| Communication between parents and teachers is | | | | a teacher's competence by the amount of |
| essential to the success of the students. | | | | professionalism, or lack thereof, that they |
| Often, the only time communication takes | | | | see displayed. Teachers who want to be |
| place is at parent-teacher conferences. For | | | | viewed as competent professionals should |
| that reason, it is essential that teachers | | | | project that image throughout the |
| learn to effectively manage parent-teacher | | | | parent-teacher conference. |
| conferences in order to obtain the most | | | | |
| benefit from the communication that occurs. | | | | Rapport - Teachers should begin the |
| | | | parent-teacher conference by attempting to |
| The following tips allow teachers to take a | | | | establish a connection with the parents. |
| proactive approach to parent-teacher | | | | Greeting parents warmly, welcoming them to |
| conferences, helping to create effective | | | | the classroom, and engaging in brief small |
| communication during the conference: | | | | talk all help to establish rapport. Teachers |
| | | | should also encourage parents to discuss |
| Prepare - Preparing for a parent-teacher | | | | their views and/or concerns about their |
| conference means knowing exactly what goals | | | | children. Doing so demonstrates genuine |
| have been established for the class, and each | | | | concern for the child, which helps get |
| individual student, and being ready to show | | | | parents more involved in their child's |
| parents how their student is performing | | | | education. |
| toward those goals. For each student, be | | | | |
| prepared to show work samples and test | | | | Communication - Not only should communication |
| scores. In addition, be ready to share | | | | at the parent-teacher conference be positive, |
| behavioral anecdotes for that child. A story | | | | it should also be clear and specific. When |
| can help convey behavioral issues without | | | | discussing behavior issues, teachers should |
| stating them explicitly, helping to keep | | | | focus on specific actions, including duration |
| parents from becoming defensive. While | | | | and frequency, rather than offering general |
| showing the grade book is an option, it must | | | | comments. Teachers should communicate |
| be done in a way that prevents parents from | | | | clearly about all positives and negatives of |
| viewing the grades of other students. | | | | the student's behavior and performance. |
| | | | Clear, specific statements leave less room |
| Environment - Create an environment that is | | | | for interpretation, which leaves less room |
| comfortable for the parents. Placing parents | | | | for argument by the parents. Communication |
| in smaller chairs than the teacher, or facing | | | | should also include positive statements, |
| the teacher across the teacher's desk, places | | | | making it clear that the student is a person |
| the teacher in a controlling position that | | | | of value, rather than including only the |
| can cause parents to feel intimidated or | | | | negatives about the child's behavior and |
| defensive. Instead, place them in equal | | | | performance in class. Even the negatives can |
| seating, perhaps across a table, to establish | | | | be phrased in such a way that the statement |
| a sense of equality. Ensure privacy for the | | | | is positive and does not create the need to |
| conference so parents do not feel as though | | | | place blame. |
| others can hear what is being said about | | | | |
| their child. Organize paperwork so it is | | | | There are other techniques for managing |
| easily accessible but out of the way during | | | | parent-teacher conferences, but this list is |
| the conference. | | | | an excellent starting point. By creating a |
| | | | professional, positive atmosphere, teachers |
| Professionalism - Preparation and proper | | | | can effectively manage the parent-teacher |
| environment are two aspects of | | | | conference and make the most of the |
| professionalism. Dress and manner of speech | | | | communication that takes place. |
| fall into this category also. Parents judge | | | | |