Parent Teacher Conference Tips

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  • 0:04 Communicate Early
  • 0:51 Two-Way Communication
  • 1:25 Use Data
  • 2:04 Stay in Contact
  • 2:37 Keep Clam, Stay Focused
  • 4:25 Lesson Summary
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Lesson Transcript
Instructor: Marquis Grant
'It takes a village to raise a child.' Although many know this to be an old African proverb, research has shown that student achievement increases when parents and teachers work together. This lesson will explore the importance of the parent-teacher conference when it comes to student success.

Communicate Early

Communication with parents should begin early. Educators should be proactive in reaching out to parents long before the first meeting or negative behavior takes place. Creating positive avenues of support in the beginning of the school year will likely result in more positive than negative experiences as the year progresses.

Effective parent teacher conferences
Parent Teacher Conference

Creating and maintaining positive relationships between school and home is an important part of all children's academic success. Research suggests there are positive correlations between parent involvement and student achievement. Educators should create opportunities for parents and families to fully participate in a meaningful way in the academic environment. Conferences are a great way for parents and teachers to support one another and confirm that they are on the same page to support the student's achievement.

Two-way communication between parents and teachers is important.
Two-Way Communication

Two-Way Communication

Communication should be bilateral, meaning one side should not be the only source of communicating concerns or expectations about student achievement. The parent-teacher conference is a great opportunity for both sides to share their thoughts, opinions, and beliefs about a student. If your student has demonstrated challenges in their academics or behavior, remember to include positive comments so that the conference does not turn into a child-bashing event. Parents tend to respond better if teachers express a genuine interest in a child's success rather than just complain about what the child is doing wrong.

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