Attending listening and observing skills

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 Enriques learning goals in the classroom. Now you said that you would be visiting the classroom at least once a week. Im 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 thats one of the reasons I wanted to meet today to talk about how well be working together. So one of the things I want to say upfront is thatand this is just one of the constraints of my jobthat Enrique is one of many children on my caseload which means that I dont 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, Ive found ways to make the arrangement work for children and families I work with, and for the teachers that work with them. And Ive found that early childhood teachers like you are great partners in this work.

Andi:

Really? Id 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 Enriques 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 Enriques IEP goalsthose are the ones that we all chose together, including Enriques family.

Andi:

[nodding] Right, yeah.

LeeMarie:

Im here to assist you in addressing those goals. Because as his teacher, youll be spending a lot more time with him than I will, since Ill 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, youll be visiting us in the classroom once a week for about an hour, but then Ill be the primary person responsible for making sure that everything on Enriques IEP is addressed.

LeeMarie:

Exactly. So youll be the primary person at school, and his parents will be the primary people at home.

Andi:

Great. Now you also said that were going to be working together to figure out exactly how to do that.

LeeMarie:

Right.

Andi:

O.K. So Id like to hear more about that.