6.4: Family Conferences
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Once assessments have been completed, it is time to meet with a child’s family. The purpose of the conference is to share information about the child and to build a vital partnership with the child’s family. Some parents may not understand the connection between play and learning. Sharing information about play-based curriculum and how it supports development can allow parents to better understand your goals for learning and how the classroom functions. By including parents in discussion making about curriculum and assessments we can encourage support areas development outside of the classroom.
For example, if the individualized curriculum is supporting color recognition, we can suggest that families continue to support this skill by identifying produce colors at the grocery store and/or pointing to certain colors in their favorite books.
In a blog by Concordia University, Portland some key tips are suggested to ensure a successful and engaging family conference occurs: [77]
Some parents have more than one child at different schools, some families may have limited transportation options and some parents may work multiple jobs which can limit their time and availability. In these cases, teachers may need to be flexible to accommodate special circumstances. Teachers can schedule conferences in the morning, later in the afternoon, or during recess breaks. If technology is available, meetings can be offered via Skype or FaceTime as an option for parents who cannot make it to school.
Portfolios and assessments must be updated and organized for each child on a regular basis.
3. Arrange for a translator if needed, and find a way to connect
Parents who don’t speak English require a translator. If schools cannot arrange for a translator, family members may need to sit in on the conference, for example an older sibling or an aunt or maybe even a neighbor) — ideally not a student.
When there is a language barrier, teachers should try to find a respectful way to communicate and connect with families. As a reminder, even though families cannot fluently speak the same language, they deserve your professional approach. Try learning a few phrases in their native language to show you’re trying to connect; even “Hello,” “How are you?” and “Thank you” can go a long way.
The classroom environment speaks volumes and so does your body language and how you talk with your families. Check out your body language. Are your arms typically crossed? Do you smile or glare? How is your tone when you speak? Are you calm and reassuring, or sounding like a robot? Do you pause and allow parents to ask questions, or are you hurried and rushing through information? Are you aware and considerate of cultural backgrounds and family practices? For example, did you know that eye contact and handshaking may not be a common practice with some families?
Since teachers and parents are on the same team teachers are advised to sit next to parents rather than across from them behind a desk. By arranging the furniture in a friendly and non-threatening way, teachers express their desire to build a partnership with each parent, which can diffuse unnecessary tension on both sides.
Even the best teachers can’t remember all of the details they need to share with every parent. A portfolio with anecdotal notes and work samples provide parents with real insight into what’s happening in their child’s academic day.
Each student has positive traits and potential. Share at least one shining trait with parents at the beginning and another at the end of the conference. That trait could be an academic trait or a character trait, such as helpfulness, persistence, or hard work. Teachers can follow the “sandwich method” or the “glows and grows” method where you share a child’s positive achievements or traits that make them glow, in addition to providing two or more areas in which they can grow. Always end on a high note with another glowing detail or anecdote.
Every student, even the gifted ones, can improve in some way. Write specific goals for each student. Along with those goals, create an action plan with steps for improvement, as well as a timeline. Your plan of action should include activities that will be done at school as well as activities that can be done at home. Sharing this with parents can increase buy-in since they will be able to see a clear path to success that has achievable benchmarks and goals that are part of a realistic, structured plan.
Not everyone is familiar with DRDPs or diagnostic and summative assessments. Avoid overwhelming parents with education lingo . Speak in plain terms, explain what you mean, and make sure parents are clear about the information you have presented. Encourage parents to ask questions as needed for clarification.
Early educators know that children do better in school when their parents are involved. A perfect way to get parents involved is to ask questions about family life and routines (a family questionnaire is ideal). Families should be encouraged to get involved throughout the school year. For example, they can be special guests, and talk about their jobs or they can read their favorite story to the children. Parents who are involved early on, will be more likely to follow through on their “plan of action” once it is presented at the conference.
Approachable teachers build a lasting connection with parents and promote a positive learning experience with their children. Not only do you want your students to feel comfortable enough to ask questions, but you want your parents to feel they can approach you as well. Although your time may be limited during the school day, it is important to carve out some time and space to discuss important matters with parents. If parents cannot make the conference, offer your email address to allow for some time for a brief “q and a” any point during the school year. NOTE: Hitting parents up at the end of a long work day and rushing through important details regarding their child is NOT recommended.
Avoid relying on stereotypes and allowing personal biases to cloud your judgment. View all parents as partners because, like it or not, they are. Work to make sure that even the most challenging students and parents feel like they are welcomed and a part of the team.
No matter how prepared, pleasant and affirming you are, some parents may become hostile or upset while at the conference, especially if there are areas of concern or issues with a child’s challenging behavior that need to be addressed. Some parents may be used to hearing bad news, other parents don’t trust or have little regard for teachers, some parents feel a need to defend their child, while other parents may be upset about a personal matter and may take their frustration out on you. Remain calm! If possible, let the parent vent. Use active listening and really listen to the parent’s concerns. Discuss how both parties want what’s best for the child and reassure them that you have their child’s interest at heart. Look for a compromise or strategy that best supports the child and their family. Stay focused on the task at hand – the conference – and reemphasize the positive. Sometimes, a follow-up meeting may need to be scheduled.
Teaching is a challenging job. Like parents, you may have an off day and you may be tempted to stray off into an unprofessional area. We also may cross some fine lines and become “friends” with our families. Here are some topics that should never be discussed with families during a conference (or at any time):
Because you will meet with several families in the course of a week, it is a good idea to make notes about the conversations and outcomes of the conference. You may need to refer to them at a later time when planning a follow-up meeting, or when planning additional curriculum activities. Once in a while, a parent may notify your administrator that they have concerns about the information that was shared during the conference and your notes can be shared with your administrator to help see both sides of the conversation.
Parents should be able to get in touch with you to follow up or address new concerns. Email is the most convenient way for you to receive messages and respond to parents, but phone calls or future conferences may be necessary, too. Set the guidelines and boundaries for future communications.
According to Seplocha, teachers have many important responsibilities, especially preparing for effective and engaging parent-teacher conferences. When teachers connect with family members and establish a respectful relationship, the positive outcome provides a lifeline that will ultimately support a child’s overall development and learning.