Effective Parent-Teacher Conferences

 

 

Your school may schedule conferences regularly with you to discuss your child’s report card. If not, you may ask for such a conference.
A conference also may be requested when either you or the teacher believe there’s a problem. Whatever the reason, an effective parent-teacher conference is one of the best ways for you and the teacher to establish and reinforce a partnership, so the two of you can work together for your child’s success. Your knowledge of your child and your point of view are important for the teacher, and the teacher’s professional viewpoint and advice are important to you. The conference is the time for this important exchange of information to take place.

 

BEFORE THE CONFERENCE

 

• Be sure you understand the purpose of the conference. Whether the conference is one in a regularly scheduled series of meetings to discuss your child’s academic progress or report card or has been requested to discuss a problem or concern, remember that you and the teacher meet as adults mutually concerned about your child’s achievement and well-being.

 

• Talk with your child before you go. Ask what she likes about school, what she dislikes or would like changed.

What are her feelings about the teacher, the class environment, the playground, herself? Has anything changed at school to change her opinion?

 

• Write down things it would be helpful for the teacher to know, such as:

•Any unusual stress at home.

•Your child’s relationship with brothers, sisters, and others

 at home.

•What your child likes to do in free time.

•Organized activities in which your child participates.

•Your perception of your child as a learner and as a person.

•Previous school experiences, if you think it would be

 helpful.

 

• Write down questions you have for the teacher.

• How much homework will my child have? How should I help?

• How are grades decided?

• What is the classroom discipline policy?

• What kinds of tests are given? What do they mean?

 

• Write down questions you have about your child.

• How is my child doing in reading, math, and other subjects

  compared to her potential; compared to her peers at her

  grade level?

• How is my child doing socially? Does he get along with

  others?

• What does she like to do? What does she not like to do?

• Does he seem happy in school? Are there any problems?

• What can I do at home to support classroom learning

   activities?

• Include questions you have about why things are done a

  certain way:

• What happens to the homework after it is handed in?

• How does a child move into a different reading group, etc.?

• Why are there more students in some classes and fewer in

               others?

 

• Whenever possible, both parents or guardians should attend the conference.

• You have the right to have an interpreter at the conference.

   However, if you need one, remember to ask in advance.

 

 

DURING THE CONFERENCE

 

• Keep in mind that you are meeting with your child’s teacher, not your own. You are meeting as partners, which means meeting as
  equals, sharing the responsibility for your child’s education.

• Come prepared to listen first. Teachers often have information they want to share which will answer some of your concerns.

• Tell the teacher the things you have listed in your notes from home that you think would be helpful for her to know.

• Ask the questions on your list. As other questions come up during the discussion, make sure you discuss your child’s achievements
  and development—academically, socially, and emotionally.

• If you do not understand something, immediately ask to have it explained.

• Ask the teacher what specific activities you can do at home that would help your child’s progress.  Sometimes an “action plan” can
   be worked out to tell you how to help your child at home and what the teacher will do at school. Make sure it is clear who is to do
   what and when; what has been agreed on for the teacher to do, the parent to do, and the student to do; and how all will stay in

   contact.

• Take notes during the conference, so you can remember what was said.

• Assure the teacher of your continued support. State your appreciation for the opportunity to discuss your child’s education.

 

AFTER THE CONFERENCE

 

• Share what occurred at the conference with your child by:

• stressing positive points brought out by the teacher;

• praising your child’s achievements;

• discussing the action plan on which you and the teacher agreed.

• Follow through with the action plan, keeping in touch with the

  teacher.

 

Parent Checklist for Effective Parent-Teacher Conferences

 

 

Take time before the conference to think about your child—his strengths and weaknesses, study and learning habits, classmates, and
homework. Review your child’s file of schoolwork and talk with him about his feelings toward school. Jot down things you want to share with
the teacher and questions you want answered. Take this conference time with the teacher to discuss your child’s all-around performance at school.

 

Questions to ask your child before going to the conference:

 

• What do you like about the classroom?

• What would you like to change?

• Do you understand the work? Do you feel you’re doing well? What

  makes you think you are or are not?

• I know you’re doing your homework every day. Do you hand it in?

– What happens to it after you hand it in?

– Do you get it back? How soon after you hand it in?

– Do you find out if you made any mistakes?

– Does the teacher help you understand what you were doing

   wrong?

– Do you correct the mistakes?

 

Questions you might consider asking the teacher:

 

• What are my child’s best and worst subjects, and how can I help him improve or do better?

•Is my child working up to his potential? If not, why not, and how can I help?

•Is my child’s schoolwork progressing as it should? If not, how can I help him catch up? If my child is ahead of

other students, what will serve as a challenge or encouragement?

•How does my child get along with his classmates? Does he participate in group activities? Is he unusually shy?

Too aggressive? Does he seem to have friends?

•How does my child get along with you and other teachers? Are there any special behavior or learning problems

of which I need to be aware? Does he participate in class discussions and talk about his interests and activities?

• What kinds of tests are being given this year? When? What are the tests supposed to tell, and what have they

told you about my child so far?

•Is my child’s homework turned in on time, in completed form, and done as it should be? Is there any continuing homework problem?
How can I help? How much time should be spent on homework each night?

 

Questions you may want to ask if the conference is to resolve concerns that you have as a parent:

 

•Has my child any unexplained absences, or problems with attendance or tardiness?

•Have you noticed any recent changes in either my child’s behavior or schoolwork? Do you see any signs of possible emotional or physical problems?

•As the teacher (principal, counselor), what do you think is the problem? What is your point of view?

• If we agree that this is the problem, how do you think we should deal with it?

• This is what I would like to see change. What would you like to have happen?

•How do you think we can work together to make this change take place? What kind of action plan or contract can we agree to for this to happen?