Yesterday, we had our first parent-teacher interviews for the current academic year. Some of my colleagues don’t like them. I do.
I enjoy parent-teacher interviews because I always see them as an opportunity to reflect on what I’ve accomplished with each individual child. Getting ready for parent-teacher interviews is an opportunity for reflection and self-assessment. It’s an opportunity to look beyond the province-sanctioned learning outcomes that often define my work and focus on the individuals in my classroom, on individual human beings and their strengths, weaknesses, and the quality of the learning journey that they’re on. It is a great opportunity not only to ask what the student has accomplished, how she or he is progressing in my class, but also to ask myself “What have I done for this child? How has this student benefited from being in my classroom?
I’ve always thought that the only weakness of parent-teacher interviews, at least at all the schools where I’ve taught over the years, is the fact that the student never participates. Parent-teacher interviews are conversations about the learner that, in most places I know, purposely exclude the learner.
Imagine my surprise when, yesterday, one of our new parents (her daughter came to our school only a month ago) arrived with her daughter!
As soon as the mom introduced herself and they both sat down, I thought, “Fantastic! Finally, an opportunity to experience a parent-teacher interview with the student.” I was so impressed and thankful for this opportunity that I actually wanted to congratulate the mom for taking this bold step and bringing her daughter to talk to her teachers. Now, looking back, I know that I should have.
It was a fascinating learning experience. My biggest fear, throughout the interview, was that I would spend too much time addressing the parent and discuss her daughter in the third person. I don’t think the mom would have been upset by that, but it just did not seem right. So, I spoke to both. My comments about the daughter’s progress and the curriculum were interspersed with questions addressed to both mom and the daughter. We talked about specific assignments and tests, I summarized my plans for the rest of this term, and ,throughout this conversation, both the parent and the child were actively engaged. It was not easy and, occasionally, I did revert back to the familiar third person when discussing my student’s progress. But, overall, this was a conversation about learning that included the three key figures in the child’s academic progress - the parent, the teacher, and the student herself.
On my way home, I kept thinking about what I had said and how both the mom and the daughter participated in the interview. I still remember the look of empowerment and confidence in the daughter’s eyes when I told her, in front of her mom, that she performed very well on an important assignment last week. I still remember how often the mom glanced at her daughter to make sure that she was listening intently to my comments about her habits, skills, accomplishments to date, and the upcoming assignments.
Of course, one could argue that the interview went well because the student in question is a hard-working and dedicated individual. I’m sure skeptics will say that things would have been very different if I had to deliver bad news and comment on the student’s lack of effort or some failing grades. I disagree. The interview would certainly have been different, but the impact on the student would have been just as valuable. The interview would have provided an excellent platform to openly discuss challenges, past difficulties, and develop a plan for the future. How can such a plan be developed if the student is not there? How can we ensure that the student is involved in her learning if the conversation about learning takes place without her? How can we have a meaningful conversation about learning, if the student herself is not considered important enough to attend the meeting about her own achievements, challenges, and goals for the future?
The educational blogosphere is filled with posts and conversations about the participatory nature of learning in the 21st century. We all write about making our classrooms more democratic, about the importance of empowering the learner and suppressing the autocratic teacherly voice. We discuss how blogs, wikis, and many other participatory educational tools have the power to transform learning into a process of discovery, knowledge-building, and personal meaning-making. Yet, when it comes to talking to students and their parents about learning, we rely on the traditional and outdated model that excludes the learner.
And so, as I was driving home, it occurred to me that we often reduce teaching in the 21st century to a handful of digital tools that, in our opinion, should drive learning in our classrooms. I’m not saying that they shouldn’t. I’m not saying that these tools are not valuable. Many of us have done a lot of work with blogs, for example, to know that they can have a significant impact on student engagement, motivation, and achievement. But, in our rush to implement these 21st century tools, we shouldn’t forget about other school practices that tend to alienate the learner. Learning today is also about transforming outdated institutional practices that no longer work - that cannot work - in this new paradigm. My blogging community, no matter how participatory and engaging, will have a limited impact if, outside my classroom, the school as institution insists on treating the students as recipients of knowledge rather than participants and meaning-makers.
It’s time to insist on conversations, not just in our classrooms, but also in our schools and communities. It’s time to remind everyone involved that we are not here to dispense but to converse and engage. We cannot do that if the doors to our classrooms are closed to our students when their teachers and their parents meet to talk about their learning and the plans and strategies for the future.
November 5th, 2007 at 7:38 am
This goes along with my insistence that classroom 2.0 is not only about technology. It is about changing power structures, changing pedagogies, etc.
I always encourage kids to come to their interviews but it always depends on many variables. Kids that are not doing so well rarely want to come for fear of what they might hear. I’ve also had parents who do not want their children to come to the interview for a variety of reasons. When parents, kids and teachers are on board, it is an empowering experience for learners, but it is sometimes surprising why these connections are not always made.
