Personal Narrative: My First Parent Conference

I attended three parent teacher conferences at my field site. I sat at a different table than the teachers and parents because there is a student teacher and another block three student in my classroom. The conferences were for three very different children. One child displays mistaken behaviors in the classroom, one that struggles academically, and one that is on target academically and socially.

In this case there is only one teacher and about 30 students. Parents also have to worry about the safety of their child in a public school. Parents have no accountability for their child's actions. Not even voluntarily. Too often a child will get into trouble for something at school with a teacher, get seriously injured, or be getting into a fight with another peer, and the only thing the parents want to know is, "Where the teacher was and what were they doing?"

Communication between teachers and the parents of students is essential for the growth and success of the student both inside and outside of the classroom. This communication is best achieved through parent conference opportunities. One way that this is achieved is through regular open house nights. This is where parents, and other members of the community, are invited to come to the school and talk to the teachers and other faculty at the school. Another conference opportunity presents itself in a scheduled appointment between the teacher and the parent. This will enable the parent to meet face-to-face with their child’s teacher during a time that is more convenient to them, as these appointments can occur before, during, and after school. Additionally, conferences can take place over the phone. This is a convenient way for both parties to communicate effectively in a way that works best for them.

As a teacher, I have experienced a lot of different situations involving parents and my classroom. When I first started teaching AP World History, I had a parent call a special meeting between them, myself, and our principal right after parent teacher conferences. I assumed that the meeting would

Open evenings and prospective parent’s visits are a great way of communicating the school’s ethos, aims, mission and values, however, some parents/carers may feel uncomfortable reading it at school or not confident enough to ask

Introductions were made and the meeting purpose was stated (initial). Parents were provided with parent rights. In attendance were Diane Mize (Therapist), Brenda Muth (Psychologist), Christine Garcia (RSP teacher), Michelle Madrid (Gen. Ed. Teacher), Michelle Anderson (Gen. Ed. Teacher), Greg Brisbine (Principal), Erica Ultreras (Assistant Principal), Ben Larios (Dad) and Michelle Larios (Mom).

Meetings with parents can go one of two ways. It can advance smoothly and without a hitch, or it can be an absolute disaster. To prepare for this meeting, it would be imperative to specify exactly what needs to be discussed. If a meeting doesn’t have some sort of schedule or plan to it, it can make for a very tense and awkward encounter. That’s the exact opposite of what it should be. The teacher should have a plan of items they should discuss to make sure both parties are on the right page. An outline would not be out of place when preparing for this meeting. Perhaps writing down the goals for such an affair would be valuable later on in the session. She should also include the student’s strengths, examples of the student’s behavior, and any questions she might have for the parent. It might also be fitting for her to record the response of the mother.

Welcome to the ABC Center . This center only take toddler age 3-5 years old. Very secure front and back door have a code lock. Vistors have to show ID through our camera badge. The windows are high not reachable for the student also have lock .Fire alarm is place where teacher can see. Are center can only hold about 16 students. It's a rest room in the class. Napkins, toilet paper, tissues, etc. are place in the storage.our class have amount of space so the children can play. Everything in the classroom center so the children are more aware of how to interact in each center and in your classroom. . The Art Center, Library Center, Block Center and science Center are located on the on a carpeted area of comfort for the children

Ms. Brady needs to get to know her families. Relationships not only with the child are vital but with families. “Solid relationships are far more powerful than the sum total of all other techniques.” (Sornson, 2005, p. 26) Ms. Brady also needs to collaborate with other staff members. Schmoker (1999) states that teachers perform more effectively when they collaborate with other teachers. If Ms. Brady would have collaborated with other teachers or even the principal, she would have found that Tomasito was not the oldest child and that Tomasito’s father was helping in Edward’s classroom. She could have arranged for Tomas to volunteer in her classroom as well. I feel it would have been appropriate to also invite Ria into the classroom to let her observe. Ms. Brady could have asked her to come in and help with a special party and allowed her to bring

The symbiotic relationship between teachers and parents is crucial to the educational success of a student. Parents must be involved with their child’s education through consistent attendance of IEP meetings and advocate for their child and their needs at school. Teachers can encourage parent involvement through, traveling notebooks home and note home programs which establish an open line of communication between teacher and parent. Parent-teacher conferences are a great way for teachers and parents to be involved in the success of the student's educational experience.

In the first parent-teacher conflict scenario, a mother storms into her son’s classroom and demands if the teacher there is the one she is looking for. After his affirmation, she begins to vent her frustrations about an assignment that made her child bring a homeless man into her home. It is not long before the teacher cuts the parent off and condescendingly informs her he has no idea what she is talking about or who she is. As the mother angrily tells him it is about an assignment he gave her child, the teacher immediately jumps to the defensive. The teacher berates her communication with her child, uses sarcasm when explaining the assignment he gave out and the intent behind it, and made it known that he was not taking her concerns seriously as he suggested she put her complaints in a suggestion box.

Remember, parent-Teacher Conference is an important opportunity where we can sit down and discuss your child’s progress in school

It’s the first days of a new school year, professional development days, and you finally get to meet your new principal. It’s almost like going on a blind date. That is if the principal is a “new guy”, unlike a “homegrown” principal, that would be like dating someone you have been knowing for years. No matter what, everyone in the situation is nervous. The “new guy” and the “homegrown” both have things they will inherit with this new found relationship. They both come with their own set of beliefs (culture), and their own goals, values, and teaching and learning practices (climate). Whether you are a “new guy” or “homegrown”, you will have limitations that may prevent you from making the best decisions that will benefit the school.

The principal’s role in developing positive community relations sets the tone for communication patterns, partnership formation and/or alienation (Fiore, 2013). There are many tasks that the principal has that is important to school and community relations. Some of those are being a good listener, diplomatic and tactful and all situations. They also have to promote the open door policy to be free to communicate with students, parents, and their staff. They also have to inform the superintendent and community about good and bad things that are

As mentioned prior, students in middle school are going through significant changes. This means that there must be a clear path of communication between the parents/guardians and the educator. Parent-teacher conferences are a great way for parents to be involved in the learning environment. Through these conferences, parents can learn how their adolescent is performing in class. These conferences not only address academic progress, but also behavioral needs. It is common for students to act up for attention or to look cool in the middle grades. With parent-teacher conferences, the parent(s) can be made aware of any negative behaviors that need to be addressed. Another approach is a school newsletter, which I personally really like. Within the newsletter can be important upcoming dates, shout-outs, and relevant information. I really enjoy the idea of newsletters being sent home versus emailed. This is because I have students who do not have internet access at home. It is not fair for those students and parents to miss out if they do not have internet access. The communication line between parents/guardians and the educator is critical in the middle level. It is crucial for me to fulfill my role as an educator and communicating with the families. If I push this topic to the side, it is my student who suffers. It is not fair to my student to suffer if I do not perform my job the proper way.