Sadly, too often potential partnerships between parents and teachers deteriorate into conflicts. This guide addresses ways parents can take the lead in improving matters, recognizing that teachers – even if not ideally suited to their jobs – are trying their best, dealing with multiple priorities, and unlikely to have had any training in teaching gifted children, much less highly gifted. Some reasons for poor parent-teacher relationships lie in their divergent roles and settings, the child’s behavior and characteristics, and differing assumptions about giftedness or what constitutes fairness.
Good negotiations are based on a shared goal: a thriving student; avoid being hung up on one possibility only; are neither “hard” nor “soft” but almost always involve compromise. Good negotiations are also efficient, produce a continuing process (are never over and done with), and improve relationships.
DITD Database has a number of helpful articles, e.g.:
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