Graduation Speech On Parent Teacher Conference Essay

The following evidence is a student's Semester Two Report. The report demonstrations that I involve parents and carers in their children’s learning (3.7.2). The report is contextualized as comments and grades provide parents and carers with an insight on their child’s strengths, while also suggesting areas for improvement. This allows parents, carers and teachers to work together to assist the student’s future development (3.7.2). Each semester report is accompanied by a parent-teacher interview. This facilitates face to face interaction and establishes further opportunities for parents and carers to be involved in their children’s learning (3.7.2).

Tangible and Transparent feedback is vital for all students and parents. Parents have been tangibly giving feedback to their students since they were born. When a child whimpers, a parent responded. When a child learns to walk, the parent cheered. However, they also provide feedback when a child is irresponsible. As a teacher, I can use that love and connection to have feedback with the

When I was younger, I would often return home to a familiar question: So, what did you learn today? My answer would always be "nothing" or "stuff." As I look back, I never lied, yet, I never told the whole truth. Many people think that you don't know anything with only 18 years of experience; I think they're wrong. I've learned a lot about myself and others from the relationships I have built throughout the years. I believe my most important lessons were "people" lessons. Those are the ones which could never be taught out of a book or in a lecture; you have to go out and experience them for yourself.

The second is Communication between the Home and School. In order to help families create settings within the home to support their children as students we, the teachers, can provide suitable materials which give information and assistances on how the parents can help at home. Through pamphlets, e-mails, and phone calls teachers can inspire and encourage parents to converse and work with their child. Through our involvement with the families, parents become more aware of their child’s school platform, they interact on a more positive level with their children they are more skilled to reinforce the teacher's objectives in order to achieve better schoolwork. When we give parents information to become more knowledgeable partners with the school, their child sees that their parents and teachers are communicating with one another about their schoolwork, which allows them to become more aware of their parents involvement and abilities. This will open up the opportunity for the child and parents to talk openly about the child’s schoolwork and the decisions the child makes at school.

During the placement I was able to spend time observing interactions between parents, children and staff. I witnessed many positive aspects in the schools approach to engaging parents and was particularly impressed by their open door policy for parents and the support provided to families in times of need by the learning mentors. As part of the admission process to the school, staff visit the parents and child at home and discuss the implementation of the home-school agreement (appendix 1.b). This agreement sets out the expectations of each of the parent, school and child in regard to their actions and attitude towards their time in school. This is often one of the first interactions teacher and parents have and Grayson (2011) suggests most teachers report these home visits to have a lasting positive effect on the child and parent-teacher relationship. During the school’s inspection in 2014 Ofsted identified relationships across the school and with parents as a key strength.

Conferences are the perfect time for parents and teachers to sit down and talk about what the student is struggling with, excelling in, or any behavioral problems. However, most parent-teacher conferences are not as effective as they were intended to be, because of the many problems associated with them. Having parents involved in their children’s lives is a very important thing, socially and academically. Parent teacher conferences are one major aspect of a child’s academic life. Parents should be directly involved with their child’s education and their child’s teachers. Communication between teachers and parents sometimes doesn’t happen as often as it should.

By informing parents of the ways in which they may be able to assist (Fellowes, 2010), paired with flexible commitment offers, teachers are setting a comfortable and casual scene for parents to become involved in their child’s learning.

I record both, short and long observations of the children and alongside their drawings and photographs, collate a learning journal, which is then shared with their parents. This allows me to plan activities that interest and challenge the children and set the next steps for each child. This also encourages parents to work in close partnership with the school.

