It wasn’t too far into summer when I started to catch blog posts in my Twitter feed about parent-teacher interviews. Well at least educators were discussing the merits of… not sure many parents were yet. 🙂
I have posted on the topics of parent engagement and report cards on this blog, but not necessarily about parent-teacher interviews specifically. I thought I would attempt a post on the topic to pull a few threads and ideas together.
In late July, Doug Peterson posted a personal story and reflection about parent-teacher interviews in his “Whatever happened to…” series. He offered some good questions for educators that are worthy of repeating now that “the season” of interviews is well underway.
He states in the post,
Parent/Teacher interviews are still the lifeblood of communication and I do hope that Faculties of Education are not failing their students like mine did. But, is there a more effective way of communicating with home?”
- did you ever get good advice before your first parent/teacher interview? Have you mastered them now?
- do you use report cards and attachments as communication tools?
- do you have a class blog/website and use it effectively? How?
- does social media fit into your communication plans? Is it effective?
- do you worry about the privacy of student/parent information in any of these formats?
- where would you be without computers to facilitate this?
- is a physical meeting a thing of the past? Couldn’t you just do a hangout or Skype instead?
Please read his full post and I am sure he would welcome comments still.
Also in the summer, my friend Nancy aka @withequalstep shared this post with me (and probably on Twitter): Reporting to Support by Janet Goodall. It is also a worthy read to challenge ideas about traditional parent-teacher interviews and reporting on learning. The idea of shifting reporting to supporting is interesting. The article has some good suggestions and insights. I was left wondering about the delicate balance that K – 12 teachers must face. How do they communicate (be “accountable”, as much as I don’t like that word) what may be expected about how they are teaching to support learning, and then also determine what is appropriate to suggest to parents to support learning at home, especially during a short “interview”? Perhaps that comes clearer over time and through relationships and partnerships, as the post mentions:
What if, rather than being focused on the teachers, the event was focused around a partnership between parents and the teachers to support learning?”
Another August post that I read and appreciated was by Rusal Alrubail. She wrote, as her title suggests, How To Create a Culturally Responsive Classroom for Refugee & Migrant Students. I also took note of some good suggestions for connecting with immigrant and refugee parents, including:
Another piece of advice is to connect with parents on a regular basis, whether that may be through messaging, letters, phone calls or face to face, to update them on their child’s progress. Many immigrants and refugee parents might not feel comfortable asking about their child’s progress as they don’t want to take the teacher’s time. In some cultures, asking about the child may seem like an act to undermine the teacher’s authority. So it’s important to let them know you’re available if they have any questions or concerns.”
With all this reading, it prompted me to wonder what I learned about communicating with parents while taking my B. Ed program (over 20 years ago). (I posted previously about the research that Tracy Bachellier conducted to look more closely at current programs in Ontario’s Faculties of Education.) Since our family moved houses recently, I found and tossed all kinds of stored paper and files. I did find a few good notes and handouts specific to preparing for parent-teacher interviews and being sensitive to parent needs. This was before much technology of course, but I was still rather impressed with the tips that I had noted during a lecture. Interestingly, I found this quote copied down in my notes:
Teachers in consultation with parents must strive to know each child as soon and as thoroughly as possible in order to provide learning opportunities which will help their child.” (Min. of College and Universities, 1979-80).
We still may not have all the answers or best approaches, but it is clear to me that the conversations about parent-teacher interviews carry on through the years and over the summers!