Question

Jolene, an eighth grader in Ms. Collins' class, has been late to school a number of times in the past two months. Ms. Collins reports that Jolene will say only that she is late because she has to help with things at home. Ms. Collins does not feel comfortable calling Jolene's parents and asks the counselor, Mr. Hamilton, for help. What is the best first step for Mr. Hamilton in this situation?

A. Setting up an individual appointment with Jolene to talk about how things are going at school and at home.
B. Modeling ways that Ms. Collins might talk with Jolene's parents about what is happening at home that makes her late.
C. Calling Jolene's parents and asking them to share whatever they can about Jolene's tardiness.
D. Sending a letter home with Jolene that emphasized the importance of getting to school on time and explains that detention will be used if she continues to be late.

Answer 1

Mr. Hamilton should first set up an individual appointment with Jolene to discuss her tardiness in a supportive environment, before involving her parents or taking disciplinary action.

Step-by-step explanation:

The best first step for Mr. Hamilton, the counselor, in the situation with Jolene, an eighth grader who has been frequently tardy, would be A. Setting up an individual appointment with Jolene to talk about how things are going at school and at home. This approach allows for a confidential and supportive environment where Jolene can feel safe to open up about any issues contributing to her tardiness without immediate pressure from her parents or authority figures. This is especially important considering that Ms. Collins has concerns and is not comfortable calling Jolene's parents. Furthermore, Mr. Hamilton's direct interaction with Jolene adheres to the principle of listening to students and seeking first-hand understanding of their challenges, similarly to how teachers are encouraged to directly communicate with every child in their classroom about everyday matters. It is also sensitive to the fact that, as anecdotes from various student challenges suggest, factors such as family obligations, work, and socio-economic factors can significantly impact student attendance and performance.