The Basics of Parent-Teacher Conferences
Regular parent teacher conferences are among the best opportunities for teachers and parents to communicate and discuss any worries or concerns, as well as to hear about their child's achievements.
However, although they are a proactive experience for all concerned, they can also be tiring and draining for everyone.
Teachers frequently complain that they don't have the time to devote to in-depth interviews, and parents often feel like they have been unable to discuss their queries in detail.
When you consider that an average teacher may teach 150-plus students, it can be very difficult arranging the time to meet with every parent.
Remember: all teachers will be expected to contribute in some way to these conferences.
Bear in mind that, as well as the child's teacher, you are also an ambassador for the school.
Make sure you look the part as well as act professionally.
Some schools organize set interview times for parents, and these evenings may be spread out over two or more days to cover all of the grades.
Appointments with teachers must be made in advance, which gives the teacher a chance to prepare any relevant material to aid the discussion.
Other schools may prefer a "drop-in" policy, where teachers are available for consultation without a prior appointment.
This means the parent can see as many or as few teachers as they wish, but on a first-come-first-served basis.
The danger here is that meetings can go on for a long time if time limits are not imposed on each consultation.
Parents' evenings give teachers and parents the chance to discuss a whole range of issues.
Examples include talking about: - Any strengths or weakness within a particular subject.
- Any recent school report or other teacher-to-parent feedback.
- Targets and achievements in relation to curriculum requirements, such as literacy or numeracy.
- Any noted problems or concerns within the school environment.
- Issues relating to behavior and conduct while at school and at home.
- A child's attitude to homework or coursework, and how this could be monitored, encouraged or improved.
- How frequently and in what way teachers may contact parents to discuss any issues.
- Opportunities to share information regarding the curriculum, exam expectations, key dates, etc.
- Any other issues which parents or teachers may wish to raise.
However, although they are a proactive experience for all concerned, they can also be tiring and draining for everyone.
Teachers frequently complain that they don't have the time to devote to in-depth interviews, and parents often feel like they have been unable to discuss their queries in detail.
When you consider that an average teacher may teach 150-plus students, it can be very difficult arranging the time to meet with every parent.
Remember: all teachers will be expected to contribute in some way to these conferences.
Bear in mind that, as well as the child's teacher, you are also an ambassador for the school.
Make sure you look the part as well as act professionally.
Some schools organize set interview times for parents, and these evenings may be spread out over two or more days to cover all of the grades.
Appointments with teachers must be made in advance, which gives the teacher a chance to prepare any relevant material to aid the discussion.
Other schools may prefer a "drop-in" policy, where teachers are available for consultation without a prior appointment.
This means the parent can see as many or as few teachers as they wish, but on a first-come-first-served basis.
The danger here is that meetings can go on for a long time if time limits are not imposed on each consultation.
Parents' evenings give teachers and parents the chance to discuss a whole range of issues.
Examples include talking about: - Any strengths or weakness within a particular subject.
- Any recent school report or other teacher-to-parent feedback.
- Targets and achievements in relation to curriculum requirements, such as literacy or numeracy.
- Any noted problems or concerns within the school environment.
- Issues relating to behavior and conduct while at school and at home.
- A child's attitude to homework or coursework, and how this could be monitored, encouraged or improved.
- How frequently and in what way teachers may contact parents to discuss any issues.
- Opportunities to share information regarding the curriculum, exam expectations, key dates, etc.
- Any other issues which parents or teachers may wish to raise.