After first talking about the child's social skills, the teacher may move into discussion of her academic performance. Teachers may explain to parents that individual achievement is important in U.S. schooling. But if parents draw the conversation back to social aspects of their child's development, teachers should respond to their concerns. In their view, a quiet student learns more and is more respectful than one who speaks up, singling herself out from the group and taking time away from the teacher's lesson. If immigrant students from backgrounds stressing quiet respect are to succeed in school, they need to be coached on how to become active participants in their own learning.
Teachers can also discuss with parents why active learning is important for their children.
At the same time, it's crucial for teachers to allow students some flexibility when their cultural background has not prepared them to voice opinions or publicly ask and respond to questions. Teachers can instead let students write journal entries or engage in small-group discussions about a complex topic, for example. When grading students on classroom participation, a stringent adherence to more individualistic standards may be unfair. Letters are often sent home urging parents to work with their children on specific academic skills, explaining this necessary role for parents. Sometimes schools suggest how many hours parents should spend, where to have the child study, and what supplies to have on hand.