Evidence of Parent-Teacher Conferences Plus Reflection

These are the summarized data I presented to the parents of my three focal children.

Child A

Child M

Child P

Journal 13

Last week of the 21st and the 25th, I conducted two Parent-Teacher Conferences. I was supposed to do one on the 23rd, but the parent had to reschedule it on May 2nd because her daughter got sick and next week of Monday-Thursday, both of our schedules does not line up.

When I had the conference on Monday, I was nervous. My mentor tried to relax my nerves by telling me that doing a first conference with a parent is always the hard one and he said that even if it was like that, I will be fine and do well. His encouragement was helpful, but the first three minutes of the conference, my voice was kind of soft that he had a hard time to hear what I was saying. But after that, I felt less nervous and more comfortable talking.

Conducting my first ever Parent-teacher conference was nerve-wracking. Why? Well, because I was worried that I might not be able to answer their questions or that I might say something wrong. But thankfully, my mentor was there to support me in answering their questions. The parents and I were on the same page of what their child’s strengths and the improvements that she needs to work on. Because of that, the conversation went well and it was not intimidating.

After that first conference, my mentor gave me some tips. First, he told me to “stop being nervous” because I did well and also, I should make sure to point out on the information sheet I provided which ones are the strengths and the support sections, and write down new information that the parents will share about their child. In my second conference with the parent of one of my focal children, I did what my mentor told me. I asked the parent questions regarding other strengths that I might have missed or any improvements or support that she thinks that her child might need and wrote information about her child that I did not know or missed to observe.

Based on the conversation I had with my mentor after the first parent-teacher conference, it is important that I should pay attention to what the parents are saying by taking notes or by asking questions because through that, they would know or sense that we care about their inputs regarding their child. This is why I really applied what he told me on the second parent-teacher conference.

When I did my second conference, my mentor was not there because he was waiting for a staff to cover his place while he was gone. When he came in to join the conference, we were already finished, but before we left the conference room we stayed there for a while because I told him some of the information that I learned from the parent and that sparked another few minutes of conversation. I was kind of nervous when my mentor was not there, but it was a great experience because I was able to conduct a parent-teacher conference, and I felt that my mentor trusted me and that I am really part of the team.

Although I have a lot more improvements to work on to be more effective on doing a Parent-Teacher Conference, I will never forget this experience. Through this experience, I learned it is important to study the information I have gathered and summarized on a certain child to be able to expand and explain it to the parent (s) and to be able to answer their questions. I also learned that simple gestures such as eye contact or taking notes are important in order for the parents to see and know that we care, value, and acknowledge any information they have regarding their child, no matter if it is about their child’s strengths or improvements.

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