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