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* Within reason, try to accommodate the parent's schedule.
* Try to coordinate sibling appointments so parents only have
to come to school once. Such considerations show respect and
can reap significant cooperation.
* Send a reminder of the time, date, and place to the parent
a day before the scheduled conference. If special directions are
needed for parking or for finding your room, include those as well.
* Inform them how much time is allotted for their appointment.
* Put your name on the door to make it easier for parents to locate
your room.
* Create an inviting room atmosphere. Displays of students' work,
projects in progress, bulletin board displays, posters or learning
centers, and "Welcome Parents" signs can all help create a warm
atmosphere.
* Have a portfolio of the student's work
* Have a portfolio of work-names removed- that shows work that represents
an A, B, C, F. This will be to show parents what is expected.
* Keep a notes on a card for each student, recording points to discuss
at the parent-teacher conference.
* Greet parents by name. If they must wait in the hall, provide
some chairs and perhaps copies of your textbooks to scan while waiting.
* Don't sit behind your desk. It can be a barrier to developing
a working relationship.Sit beside the parent at a table.
* Begin the conference with TWO positive comments.
* Question the parent about the student's special talents, interests,
or accomplishments.
* Ask about their child's successes and strengths as well as challenges.
*Inquire about home routines (responsibilities, homework habits,
play.).
* Be specific when discussing difficulties the student is
experiencing. Stick to the facts, giving concrete examples.
*Choose ONE goal for improvement. Try to offer two specific
suggestions for the parent to do at home that might help the student.
* Remember, your goal is to enlist the parent's cooperation in resolving
any difficulties the student may be experiencing in your class.
Actively listen to the parent. We need to work together to
ensure ___success.
* Ask the student, Do you understand?
* Avoid jargon, "educationese," or psychological labels.
* Allow parents time to talk. Ask about questions and concerns they
may have.
* Complaints of previous teachers or I never knew this can be deflected
with This year / My expectations / In __grade we expect
*Summarize the main points discussed and any steps to be taken to
resolve identified problems. Write it down for them on a paper that
says: We discussed / Our Plan. Have parent and student and you sign
it.
* Ask parents to reiterate the discussion and the goals. Ask the
student to tell you what needs to be improved and what he needs
to do to improve.
* Shake hands with the student and the parents.
* End the conference on a positive tone.
Have students
evaluate themselves.
Discuss what the grades on the report card mean and what your
expectations are.
Xerox the report card and have students fill in the grades.
Before the conference, also have students complete
the answers to these questions:
( Teacher's name) will say I am good in_______________because
I
______________.
( Teacher's name) will say I need to improve in ____________.
I can do this by ______________.
( Teacher's name) will say I need to stop__________________.
( Teacher's name) will say I need to __________________more.
At the conference, discuss these before you get to the report card.
It will set the stage.
Ask parents these questions:
What time does your child go to bed?
What are his favorite TV programs? How many hours does he watch
TV daily?
Is there a TV in his bedroom?
How much time does he spend on electronic games? Which games?
What daily chores is he responsible for?
Does he get up on his own?
When and where does he do his homework?
Does he have a library card? How often does he go to the library?
Now is the time to discuss appropriate bedtime, limited TV watching,
censorship of violence!! It is the time to set goals for appropriate
activities.
Be able answer these questions for parents:
Is my child performing at grade level in basic skills?
Above/Below? Math/Reading?
What are the objectives my child is supposed to attain?
How do these objectives lead to the overall goal for the course/grade?
What achievement, intelligence, or vocational aptitude tests have
been given to my child in the past year?
What do the scores mean? (Be very specific and be sure you understand
completely what the reported scores mean).
What are my child's strengths and weaknesses in major subject areas?
What subjects do my child enjoy most?
Can we together go over some examples of my child's class work?
Does my child need special help in any academic subject?
Who are my child's friends and how does he or she interact with
other children?
Has my child regularly completed assigned homework?
Has my child attended class regularly?
Have you observed any changes in learning progress during the year?
Has learning improved or declined during the year?
As you begin the school
year, have students do assignments with only basic directions. Keep
these papers as a before/after examples of their improvement through
out the year. After the first day give instruction and practice
in the format and the content that is expected. At conference time,
you will have a visual example of improvement.
See
the archives for more!
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