All of these can be nurtured throughout the child’s schooling by incorporating challenging and engaging work and providing tasks that push students to think. The major effects found in the parental influences fall in the area of encouragement and expectations that are provided to the children. It is suggested that parents understand and utilize the language of schooling, allowing for conversations and expectations to parallel at both home and school, creating the greatest affect. The school’s most powerful influence over student achievement are climate, lack of disruptions, principal leadership, adaptation of curriculum, and peer influences. Curriculum influences on student achievement occur when teachers utilize curriculum to challenge surface and deep knowledge and understanding of content. Content is best understood when teachers help students construct meaning from text, with planned, deliberate, and explicit lessons. The teaching itself holds influence especially when utilizing multiple strategies, clear objectives are set, and understanding when mastery is reached. Teachers must provide goals and standards for meeting goals in order for a student to have

Parents/carers are also invested in the development of student education. The aspects of their child’s education that parents/carers are interested in are the progress they are making, their strengths and weaknesses, their development in comparison to other children and what they can do at home to help (Cohen et al., as cited in Kivunja, 2015, p.385). It is the teachers’ responsibility to keep parents/carers informed and attend to any concerns they may have. In addition to mid-year and end of year reports there are a number of strategies teachers can take to keep parents/carers informed. Readman and Allen (2013, p.159) have identified a phone call or letter home, or an entry into a student diary that is to be sighted and signed off by a parent/carer as some effective strategies to report students’ progress. It is important for teachers to communicate through these strategies to keep parents/carers aware of their child’s progress and there are no surprises when reports are sent

When it comes to educating students, parents and teachers need to work in tandem towards a common goal. Parent conferences are one of the best ways to assure both parties are on the same page. In this section, I have compiled an array of strategies that I have found to be beneficial, when conferencing with parents. Unfortunately, not all conferences will go smoothly. In the instance that challenges may arise, I have included an example of a poorly conducted conference that offers commentary on how teachers can handle similar situations.

As Winch et al. (2010) states, portfolios and checklists are valuable visual resources for parent teacher conferences, reporting, as well as overall curriculum analysis, as they demonstrate student progress, potential learning difficulties, and the individual learning styles of the students, thereby providing a fuller and more reliable representation of the students’ abilities, along with revealing their needs for further development. These forms of assessment allow for accountability, providing information for teachers to implement catered lesson plans, plan future learning activities and experiences that further develop the specific needs of the students, and apply various pedagogies to individual students’ learning styles. These portfolios and checklists are also useful in offering evidence of students’ progress throughout their school years and, as Seely Flint et al. (2014) suggest, follow through from year to year and school to school. By accumulating visual evidence throughout the year, teachers are being proactive in their summative assessments and preparing for reporting on the student’s progress and learning development. The portfolios and checklists may also be imparted to other interested parties such as parents and school authorities (Seely Flint et al., 2014), as well as other teachers in

Parent Teacher Conferences are typically fraught with no-shows and school board meeting are rarely utilized as a forum for collegiality or positive discussion between stakeholders and administration. We at ABC Technical Center have a parent orientation night before classes start every year to inform students and parents about goals and expectations throughout the year. Invitations are mailed to each family; this would be an excellent time to pose a question regarding the use WKTA instead of the typical standardized testing devices. This letter could explain the basis for considering the innovative change and weight the alternatives in order to stimulate feedback prior to the orientation night. Feedback could be collected as data if the letter contained a return postcard that had several preconceived responses listed in a multiple choice format that could be used in a ScanTron data collector. At the orientation meeting the results could be graphed and included in a PowerPoint presentation and another round of discussion and feedback (brainstorming) could occur (Hall, G. E., & Hord, S. M.,2001, p.266). The gradual, but steady, flow of information and feedback, implementing the use of group interaction and input in a positive format will hopefully create a majority of support from which to draw upon in the

Communication can be both ways teacher to parent or parent to teacher. School formal assessment is conducted at mid-year and yearly. Reports are produced and sent to students parent or carer for evaluation as to progress of child. Parents are encouraged to attend parent/teacher interviews to discuss students’ progress and to

My role as a teacher is to have a great relationship with both parents and students to ensure that the students get all that they need from me as a teacher. I want to team together with families to make sure that we, together come up with a plan that we can work on both in the classroom and at home. I would like us to come together and build a foundation that will help build the child strong in learning. Through this plan I believe that it will create the experiences and opportunities that are needed to properly advance each student. It is my responsibility as the teacher to make these opportunities known and readily available for the child and the family. I want both the family and the child to be comfortable because it is not just the student learning but it is also me learning from the students, to see in which ways as a teacher I need to improve to ensure that I am creating the right opportunities for