Author: Aletta Stroder

Parent teacher conferences what to expect and how can I make the best of my time with my child’s teacher. Establishing an effective and trusting partnership with your child’s teacher is important to your children’s success. Below are a few tips from Child Mind Organization.

During the Conference

Listen carefully. It is perfectly acceptable to take notes. This is particularly helpful if one parent or other involved relative cannot attend. It can also help you remember details so that you can ask questions later.

Offer your perspective. Many times, teachers will ask you about your child’s activities at home and your views of your child’s strengths and areas where help might be needed. Even if the teacher does not ask, speak up and provide your observations and any concerns.

You want to hear good news about your child. If the teacher does not offer any positive comments, ask directly, “What does my child do well?” And remember that teachers often hear only negative comments, too. Be sure to try to offer a compliment, a thank you to let the teacher know you appreciate what they are trying to do to help your child-even when what the teacher is trying to do may not be working.

Do not be afraid to ask questions. If you do not understand something or feel your concerns are not being addressed, then ask the teacher. Teachers and other educators easily slip into jargon and forget that many parents are not familiar with the terms they use every day. Ask what test scores mean and what the results mean for your child. Stop and ask for explanation of unfamiliar terms or programs. Not understanding can quickly lead to misunderstanding.

Before the Conference

Prepare a list of questions you want to ask your child’s teacher. Is my child meeting expectations for learning and behavior? How has my child performed on daily class assignments, on tests, on homework assignments? How does my child compare to others in basic skills? Does my child follow school rules or does my child exhibit any behavior problems? If my child is struggling in any area, what has been tried to improve performance? Does my child pay attention in class? What else can be done at home or at school? What are my child’s strengths? Are there any concerns about my child’s health, or adjustment? Are there materials or resources that you would recommend? How does my child get along with other students?

Referral to special education. If you or the teacher have concerns about referral to special education, find out about your rights ahead of time. State and community agencies and advocate organizations can provide this information, and all schools should also have a printed copy of parents’ rights under state and federal law.

Be ready to collaborate. Generally, teachers will give parents bad news because they want to help the child do better and not to place blame on the parent or child. But sometimes the message does not come across that way, and parents naturally become defensive and protective, maybe even angry. Assume the teacher has your child’s best interests in mind and respond calmly and tactfully. Indicate that you are most concerned with solving the problem and helping your child succeed. Offer to meet further to discuss the problem and to work out a solution. Remember that teachers are often as afraid to deliver bad news as parents are to hear it.

For more information

www.childmind.org/article/teacher-conferences-a-guide-for-parents

Language impacts our social, cognitive and literacy aspects of development. Infants when they’re born cry as a form of communicating soon, they learn if I make a specific sound my mom and dad responds by feeding me, changing me, or picking me up. It’s just as important as a toddler and a preschool that we continue to respond as they develop their language skills. Children also benefit from quality conversations to build their language and literacy skills. I read this article from “Experience Learning” that talks about quality conversation with children as an Early Childhood Education professional I see firsthand the difference when we engage children in quality conversations rather than “baby talk” it truly makes a difference in their development read the article below:

Quality Conversations with Children

Caregivers can learn how to have quality conversations with children with these simple tips to promote language skills at home.

Research has shown that the more a child is able to talk and understand spoken words, the stronger his future reading and writing skills will be. 

Help promote language skills with your child at home with these easy tips:

• Ask your child open-ended questions (what, who, how, why).
  This gives your child the chance to think about the question, think about an answer and expand his logical thinking.
• Encourage your child to go further in his thinking. When he shares with you, ask him. what makes him think that or what he will do next.
• Narrate your actions. By narrating your actions, you will increase the amount of words your child hears in a day. “I am stirring the dough. Let’s add the eggs.”
• Narrate your child’s actions. For example, “I see you are running your car under the chair.”
• Use vocabulary words your child might not have heard before in everyday conversation, then take time to explain the meaning in simple terms.
• Give your child opportunities to have conversations with other children.
• Take time to talk, ask questions and listen as your child navigates oral language.

Take time to communicate with your child and try practicing one skill at a time to have quality conversations with children.

This article is credited to Experience Learning for more information the link is below!

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Quality Conversations With Children | Inspired Learning (experienceearlylearning.com)