Preparing for a conference

Deciding what can be accomplished

Establishing the conference objective

Planning for content

How to start the conference

Formulating the message

Checking back on what was heard

Closing the conference

Judging success

Expectations need to match

The amount of time available

The skills of the teacher

The parent's emotional receptivity

The complexity of the message or task for that parent

Parents and teachers need to go through the process of establishing objectives for the conference by

Knowing wishes for use of conference time

Clearing stating these wishes

Acknowledging possible differences

Reaching an agreement on how time will be spent

Preparation for the conference will depend on the type of conference being planned:

Introductory group conference

Reporting conference

Information-getting conference

Problem solving conference

The tone of the opening statement conveys the teacher's attitude toward both the parent and the importance of the conference plus sets the stage for subsequent interaction

Full attention must be given to parent's concerns

What language to use

Words that block communication

Enabling phrases

Invitational statements

Time-referenced statements

Comments on parent's contributions

Supportive comments

Comments to maintain focus

Teacher checks on understanding to be sure parent understands teacher's message

Summarizing main points of a conference is useful technique

We can check the meaning we assign to nonverbal messages

Checking back can increase focuses listening

Two actions can be addressed at the close of the conference:

Summarizing what has been discussed. Teacher and parent can compare outcomes with initial expectations and agenda

Bridging to future can be highlighted. Teacher and parent can schedule a meeting or discuss ways in which they will remain in contact

Evaluation of the conference can proceed in several ways:

Teacher reflection on meeting

Informal follow-up with parent

Formal evaluation of meeting by parent

District-initiated assessment

Introductory group conference

Reporting conference

Information getting conference

Problem-solving conference

Introductory group conference

Parents have a chance to become acquainted with teacher

Parents see classroom materials, hear expectations for child (including homework)

Parents learn ways they can assist child and teacher to accomplish goals and what to do if there is a problem

Introductory group conferences

Parents are informed about how and when they will receive more specific information about the child

Parents can raise general first-of-the-year concerns and have their questions answered

Preparing for an introductory conference

Invite parents and request ideas for agenda

Determine what to include

Select examples of student work

Feature advance questions from parents

Insure that focus remains on general concerns and issues

End on time

Reporting conference

The reporting is the most commonly encountered format; some would even argue that the format can be viewed as a ritual

Academic, social, emotional, physical, and behavioral development can be featured

Information can be presented in four major ways

Presenting information

Performance compared to an age group

Growth within a period

Strengths and weaknesses

Response to special help

Preparing for reporting conference

Collect data on student

Prioritize according to parent and teacher needs

Determine student's participation

If student not involved, determine how student will be provided with information on discussion

Information getting conference

Teachers can seek information to assist them to make better decisions on children's academic programming

To design school program

To assess the school program's effectiveness

Planning for information getting

Determine how to state the concern about the student

Provide data that will highlight concern

Formulate questions to elicit information

Assure parent on how information will be used

Determine how to follow-up with parent

Problem-solving conference

Problem solving follows any of several models

Basic model: problem identification, analysis, implementation, evaluation

Schon's concept of problem setting focuses deliberation on factors that influence parent and teacher perceptions

Problem solving conferences

Situations fall into three categories:

The student is not physically or emotionally available for learning

The student needs additional practice or exposure to certain experiences

The student needs acknowledgment and recognition of improvements in behavior

Preparing for problem solving

Describe problem in ways that elicit cooperation

Identify what parent could do to help

Acknowledge that teacher has final responsibility for what happens in classroom

Determine what behaviors will constitute evidence of success

Parent's goals as collaborators

Identify behaviors that need changing

Determine what teacher will do

Identify behaviors at home the are same or contribute to school problem

Identify parent behaviors that may accentuate problem

Agree to something within his/her abilities

More problem-solving goals

Select strategy that will alter behavior

Select reinforcers that will promoter behavior

Be clear on role in plan implementation

Carry out plan at home

Follow-up with teacher, get feedback and support, evaluate success

Three sources generate a person's emotional state at any given moment:

Characteristic emotional state (e.g., personality, feelings about child, experiences as student)

Temporary emotional state

Relation of present situation to person's value system

The angry, verbally abusive parent

Techniques for addressing verbal (not physical!) anger:

Listening without speaking

Acknowledging parent's anger

Telling parent how you feel without becoming emotional

Stopping the conference