I teach second grade and I need some material to give out at Parent Conferences.

Thanks in advance

I always hand out a bookmark with the reading strategies on it, a list of ways to encourage reading, a math fact practice tip sheet, and a listof websites that are helpful to children and parents. I also have the
students fill out a self evaluation of their classroom learning (this can be printed for free off the site - you will find it under grading and student evaluation - student report card @

Colleen www.teachingheart.net

I copy the Informal Teacher Inventory we use at my school and highlight the skills/concepts that we are covering but the child hasn't mastered yet. That way the parents know exactly what they need to be working on at home, and can take the copy with them for reference. For the children I feel might not make it this year, I also send a copy of the State Standards so that the parents can see I'm not just making up this curriculum.

I went to the local Dollar Store and bought several sets of Alphabet, Color, Shape, Number, and Counting Flash cards, and gave the appropriate ones to each parent. We discussed some fun ways to use them (Hide and Go Seek, Concentration Game, Go Fish, Memory, etc.) besides just flashing, flashing, flashing! Parents seemed thrilled with the gesture, even though they could have bought the exact same thing themselves! I think next time I will print up the game directions so I don't have to explain them a zillion times. by barb on 11/08/02

I created my own. It listed math and reading chapter test scores (we're required to give the tests). I then had items like: knows _____ of 9 colors, knows _____ of 26 sounds, knows _____ of 54 letters, can write first name correctly Y N, knows _____ sight words. Each of those items then included "below at above expectations" and I circled the appropriate one. The next section was based on our reading series: I listed each specific letter the series taught so far in both upper and lowercase and circled the ones the student could identify the name of. Then I listed them again just in lowercase and circle the ones they knew the sounds of. Then I listed each sight word taught so far and circle the ones they know. The last section was on effort and behavior. Each of those include "doing well needs improvement" and a space for comments. I also included some general comments at the end regarding goals, specific letters
or sounds that child could be working on, etc.... I made a photocopy of each once filled out. I had the parent sign one that went in the student's portfolio and they took home the 2nd.

Terri F.
Bakersfield, Ca.

What is your format for parent-teacher conferences?

Our school does it this way: Report cards are given to parents at the conference at our school so we have that to discuss. (In other schools the report card is given out the week before.) I put out materials for each student on their desk. If you are in a lower grade, I have student portfolios of work to show the parents. I have a table in the classroom (round) and we sit there to conference.I had a waiting area of two chairs in the hall. There I put cookies, water, children't books, my lesson plan books and 4 blocks books. Some parents come from work, some bring children, I want to make them comfortable.I stick to the 15 minutes allotted. In the hall are bulletin boards so kids work is displayed there.In the past, I also had a vcr there with video of the class available for viewing. When I taught kindergarten and prek, I did video portfolios as well as sample portfolios so those went home each quarter and were given to the parents at the end of the year.With younger kids, I also would send home a questionnaire for parents to gel their thinking. These were returned to me ahead of the conference so I had some idea of the parents specific interests and concerns. I prepped and covered those points.This year I am at third grade so I also printed the AR report for each student. I had available journals and writing folders to show process as well as product.Some parents went through the report card grade by grade or talking about certain grades. I had my grading records available so I could, at a glance, account for the grades....late work, incomplete, or could not demonstrate an understanding of this or that concept. In my book, I am able to list each page, the date and concept taught.Our conferences are held one afternoon into the evening and the next morning to noon. Ours were last Thurs. and Fri. after a half day Thurs. No school Fri. This was one week after the quarter ended, so the teachers had time to do the report cards.We conference, everyone the first conference and other quarters as requested by parent or teacher. Our special ed. person was also present at the conference. That person has to do major coordination to sit in on conferences school-wide due to the conference schedules of all her students being at same times.I always start with positive things and end with positive things to say/do with the student.I ask questions to present difficult information: "Do you have anything you do at home that is effective in getting Henry to do his chores that I could use at school to help him move along to complete his work?" "Does Nancy get angry when things don't go her way at home?"I had the computer on an AR test to show the parents how that is done if that might have been a question.The room was clean and organized. Some teachers have students tidy up desks. I do not. I think parents need to see, perhaps what might be contributing to a disorganized student's not staying on task or inability to do neat work. I usually get "It's the same as his room at home." Then we think of a strategy to work on together.I like to stress togetherness/teamwork, including the student as the most important team member. I also validate the parents and how much I appreciate what they do. I also cannot stress enough my availabitlity to talk at times other than conferences.You have to also get to know the parents and feel your way at the first conference if you do not know them. Use your people skills and respond to them. Watch your body language and theirs. Listen. You want to make it better for the student, not worse. Some parents may take a negative comment and run too far with it and what was a small need for a student, may turn into a big bruhaha between parent and child or you and parent. The 15 minute conference goes fast. I did put a "meeting" listed on my schedule after one parent I thought might give problems. It worked! I moved her to the door, went down the hall and was going to disappear for the next 10 minutes for a break out of sight, but I happened to run into a great parent of another student who wanted to mention something about her child, so I returned with her to the room and we had a "meeting."This is an alliance building time...conference time. It can be enjoyable. The parent, other teachers, students, all, don't always know what to expect. It's something they don't necessarily teach in teacher school. Take care and good conferencing to you!!!!!!!!!!!............................ Posted by Sue on 11/09/02