Presentation

1. Conference Time: Chatting
with Parents
Larissa Orlando
&
Ashley Taylor

2. Be Prepared
• Use laptop or tablet to let parents see grades
– Showing grades can be used to start conversation and explain
assignments
• Show pieces of work
– When parents see assignments they have a better
understanding of what the classroom expectations are
– Place them around the room and at the students desk so
parents can explore the classroom and be able to see the
environment that you have created as the teacher
– Send them home with some as a souvenir

3. The 2-for-1 Approach
• Behavior issues or attitudes that are cause for concern
- Come up with a couple of positive things to say for ever issue
that needs to be addressed
- Share positive stories
Just Listen
• Parents want to be listened to
• Gives you a better understanding of student
• Helps to create a better school-to-home connection
• Relieves the stress of parents during conference

4. Put out the Welcome Mat
• Creating a space that your
students will feel comfortable
in will also make parents feel
welcome
• Bring in chairs and to replace
students desk and make sure
tables are free of clutter
• Make sure the room is clean
and tables are wiped off
• Little details can make a
difference as to how you
present yourself as their child's
teacher

5. Self-Assessment Inspires
Learning

6. Self-Reflection is Self-
Assessment
• Self-reflection is one of the most significant learning tools
we can model for our students
• Research repeatedly shows that the difference between
good teachers and superior teachers is that superior
teachers self-reflect
• We empower students with the “inner resources” that
directly affect his/her ability to pay attention, engage, and
create meaningful learning experiences

7. School Culture & the Brain
• The brain is a rational organ designed to survive, think,
and feel – People change People
• When the brain feels any type of threat (emotional,
social, or cognitive) the thinking part shuts down
• Unless school culture feels or is perceived as “safe”,
learning does not occur

9. Daily Goals
1. Work completion
2. Dialogued about frustrations
3. Stayed focused on assignment
4. Regrouped and continued on with work after frustrating time
5. Showed respect and compassion for others
6. Helped other teacher or student
7. Contributed some ideas and suggestion to a conversations
8. Used positive language in describing a need or desire
9. Created a person statement, visual, and/or tool for encouragement
when working on big goals

10. Daily Goals
1. Work completion
2. Dialogued about frustrations
3. Stayed focused on assignment
4. Regrouped and continued on with work after frustrating time
5. Showed respect and compassion for others
6. Helped other teacher or student
7. Contributed some ideas and suggestion to a conversations
8. Used positive language in describing a need or desire
9. Created a person statement, visual, and/or tool for encouragement
when working on big goals