This is Mr. Funky Teacher with BeAFunkyTeacher.com. I’m coming to you with another Be a Funky Teacher podcast. Welcome back, everyone. Today’s episode is titled How to Structure a Group Behavior Meeting with Parents and Staff. That’s what we’re focusing on today. But before we get into it, I have three things that I’m thankful for. The first thing I’m thankful for is my brother continuing to get better in the hospital. He’s been in the hospital for quite a few days now, and every sign of progress gives me hope and strength. I worry about him and think about him daily. Even sitting by him in the evening is comforting. It’s been a tough go, but I’m thankful he’s continuing to get better. The second thing I’m thankful for is my problem-solving skills—the ability to think clearly and create creatively when situations get messy. I’m thankful I have that ability to work through challenges and problem solve. The third thing I’m thankful for is supportive staff colleagues who step in, encourage me, and walk alongside me when things get tough. In education, we have good days and challenging days, and we have to move through both. Alright, y’all, let’s get into it—how to structure group behavior meetings with parents and staff. When you have to hold a behavior meeting, teachers can get really nervous. I won’t lie—sometimes I get nervous too. Hopefully by the end of this episode, you’ll have some guidance that helps. If you’ve got a behavior meeting coming up—maybe a student has challenging behaviors and the meeting is scheduled—one of the first things to do is set the tone early. These meetings can start with tension, and it’s our job to disarm that tension right away. Start by naming the child’s strengths. You might say something like, “Your son is such a leader in math, and we want to build on that.” Acknowledging strengths matters. It helps lower the temperature in the room. Also say out loud that we’re all on the same team. It can’t be the school versus the parents, or the school versus the child and parents. That mindset will backfire, and the meeting will struggle from the start. Parents often walk in nervous and sometimes defensive. We need to create a space where parents feel respected and not attacked—just like we would want to feel respected in a professional meeting. I’m a teacher, but I’m also a parent, and if I walked into a meeting about my child’s behavior, I might feel defensive too. That’s human nature. I’ve had meetings where the tone shifted because we started with something positive—a story about something the student did well that day or that week. It can completely change the temperature in the room. The next thing is to use a simple structure. Without structure, meetings spiral into storytelling, blaming, or going in circles. Even a basic structure helps. Here’s a flow I lean on. First, define the concern clearly. Use data, observations, and specific incidents. For example, you might say, “We’ve had seven office referrals for defiance this month.” Then share perspectives. Different people—teacher, administrator, counselor, parent—can share what they’re seeing. But be careful here. Don’t turn it into a laundry list of every wrong thing the child has ever done. No parent wants to sit through that, and it will burn the bridge. Address the big concerns without airing out every detail. Next, identify triggers or patterns. When does the behavior happen? Where does it happen? Is it certain times of day, certain subjects, or something outside of school that you don’t know about? Then brainstorm supports and strategies as a team, and make sure the family is included. Talk about what’s already being done and what’s working. Rally behind the supports that are starting to help, and build from there. Finally, agree on an action plan. Write down who is doing what, when you’ll check in, and what success looks like. I’ve been in meetings where we realized the behavior wasn’t refusal in general—it was frustration with a writing task. Once we understood the trigger, the plan became workable. This process matters. Another key is to focus on partnership, not the problem. We don’t want to send the message that the child is the problem. Parents need to know we respect their voice. Avoid “us versus them” language. It’s adults teaming up for the child. In some cases, it may even be appropriate to have the child present at the meeting. I’ve done meetings where the student was there, and it can be powerful. We also need to acknowledge parent expertise. “You know your child better than anyone, and that’s why you’re here.” Focus on partnership. End the meeting strong. Share positive statements about the child, confirm next steps, and set up follow-up plans if needed. Parents can leave smiling and hopeful when the meeting ends with something like, “Your daughter is creative and resilient, and we’re going to help her shine.” That’s very different than leaving discouraged and defeated. A well-run group behavior meeting can turn frustration into teamwork. It’s not about assigning blame. It’s about creating a plan where everyone feels responsible and hopeful. When parents and staff present a united front, the student feels that support—and that’s when growth happens. Structure plus partnership equals success. With that being said, I want you to remember to inspire greatness in young people. And don’t forget to be a funky teacher. Bye now.