Parent-Teacher Conferences- 11/29/12

            Last night, I participated in parent-teacher conferences for my third grade class at Ridge Street School.  Prior to the conferences, I was nervous because I was not sure how some parents would react to their children’s grades, but I was also excited because I knew I would play an active role in the conferences since I had been teaching, grading and working with these students for three months.  Besides this, I had already interacted with several of the parents in person during the open house and when parents come to talk to Ms. Iatesta and I.  This time, I would have plenty of input and ideas about how parents can support their child’s academic growth and socio-emotional development.

            Ms. Iatesta and I sat down on Wednesday and talked through all of the information that we would discuss with the parents.  She let me know that she wanted me to feel comfortable to interject, share my thoughts and take the lead on some of the conferences.  We prepared the report cards, forms with online resources for the parents to use, the DRA information and informed the parents about upcoming assignments that the class will be working on.  I felt prepared to show parents evidence of their child’s progression and areas of weakness.

            Almost all of the parents attended the conferences, and those who did not picked up their child’s report card once the office was ready to distribute them.  This reminded me that the students at Ridge Street School come from homes with involved and caring parents who have the means to support their children’s needs.  I mainly observed Ms. Iatesta for the first couple of conferences and added any comments I wanted to make towards the end.  Then I began taking over half of the conferences, either going over the report card and DRA scores, or discussing upcoming assignments and strategies parents can use to assist their children. 

            I felt confident and proud during the conferences because all the parents knew who I was and were receptive to everything I had to say.  This affirmed that Ms. Iatesta’s insistence on including me from day one, and insisting that the students understand that we are both teachers in the classroom, was crucial to my being able to smoothly take over more and more responsibility in the classroom and to be viewed as a competent co-teacher.

            Several of the parents arrived at once towards the end of the allotted time for conferences.  Ms. Iatesta and I consciously moved more quickly through the last several conferences, but availed ourselves to talk further with parents who had questions or concerns.  We ended up staying until 7:30 p.m., but I was neither surprised nor in a rush to leave because I was committed to staying and being a part of all of the conferences.  I realized that I am really part of the classroom, and play a pivotal role in these children’s daily experiences. 

On my drive home, Ms. Iatesta and I reflected about the experience over the phone.  We talked about what we noticed about parents’ reactions, and thought of changes we can make in our daily routines that would allow us to focus on areas of need with certain students.  What was truly eye-opening for both of us, was hearing one student’s parents discuss how their son works hard at home because he does not want to disappoint us.  Ms. Iatesta and I both understood in that moment that we have had an impact on these students, and that they want to please and impress us. That put us at ease, but also ignited a fire in us to work hard give them everything they need.

Despite all the hard work, challenges and frustrations that I know will come with my first year of teaching, I cannot wait to begin the journey.  As I have said before, this is another experience that reminded me that I am doing exactly what I was meant to do.  I am learning every day and feel excited to be able to play such an important role in children’s lives.