POSITIVE TEACHER-PARENT MEETINGS
Report Card Pick-Up represents a great opportunity for two-way communication between teachers and parents. Teachers’ attitudes toward parents and their efforts to involve parents are critical to good parent-teacher relationships and student achievement. The teacher creates the climate for collaboration with parents and influences student learning at home as well as in the classroom. Teachers can set up the expectation that parental involvement is welcome and necessary. Involving parents takes time and perseverance, but there are many payoffs!
There is strong evidence indicating that children whose parents are meaningfully involved in their schooling:
are better behaved and
have more positive attitudes about school
get better grades and
test scores
graduate from high
school at higher rates
are more likely to go on to higher education
One way to lay a firm foundation for successful teacher-parent collaboration is to have a parent-teacher meeting early on (late September) before the official “report card day,” which usually takes place sometime in October. While the report card may serve as a valuable tool for discussing a child’s academic and social performance, the focus on grades may distract parents from a more productive discussion.
In that early conference, parents are encouraged to do much of the talking while the teacher listens to what the parents have to say on a variety of issues. Here are important areas to cover and some sample questions educators might ask during such a meeting:
(e.g., Which academic area does your child like most? Which does he/she tend to avoid?)
(e.g., What are your goals for your child this year?)
(e.g., How do you help your child with homework at home? How often do you read to your child?)
(e.g., What is your family routine at home before and after school?)
Asking parents for their views will help them feel included in their child’s schooling and comfortable as partners in the education process. In addition, teachers can gain valuable information about a child’s home environment and family dynamics, and set a positive tone in home-school communications. The information obtained from a positive initial conference can enable teachers to be more proactive, responsive, and successful in working with students and their parents throughout the school year.
All parents can benefit by learning new ways to communicate with teachers and support their children’s academic and social development. With teacher encouragement and outreach, a parent who is not involved today could be a valuable partner tomorrow!
Send home a note that invites parents to meet with you and states the purpose of the meeting.
Call parents who might need extra encouragement to attend.
Send a reminder the day before the meeting. Have students decorate the reminders. This will ensure that parents see your communication.
Parents can also be supplied with a simple worksheet to help them prepare for a report card pick-up meeting or conference.
Tell parents you would like to talk to them for 10-15 minutes at report card pick-up. Let them know they might have to wait a few minutes if they arrive at the same time as other parents. Have interesting materials for parents while they wait.
Collect samples of student work and identify areas that need improvement.
Prepare a summary for each child of issues/problems you want to cover at the meeting. Are there materials or techniques you could suggest to help parents with their child?
Make sure students feel part of the conference. Have students choose something they have done that they especially want to share with a parent or have them complete the student worksheet.
Make sure to comment on at least one positive thing about each child. Focus on one or two areas for improvement. Some children have many problems, but don’t overwhelm parents with them. Be specific. Successful communication is not vague or general.
Examples:
(general) “Crystal is doing poorly in math.”
(specific) “Crystal remembers her 2’s times table but is having trouble remembering her 3’s.”
(general) “Kenya is a
good student.”
(specific) “Kenya
learns new material easily in all the subject areas. He is interested in
learning
more about...”
Ask parents if they’d be willing to help.
Suggest some specific steps that parents can take that will help their child be successful.
Provide materials (e.g., written instructions, sticker charts) to help parents carry out the task at home.
Establish a follow-up plan so that everyone knows when the goal is being accomplished.
Let parents know what you will do in the classroom to address the issue.
Ask parents to share with their child what you talked about.
Send a note home thanking parents for coming and reminding them of the plan that was agreed upon.
Let parents know how things are going after a week or two.
Let the child know that you enjoyed talking to his/her parents. If there is a plan of action, tell the child.