Parent Conference Reflection

Chris Reid
November 5, 2015
Assignment 8: Parent Conference Activity
I helped my host teacher get ready for parent/teacher conferences by making folders for
each of her students. In the folders I placed work samples including recent language arts
and math assessments. My host teacher had me use “cheerful” red paper, which she said
is supposed to make people feel happy. I was getting the feeling that conferences were
not this teacher’s favorite activity.
I had imagined conferences where the teacher sits at his/her desk and the parents sit on
the other side of the desk. This teacher put together four desks near the classroom door to
use for the meeting. My immediate impression was that the parents did not have to walk
all the way across the classroom. As a parent, this seemed more inviting, but I would not
have thought of that myself.
Before the 1st conference, my host teacher told me that she is always nervous talking to
parents. She said that she does not mind talking to kids, but adults were much harder for
her. I was excited about attending the conference and meeting the parents, but I enjoy
talking to people of all ages. On the subject of communication skills, I thought my host
teacher sounded confident during the conference even though she said she was nervous.
After the conference, I shared my observation and told her that I thought she did a great
job. She thanked me and said that before every conference she tries to make a
connection with each family. For example, she will mention something she and the
family have in common whether it is school related or family related. She also said that
she wants each parent/guardian to know that she cares about their child.
I learned some helpful advice about conferencing while watching the Vintage Video #5,
Effective Leadership. In the video, Professor Spangler talks about respect. She states that
teachers should have respect for others as well as for our own self. The people we are
working with (the parents of our students) are doing their best. “We need to believe this.
They love their kids,” says Professor Spangler. She goes on to say that we should treat
parents on our same intellectual level. Recently, I put this advice to use. I have family
members who are sending their precious 1-½ year old son to daycare because “she
doesn’t feel like she is supposed to be a stay-at-home mom.” Her husband makes plenty
of money. I could not understand why this mom did not wait until their son was age 4 or
5 before starting a career. It also did not help the situation with all the reading I have been
doing on early childhood development. However, I found such peace in saying to myself,
“They are doing the best they can. They love their son.” My relationship with this young
family has changed for the better. The same advise will also benefit me when I am
teaching. (Thank you Professor Spangler!)
During the conference, my host teacher presented the student’s recent math and
language arts assessments by showing the parents a sheet of paper that documented
“AMP” test scores. I am not familiar with AMP, but the teacher told the parents that the
scores look different from the past ones because they (I assume this means district. I
should have asked) are piloting a new writing and math standardized tests. She explained
the new testing to the parents. They listened and nodded, but did not ask questions. I
believe this is more of a cultural issue, rather than the parents not being interested. For
examples, the 1st conference was with a family who has four delightful daughters
attending the school. I worked with one of their daughters in 2nd grade last year. This
family lives in the same neighborhood where my family and I live in. My husband and I
walk our dogs every day-- once in the morning and again in the evening. I often see these
girls playing outside. They almost always yell, “Hi Ms. Reid!” The only time they do not
is when their dad is sitting outside. When he is outside, the girls just smile, which is fine.
I smile, nod to the girls, and walk on. I am of a different culture, therefore unfamiliar.
However, during the conference, Dad started to look at me and smile. Maybe he
recognized me or maybe he decided I was OK. Regardless, I was thrilled to have attended
this conference because a connection was made with this family.
Regarding differentiation, a student mentioned the day before conferences that she
could not see the whiteboard. The nurse checked student’s eyes, and then reported to the
teacher the student’s vision was 20/50. Until her vision can be corrected, the student will
sit at the front of the classroom. The teacher encouraged the parents to contact her if they
have any questions about the issue or the nurses report.
This conference made me wonder if it would be easier for the parents and for me, as a
teacher, if before fall conference I made at least one phone call home to each family to
check in and say that I enjoy having their child in my class. Author Carol Ann Tomlinson
states, “At the beginning of the school year, send an e-mail or a note home asking parents
to tell you their hopes for the coming year in school. Really listen and learn” (167). I love
this idea. I also decided that in addition to showing parents math and language arts
assessments, I would also show writing, a poem, a STEM project, or something that the
students would be proud of. Also, I think I might serve tea and cookies—and have soft
music playing in the background.

Parent Conference Reflection

Uploaded by

Copyright:

Available Formats

Parent Conference Reflection

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Parent Conference Reflection

Uploaded by

Copyright:

Available Formats

Chris Reid

Assignment 8: Parent Conference Activity

You might also like