What approach should the PST take first to elicit more cooperation from a reluctant teacher?

What approach should the PST take first to elicit more cooperation from a reluctant teacher?

• A. Explain the situation to the school principal and ask her to speak with the teacher
• B. Contact the parents of the students in the teacher's class and ask them to speak with the teacher about the importance of referring their children
• C. Ask a fellow teacher who the teacher respects to speak with him
• D. Give up and focus on other classes

Answer: (C)

Using a trusted colleague to initiate the conversation leverages peer influence and professional rapport. When a teacher is reluctant, hearing from someone they respect within the same school culture can reduce defensiveness and model a collaborative, problem‑solving approach. A respected coworker can acknowledge concerns, share practical strategies, and offer supports, making the teacher feel supported rather than pressured. If this approach doesn’t yield movement, escalate appropriately with administrative input or involve families later, but the first step is to engage a peer the teacher trusts to open the door to cooperation.

Using a trusted colleague to initiate the conversation leverages peer influence and professional rapport. When a teacher is reluctant, hearing from someone they respect within the same school culture can reduce defensiveness and model a collaborative, problem‑solving approach. A respected coworker can acknowledge concerns, share practical strategies, and offer supports, making the teacher feel supported rather than pressured. If this approach doesn’t yield movement, escalate appropriately with administrative input or involve families later, but the first step is to engage a peer the teacher trusts to open the door to cooperation.