This simply backs up what came out of her mouth—she doesn’t really want to be having this conversation. This can be seen further on in the conversation when the teacher correctly states that a joint effort is needed between the two of them in order to fix Timmy’s behavioral problems. Mrs. Smith gets all defensive by saying that there are no problems at home and it must only be a problem at school. This is reinforced by the way that she crosses her arms over her front. There is no need for her to act in this way because the teacher is not looking to attack Timmy at all. She only wants to help, but Mrs. Smith is misinterpreting it as an attack on Timmy. Mrs. Smith would do what any parent would do when they felt that their son was under attack.
Mrs. Smith then attempts to deflect the focus of the conversation back to teacher by saying that she hates Timmy and is out to get her son. This technique shows that Mrs. Smith is feeling vulnerable and perhaps a little guilty for the behavior of Timmy. By shifting the focus away from Timmy and onto the teacher, Mrs. Smith is able to portray a situation where the teacher is in fact the problem. The teacher deflects this attack, although she is a little hurt by it. This is shown when she folds her hands, again suggesting a defensive position. Both of them do not feel comfortable in the room, although they both argue their points strongly. Mrs. Smith seems to know a lot about Timmy’s performance at school even though she does not get to see it firsthand. The conversation conveniently switches to an argument about Timmy’s learning disabilities and whether or not he should be receiving special attention at school. The teacher then concedes the point by saying that she will see what she can do for him by referring him to the gifted and talented kids program. Mrs. Smith would do well to listen to what the teacher has to say and then coming up with a ...Show more