Parent Teacher Conferences

On 11/29/12, I attended the parent Teacher conferences for Ms. Lepore’s 3^rd grade class. The day began promptly at 1, with parents beginning to ask questions about their children immediately when picking them up. I was told that his may be the case, and advised to kindly assure parents that they would receive all information they need and desire during their individual conferences. This year’s experience was quite different from last year’s experience in several ways. This year, I was an active member of the discussions that were being had with parents, and I felt like my input was valued and appreciated by both my mentor and the parents. We had 22 parents show up for their scheduled appointments, as opposed to the 6 that showed last year.  This seemed indicative of the culture of the Abington community. Parental involvement is a priority for the administration.

In order for parents to receive their children’s report cards, they had to physically come in for conference. Some of the student’s report card grades were surprising, and not quite what I expected. I realized how important tests were to final grades. Several students who I felt were active members of the class and seemed to do well on homework and classwork assignments received lower grades than I thought they would, primarily due to their test scores. Along with that, 50% of the students Literacy grade was based on their DRA reading levels. This was a school wide practice, and one that I didn’t necessarily agree with. It reflects that thought that regardless of how hard the students work, if their ability doesn’t meet benchmarks for third grade, they will not have the opportunity to come close to an A. I think it would be fair to place some value on the DRA level, however, 50% I feel like 50% is excessive.

While there was much discussion about areas where each student could improve, I found myself searching for more positive things to say about the children in the class to their parents. Each parent came in with eager eyes, waiting to hear whether their child was meeting the benchmarks, or not. I found it to be intense at times, having to tell parents that there child wasn’t meeting third grade expectations. As a parent, I know that feeling…wanting to know that your child is on the right path and excelling in their academic and social lives. I realized how much power a teacher holds, and how much trust parents place in teacher’s words and advice. Teachers essentially make the decisions and hold the knowledge to guide children in to their academic futures. That’s an extremely tall order.

The downtime between conferences was spent holding conversations with my mentor about parental interactions, and how there is a lot that you can tell about a child’s needs based on meeting their parents. Several of the children’s parents couldn’t write well, if at all. Others came in with parents herding 5 children, all below the age of 10. Other students parents requested separate conferences, one for the mother and one for the father, so that they wouldn’t have to be in the same room together. These elements were all indicative of what the child’s zone of proximal development is at home versus in the classroom.

Dinner was in the art room. Abington’s social committee put together a wonderful feast for the teachers and staff in honor of Hispanic Heritage Month. The food was fabulous, the music was festive, and it was a great opportunity to mingle with other teachers, and leisurely trade stories about how our afternoons went. The festivities made me realize how important it is to have a sense of community amongst teachers and staff. Wherever I end up working, I would like to become a member of the social committee, or form one of there is none, to provide that sense of camaraderie within the teaching community. It definitely makes work a positive and enlightening place.

Something that I may incorporate into my own parent teacher conference that I did not see evidence of was having more diverse student work samples available for parents. There was a writing sample on each student’s desk, but nothing more to show student ability or strengths/weaknesses. I would perhaps have the students write a letter directly to their parents indicating what they felt their strengths and weaknesses were, and a goal for the upcoming semester. This would serve as something that held them accountable for their academic progress.

Moments that I will always remember:

-          Seeing Kevin’s face drop when his parents were told first that he had all A’s and B’s, and then that he didn’t make honor roll because of his behavior. I could tell how badly he wanted it, and how disappointed he was in himself that he did not make the cut.

-          Seeing Ashley’s dad cry when he heard how well she was doing, and that she was an excellent role model and leader for her peers

-          Taking Jonathan in the hallway to practice his multiplication facts when the discussion began with his mother about beginning the intervention process

-          Melvin’s mom, thanking both my mentor and I repeatedly for treating her son like one of our own children, and telling us how secure she feels knowing that he is in our care this year.

-          The huge hug that I got received from Valencia’s father when we told him that her reading level had increased from an 18 to a 26.

-          Watching Alexis’s grandfather struggle to write his own name on the sign in sheet.

-          Jimmy hopping up and down outside of the door during his mom’s conference, begging me to come in the hallway so I could listen to him recite his 8’s multiplication facts

-          Time spent with my mentor chatting over coffee

-          Playing Ring Toss in the break room with the Vice Principal during dinner J