Criteria for a Smooth Parent-Teacher Conference

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The majority of discussions with parent-teachers are often cheerful, fruitful and educational; however, they can go awkward at times without good results. To ensure such meetings are smooth, you have first of all to study and send the letter to the parents asking for their principal concerns before the conference. The answers of families later become guidelines for the planning of the meeting. The notes must be arranged in simple, such as areas of concern, urgent and objective categories. The teacher then has to look at students’ answers and ready the sample work of the student to be shown to the parents. The presentation should always commence with what the students do well, and one should say just what he or she understands well. In the case of new teachers, it is better to seek the help of the experienced tutors the type of questions parents like to ask (Wolfe, 2017).
1. The Practical Strategies for Communicating with Families
The school staff and the parents regularly engage in the communication regarding the student’s learning both at home and in the community. It is the responsibility of the schools when it comes to the establishment of the recurrent two-way communication with the families. The first practical strategy for family communication is the parent-teacher meetings which involve both the students and their parents. Teachers can also use the electronic grade booklets for the frequent monitoring of the children’s progress by the families. The school should send the class information sheet to the folks and also put them on the school website where parents can access them quickly (Framework for Building Partnerships Among Schools, Families, and Communities, n.d).
2. Why Communication is a dual Accountability
The policy-makers have the responsibility of ensuring that the development strategies in communication take into consideration the environment and the level at which communication takes place. A responsible communiqué scheme protects and preserves the cultural legacy and also offers the liberated exchange of information. The communicator and the listener both have to take their time and pay attention for the message passage to be successful. In the school setting, it is the responsibility of both the parents and the teachers to discuss the children’s learning process. They both have to work collaboratively in ensuring the children get the best possible education. Both the staff and the parents should look into the needs of the children and make the necessary adjustment where appropriate (NZCER, 2006).
3. The Family Survey and the Classroom Instruction
The schools can use the parent and family participation survey as a means for gauging the family engagement in the students learning and benefitting the classroom instructions. The study should empower the parents with vital information that offers support to the home learning of children so as make the classroom instruction easier. The investigation should create the communication channels between the school and home to discuss the progress status of the children. Additionally, the inspection should benefit the classroom instruction by setting high prospect for the students in the provision of quality tuition and meeting the learning needs of the individual students. Lastly, the survey should provide a tolerance school atmosphere to make the classroom instruction easier (Framework for Building Partnerships Among Schools, Families, and Communities, n.d).
4. The adjustment Challenges of Children due to Parents Incarceration
When a parent is in prison, it can cause an effect on the social behavior, psychological health, and even on the education of the kids. The children may have the emotional trauma and the hardship of a disturbed family living followed by the social stigma in the society. The children may experience the adjustment challenge regarding the financial adversity due to the loss of the parents’ income. Moreover, the children sometimes move from better schools to the low-standard ones due to lack of finance which gives them a difficult time in coping. Finally, they may also face the challenge of undesirable youth experience for instance, in witnessing the violence and exposure to drugs both in the community and even in the households (Youth.GOV, 2017).
5. Strategies to Help Children adjust to their Military Parents’ Cycle of Deployment
During the periods of pre-deployment, deployment, post-deployment and reintegration, the family members of the armed forces individuals go through a lot of emotional challenges especially the children. In helping the young ones coping with the challenges, one can organize the weekly get-togethers with other families to make them forget and not think much about the deployed parent. While in the school, the teachers should always give the children a warm greeting of welcome, together with a hug to make the children feel at home and have a sense of acceptance. The teachers should also encourage such kids to express their feelings for instance through drawing (Allen & Staley, 2007).

Allen, M., & Stanley, L. (2007). Helping Children Cope When a Loved One Is on Military Deployment. Retrieved from
Framework for Building Partnerships Among Schools, Families, and Communities. (n.d.). Communicating with Families. Retrieved from
Framework for Building Partnerships Among Schools, Families, and Communities. (n.d.). Conducting the Parent and Family Involvement Survey for your school(s): Instructions and Guidelines. Retrieved from
NZCER. (2006). Teachers, parents, and whänau working together in early childhood education. Retrieved from
Wolfe, S. (2017). Ten Tips for Productive Parent Conferences | Scholastic. Retrieved from
Youth.GOV. (2017). Children of Incarcerated Parents | Retrieved from

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