Of course this would have to be tweaked but may help someone at some point. It is written to a parent of a native speaker child who requested of me that the child be moved up two levels to eighth grade from sixth in response to my email about the child’s (minor) behavior issues:
Hello [name of parent],
Thanks for your response. When we first decided on [name of student]’s level, we made the right decision. I believe he has found success in being a leader and challenge among his current peers. There is no doubt that he has good fluency in French as he has spoken it for years.
The issue I was reaching out to you about is a behavioral issue and that is what I was hoping to have your support and thinking around. In class, I have tried to help [name of student] to not blurt out as the result does impact instruction in that there is an unbalancing of the speed of instruction (a critical factor in a storytelling language class).
I don’t believe [name of student] does this intentionally and that what I am seeing is a natural response to being a part of the fun and excitement of creating a story. This blurting and speeding up would occur whether he is in Foundation, Intermediate or Advanced class.
I want [name of student] to join in the fun of class and participating helps his French continue to develop and build understanding about how the language fits together and works. Again, what I was hoping for support with was some suggestions from you to help[name of student] understand that he is processing at a faster pace and needs to give other students the opportunity to think. When he blurts out, it takes that opportunity away from other students. If you have suggestions about how to frame this with [name of student], I would be very interested.[name of student] is a great student overall and a valued member of our student community.
Thanks for your support,
Ben