a little help from both her parents and school, she could progress faster.

Marie’s mother said that Marie had lots of chores to do at home and she did not think about homework for her, but she did make sure her son did his homework. Zainab suggested possible strategies, such as setting a time for Marie to do her chores and time for her homework, and then asked Marie to join them as they explored the best way forward. It was agreed that Marie would go home after school and do her chores before she sat down to do her homework. Marie usually helped to make the meal too, but it was agreed that in future she would be excused this during school days and instead would wash the dishes after the meal. Marie would have a note of what homework she had to do that night and some suggestions of how her mother could help. Marie would tell Zainab if this plan was working; if not, they would work out another plan.

After the meeting, Zainab spoke to Marie’s other teachers and particularly asked the Maths and Science teachers if they could give Marie some extra support. Zainab helped Marie in class and was careful about sending home the relevant information with her homework.
Over the next few weeks, Zainab saw a change in Marie’s attitude to her work. She seemed more confident at tackling new work and, as a result, she was making better progress across the subjects, including in Science and Mathematics.

A few weeks later, when the school report was sent, Zainab received it back signed. Marie’s mother had also written on it how much happier Marie was about going to school. Zainab was even more surprised and delighted when both of her parents came a few months later to attend a presentation written and organised by Marie’s class. The first steps towards a real involvement had been

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