The last step in testing the idea of working with parents and students on a social-emotional level was to redefine the activities to complete the training for parents. First, the parents were on tight schedules and unable to participate in activity awareness. Parents were busy and trying to find a viable solution did not result in a productive outcome.
Next, the student was also aware of moving forward, resulting in harmful school activities. Surveys distributed at home which asked a larger group of parents with similar backgrounds or at other locations offered some of the best ideas to assist in the situation.
The idea of a separate and creative classroom where students work on academic courses in a non-academic atmosphere has the potential to work with students who genuinely want to be in school but struggle with academics and social interaction.
Finally, the creative classroom projects are at least a semester-long and need the support of teachers, parents, and most importantly, the student. The weekly parent meetings scheduled to discuss discipline options are not needed at this point. Teachers communicate with parents each week and struggling students find a purpose in what they believe is making a change in their school and community.
Brian Barrett 