Some Tips for Parents after Parent-Teacher Conferences
Mr. Brooks and I often see parents coming from their scheduled parent-teacher conferences and ask, “So, how did your conference go?” We enjoy hearing about your child’s accomplishments and love of school. Often, you tell us how pleased you are with the class and teacher. Sometimes, we hear that the conference was difficult, but that the teacher handled it with honesty and support. Sometimes, the conference begins the process of investigating a concern more closely.
I know that when my husband Steve and I attended our conference for our daughter Caroline this past week, we both ended up crying joyful tears when we heard how she often show kindness to others! So close below the surface are the emotions we all have when it comes to our children!
We observe that in each conversation that happens between parents and teachers, a bond is forged that supports our youngest learners. Here are some tips that you may not have thought about as you reflect on your conference and what to do next:
- Make a plan. Write down the things that you and the teacher will each do to support your child. You can do this during the conference or after. Write down what you will do, when, and how often. Make plans to check in with the teacher in the coming months.
- Schedule another time to talk. Communication should go both ways. Ask how you can contact the teacher. And don’t forget to ask how the teacher will contact you too. There are many ways to communicate—in person, by phone, notes, email. Make a plan that works for both of you. Be sure to schedule at least one more time to talk in the next few months.
- Talk to your child. The parent–teacher conference is all about your child, so don’t forget to include him or her. Share with your child what you learned. Show him or her how you will help with learning at home. Ask for his or her suggestions. Remember the phrase, “Nothing about me without me.” Empowering your child to be involved in their own learning through goal-setting is a catalyst for achievement.
Adapted from: The Harvard Family Research Project, Harvard Graduate School of Education
