![]() Have some work samples to show parents as I am talking about academics or if IĪt the end, I make sure to go over the next steps for parent-teacherĬommunication. Small groups, etc) and some work for parents to do at home with the child. I make sure to have a plan for what I will do in school (intervention, extra ![]() On academics, just a few positives and if there is a glaring academic concern, Parents on how their child is transitioning to school. In the fall, for kindergarten, my main goal is to reassure And, I want to see if they have a different goal than I have, so that I know how best to support them and their child. ![]() I want everyone to feel like we are partners working together to support their child. Also, I end my conference asking parents for their goal for their child for the next few months and write that down next to my goals. I want to hear from them, and depending on the questions they have, I will tailor my information to ensure that I answer their questions and address their concerns. I also ask them how they think school is going for their child. Agenda for Fall Parent Teacher Conferenceįor all Parent Teacher conferences, I always start the conferences hearing what concerns or questions the parents have. For example, I might have an alphabet chart to give to most families, but some students who know all their letters and sounds might get a handout on reading comprehension instead. ![]() I also make sure to always have a handout or two to give each family, depending on the goals I have for their child. It’s good to have different leveled texts nearby in case you want to show parents what kind of books their child should be reading. I always gather up their writing folders or any published writing to show the progress their child has made in writing. I always share the assessment graphs that I have for each child – letter ID, number ID, and if the child is ready for it sight word ID. Then I pick one to three of the goals listed for my main take-away goals.įinally, I gather up the work samples that I want to share parents (or at least have ready to share in case there is time). Then I fill in the rest with child specific “Glows” (what they are doing well) and “grows” (what I want them to work on in school). I love the checklists for ideas on strengths and goals and what parents can do at home with their child. I love to use my parent teacher conference form to prepare what I am going to say. Parents want to know that you have goals for their child – even if everything really is positive, you can’t just ignore them! What will you be working on with them during the year? Parents also don’t want to be overwhelmed with too many things for their child to work on. When it comes to the challenges the student is working on, I always choose one to three goals per child for what I want to work on with the child in school and maybe one or two of the same goals for the parents to work on with the child at home. They want to know that you love and appreciate their child. Remember that the parents want to know what their child is doing well, and they want to know that you see the positives as well. But, I am challenging you to always start with the positives. It can be difficult to think of the strengths, as opposed to just thinking about all the things you want to work on with the student. When I am planning what to share at the conferences, I always start with the student’s strengths. Tips for Parent Teacher Conferences – What to Say? In order to have the most successful conference, you must be prepared. Parent Teacher conferences are a wonderful time to build relationships with parents and keep them up to date on the progress their child has made, as well as goals you have for them. Talking with parents can be stressful, especially when there are concerns you want to address.
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