CONFERENCES

Fall is the time of pumpkins, Halloween, and teacher-parent conferences. I am not sure which is scariest for the new teacher. There are a number of things to do to have a good conference. I’ll share a few of those things here.

The first thought to keep in mind is that both of you are here for the same reason: to help each child improve academically/behaviorally. Neither person should be on the defensive for any reason whatsoever. As a teacher I keep in mind that some parents are regular visitors to the school because their child is persistently in some sort of trouble. These parents dread conferences and sometime are in an “attack mode” as a defense mechanism. Starting the conference with a positive comment about the student will set the tone for a good conference.

I also prepare for conferences by giving one or two very simple assignments during the school year before conferencing. Since I teach science, I like to give a scientific coloring from time to time. I make sure that I have given at least two of them before conferencing. That short circuits the comment, “Johnny finds the work too hard and doesn’t understand what you are doing in class.” The focus shifts very quickly away from that excuse when I show zeros for “Johnny” not doing colorings. Then we can get down to exposing the real reasons why “johnny” is not doing assignments.

I always have parents and students sign in for conferencing. That way I have a record of the conference and I can always ask for additional contact information. Also, as I mentioned in my last blog, I tell the parent(s) to keep the pen. It always helps to set a good mood. Sometimes I have candy setting out as well. Jolly Ranchers are great for conferences and also for classroom rewards/bribes. They are cheap and tasty!

Open House is a time of confusion. Parents want to talk about grades while teachers are supposed to show off their rooms and only explain their curricula. Parents always leave unhappy and teachers are frustated that they only have about 10 minute time blocks to explain everything. We decided to replace Open House with Fall Conferences and have been pleased with the results.
Conferences are usually held soon after report cards have been sent home. That tends to bring out the parents. Then the teachers with the most students in grade trouble get the most “business”. They, and the new teachers, tend to have long waiting lines. New teachers tend to confer with parents longer than necessary and may run an hour or more overtime to meet with them all.

When conferencing, limit small talk to introductions and a short comment about something good the student has recently done or turned in for a grade. Then get out a progress report and “run down the list”. Point out strengths and shortcomings and make suggestions for improvement.
One of the best suggestions for underperforming students is that the home should have a study area and the student must spend a set time interval in it every day. If there is no homework, he/she can either work ahead or read a book.  There is no TV, cell phone, or electronic game access during that time. Make it a mutually agreed upon time so it is not perceived as punishment. You will find that most parents appreciate the suggestion but won’t carry it out. Unfortunately most of the poor grades are related to a lack of strong parental support and your talking to the parent won’t change the “let the teacher do it” attitude.

I document everything with notes after each conference. That way I can do followups during spring conferences.

Use the conference time wisely. Get to know the parents of your students. Present a caring, concerned teacher image and your job will become a lot easier. All parents want their children to be successful. Some won’t want to exert a whole lot of effort to help, but their good will is still very important. A followup email to each parent is another good move to maintain a good parent-teacher relationship. Build upon each conference in this way and many students will view your class differently because now you know their parents.

Memories

I have a number of things I remember about my school years: some pleasant and some not so pleasant. We all have such memories. One of the things I try to do in my classes is to give my students some good memories about their school days. I try to create a classroom atmosphere that is educational, welcoming, and influential. I believe that most days I achieve at least one of these goals.

I have taught many students for three years of their science education. They have had advanced earth science, chemistry, and physics with me while other students who are not college bound have had me for two or more years of the fundamentals of biology class (failed and then passed). One student had me for fundamentals of biology three years in a row. He failed it the first year, passed it the second year, and just wanted to have my class for a third year so took it again.

When students repeat a class with me or return after graduation on a visit, I sometimes hear things that make me feel good or things that make me smile.

For example, during my fourth year of teaching, I was lecturing a 7^th grade life science class. I sat down on my stool behind my lecture desk and it broke, sending me to the floor. The kids were shocked until I laughed it off. I had most of those same students two years later in 9^th grade earth science. The second day of class I was asked by the class whether or not I still broke stools during class. Obvious a lifetime memory!

Another student drew a giant mural on the back of my classroom depicting the United States space program. Several years after graduating he visited to see how his mural had fared. It was just fine and was there ten years later when I left Pennsylvania for Oregon.

Kids visit after graduation and talk about science demonstrations that made an impression upon them. They tend to remember little favors I have done for them. Most of all they feel the need to visit me when they come back to their “old school”.

One of the things I have been doing for the past seven years has been very rewarding on a personal basis. My wife and I have a retail mail order plant business and we sometimes buy pens to give out to customers. Back in 2005 I got the idea of giving pens to my students. I try to influence students attitudes as much as I try to achieve a measure of subject matter success. I usually purchase between 300 and 500 pens, keeping the cost under $150.00 and getting enough of the pens for two years. These totals depend upon the best prices available.

I search the web and books for a 2-3 line inspirational quote which I have printed on the pen just under my name. I hand the pens out, one per student before Thanksgiving vacation. The expression of disbelief on many of their faces is worth the price of admission. They always read the quote and sometimes I even have to explain what it means. Two things have occurred that convinced me to continue this activity. First, out of approximately 150 pens handed out, less than five are found on the floor at the end of the day, which means they have value to just about everybody. Second, I have had students up to four year later who have said they still have their "Fincham Pen(s)" in their room at home. I think that a little gesture on my part had a profound effect on some of my students.

The pens also make a good impression on parents during parent/student/teacher conferences. I have parents sign in before we conference in order to keep track of who met with me. I always lay ten or more pens on the table and give one to every parent who meets with me. It helps start the conference with a good atmosphere.

Kids remember many things from school. As a teacher I want their memories to be good ones. I have rigorous academic standards that are suited to the level of class I am teaching, but it is tempered with an obvious concern for each student under my supervision. My students remember many things about me, things I have done out of the ordinary as well academic skills that will serve them well as they go beyond high school to higher education or into the workforce.