Parents and Teachers Collaborate for Best Learning

Feb. 1, 2011 - PRLog -- Spring is drawing near, and with it, comes Parent-Teacher conference time at Princeton Montessori School.  Parent-teacher conferences at Princeton Montessori School offer parents a forum for open conversation with teachers about their child’s progress and challenges ahead.  Conferences provide parents a deeper understanding of the child’s academic and developmental needs, and they are a time for parents to learn more about the lives of their children within the culture of the school.  A conference provides an opportunity for parents to express their hopes for their child and perhaps their fears.  It may be a time for designing strategies to meet challenges.  Most importantly, it is a time for teachers and parents to work together in order to best support the healthy development of the child.

Princeton Montessori School’s population is comprised of children ranging in age from 6 weeks to eighth grade.  Teachers at all levels prepare for conferences by compiling as much information as possible in order to present a complete picture of each child.  An infant/toddler teacher’s conference is primarily based on observations of developmental progress, such as movement and language acquisition.  Observations play a vital role for teachers of early childhood (ages 3-6), elementary and middle school as well. Truly knowing the child through close observation and interaction aids the teacher in determining social and emotional milestones. These teachers also assemble portfolios to demonstrate academic progress. Through the diligent gathering of information, a teacher is able to present a personalized and multifaceted picture of each child.  


The National Education Association makes recommendations to teachers to help create a constructive flow to the conference:

•   Mention the student's strengths first.
•   Briefly discuss the student's progress in each subject area and show examples of the student's work.
•   Briefly discuss the student's behavior, work habits and social skills.
•   Devote half the conference to the parents' concerns. Invite parents to share their thoughts and suggestions about their child and encourage them to ask additional questions about their child's progress.
•   Set two or three immediate goals for the student and work with the parents to create a plan for meeting those goals. Provide any materials parents might need to implement the plan.

•   To keep the conversation straightforward, teachers should avoid using too much educational jargon.  Anticipate the parents’ questions and be prepared to answer them. Teachers should practice active listening as well (“What I hear you saying is ________”), a technique that keeps the channels clear.  Teachers can remind parents that supporting their child in school is a team effort and the team is made of each parent and the teacher(s).  End the conference by noting the student’s strengths and accomplishments.

 
Parents can prepare for conferences too.  Preparation allows the best use of the brief time allotment for their conference.  One way is to compile a list of questions and concerns prior to the conference.  Ask the teacher to provide detailed answers.  These questions might  include:

•   What is my child learning?
•   What skills and knowledge should my child acquire this year?
•   Is my child working up to his or her ability?
•   What are my child's specific strengths and challenges?
•   How much time should my child spend on homework?
•   Does my child get along with peers?
•   Have you noticed any changes in my child?
•   How can I [deleted help] support my child at home?

Teachers who have concerns about a child should begin the conversation well in advance of the regularly-scheduled conference; the conference should not be the first time such concerns surface. Discussing a child’s learning differences, behavioral challenges and developmental issues can be stressful, and such conversations require undivided attention.  Parents and teachers meeting under these circumstances should remember that the ultimate goal is to foster healthy academic, social and behavioral development.   Teachers can support parents by being available as an information resource through what can be a challenging process.  Parents and teachers should also remain in contact as they communicate with and work with any professionals that may become involved in the child's action plan. Once a plan is in place, future conferences become a time for reviewing and renewing goals.

Parents should not hesitate to approach the teacher with questions or concerns; the teacher is a resource.  Remember that the teacher spends a great deal of time with your child; he or she can offer a perspective based not only on the school setting, but also on her experience as an educator.

Preparation and communication are the keys to fostering a supportive parent-teacher relationship that benefits the child.  By working together, parents and teachers can form a team that helps a child realize their potential, no matter what the challenge.

# # #

The Princeton Montessori School serves children from infancy through eighth grade. The school is located on 20 acres. The School is accredited by the Middle States Association and the American Montessori Society.