Andi, a Head Start teacher, and LeeMarie, a speech therapist, have a conversation about collaborating to address the learning goals of a 4-year-old child in Andi’s classroom. This is part one of a three-part conversation highlighting examples of attending and active listening communication strategies (running time 2 min. 38 sec.).
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Narrator:
This video clip is Part 1 of a 3-part conversation that takes place between Andi, a Head Start teacher in a 4-year-old classroom, and LeeMarie, a speech therapist. Look for examples of attending and active listening communication practices.
Andi:
Thanks for arranging this meeting today. I hope we can figure out how to address Enrique’s learning goals in the classroom. Now you said that you would be visiting the classroom at least once a week. I’m hoping that you can tell me just a little bit more about what you will be doing during your visits to help Enrique.
LeeMarie:
Sure, Andi. So that’s one of the reasons I wanted to meet today to talk about how we’ll be working together. So one of the things I want to say upfront is that—and this is just one of the constraints of my job—that Enrique is one of many children on my caseload which means that I don’t get to spend as much time as I would like to in each program, including yours.
Andi:
That must be so difficult, you know, to try to address the needs of so many different children in so many different places at the same time.
LeeMarie:
It is. But, thankfully, over the years, I’ve found ways to make the arrangement work for children and families I work with, and for the teachers that work with them. And I’ve found that early childhood teachers like you are great partners in this work.
Andi:
Really? I’d like to hear more about how that works, LeeMarie.
LeeMarie:
Sure. Well, let me tell you how I typically work with teachers. I use a collaborative consultation approach. So, you can be thinking if you think that this approach will work for you in supporting Enrique’s needs and if you have any ideas or suggestions for how to make it work better.
Andi:
Sounds good.
LeeMarie:
O.K. So first off, we should talk about addressing Enrique’s IEP goals—those are the ones that we all chose together, including Enrique’s family.
Andi:
[nodding] Right, yeah.
LeeMarie:
I’m here to assist you in addressing those goals. Because as his teacher, you’ll be spending a lot more time with him than I will, since I’ll only be here once a week for about an hour each time, and I want to make sure that you feel comfortable in addressing those goals.
Andi:
Sure. So, you’ll be visiting us in the classroom once a week for about an hour, but then I’ll be the primary person responsible for making sure that everything on Enrique’s IEP is addressed.
LeeMarie:
Exactly. So you’ll be the primary person at school, and his parents will be the primary people at home.
Andi:
Great. Now you also said that we’re going to be working together to figure out exactly how to do that.
LeeMarie:
Right.
Andi:
O.K. So I’d like to hear more about that.