November 5th, 2007 at 8:35 am
Yep… at SLA, all conferences are Parent-Child-Advisor. I always tell the kids, we talk to you, not about you.
November 5th, 2007 at 9:33 am
Thanks for this post. i am very encouraged in reading it.
I get frustrated with my school. it has slipped backwards in its use of student centred ICT while the cutting edge is accelerating away. However, i have to say that the do the parent/teacher/student team thing really well. We are not perfect but I am very happy with how much we include the kids in the consideration of their own learning. it is normal for kids to turn up and participate in parent-student-teacher interviews.
November 5th, 2007 at 10:47 am
I love the idea of allowing students to become part of a conference. There will be times that teachers will need to meet privately with parents. However, when it comes to student progress the student has every right to participate and state his/her opinion. I am a special education teacher. I want my student to be part of their goal setting. I make their progress visual and allow them to be part of the documentation. I have heard of other educators who teach at the secondary level, allow the students to help in the development of personal IEP goals, attend the meeting and actually run the meeting. The students have a greater ownership, confidence and pride when they are “in charge” of their future. After all, it is all about the best for our students.
November 5th, 2007 at 2:40 pm
Konrad,
Your post comes at a time when most of our teachers are dreading the end of the first marking period, which, of course, means the arrival of report cards, and for some, conferences. My wife has conferences coming up shortly; she teaches 4th grade. Each autumn, we spend time thinking of how to make the experience more than just having parents ask questions and us trying to answer within the 20 minute allowable time slot.
What you stumbled upon is an idea whose time has come to emerge as the norm in education. Clay Burell posted this past summer on the infantilization process we keep running our students through as they age, and locking students out of their educational process can serve to further this.
What’s the traditional counter argument to this, however? Since I read your post last night, I am having imaginary discussions with teachers from the buildings I work in about switching to this type of conference as the norm. The arguments I am dreaming up stem from the fear of giving up some type of control over the students. I see this as incredibly empowering for all of the stakeholders rather than an unbalanced situation. I will be passing this idea along to those I see and who ask me about conferences, especially my wife.
November 5th, 2007 at 7:37 pm
Hi Konrad, I really enjoyed your post. Not only am I a lecturer in tertiary education, but I have 2 teenage children so have seen education from two points of view. I have been to parent/teachers evenings with and without my kids,. I have been quite shocked and upset at some of the things teachers have said to me about my son (who has been a boy who has never been engaged at school). So I second your call for more participation not just from parents but from children. Unfortunately, I feel that will always be curtailed by national curriculum which hugely controls what goes on in the classroom in New Zealand at secondary level.
November 7th, 2007 at 2:20 pm
Chris,
You summed up my post in this one concise statement: “We talk to you, not about you.” I hope I’ll get a chance to visit SLA and see all the amazing things that you do as a school.
November 7th, 2007 at 2:24 pm
Hi Konrad, your post really hit home with me today. I teach middle school school science (currently 7th graders). Our school is set up with a team structure so I work closely with four other teachers; social studies, math, language arts, and reading. We meet once a day which gives us the opportunity to meet with parents on a pretty regular basis. We just met with a parent today and she requested that her son join us for the meeting. I would say that about 50 percent of the parents we meet with request that their child be present during the meeting. I wish it was higher. I always feel that the meeting has been more successful when the student is present. As you pointed out one of the hardest things to do it not talk about the child in the third person as if they are not their. I see some of my colleages do it on a pretty regular basis and I wonder how the child feels when they hear one of their teachers talking about them to a parent without actually addressing them personally.
November 7th, 2007 at 2:42 pm
Clarence,
I also find it “sometimes surprising why these connections are not always made.” I think some practices are so deeply ingrained into school culture that most of us don’t even think of questioning them. Also, I find that it is easier to question and change practices that we engage in as individual teachers in our own classrooms. School-wide change is always very difficult.
You are also right about all the variables. What I advocate in this post is difficult because every single situation is different. Some parents may not be comfortable with this idea, some students may initially perceive this type of interview as too confrontational. I do believe, however, that we can accommodate all these variables if we start implementing practices that are inclusive and conversational. It’s likely to be difficult and uncomfortable at the beginning, but I think it’s an important change to consider.
November 7th, 2007 at 11:53 pm
I love this concept of involving the student. I think so many times we exclude the student and loose valuable teaching time. One example I can think of is in IEP meetings concerning students with disabilities. You summed it up wonderfully the teacher the parent(s) and the student are the triangle that makes education work–it is an interdependent effort and therefore should be conducted as such. With this is mind, would you then say that we as teachers could perhaps make teacher-parent conferences be teacher-parent-student conferences? Would you say this is the most effective way in all cases?
November 8th, 2007 at 4:41 am
In NSW Australia, it is compulsory for students to attend these confrences. In primary school they are actually called ’student led conferences’ and in some schools, the student develops the agenda for the meeting. She or he decides which assessment items the three people will discuss and she or he prepares to speak about their goals and challenges. In high school (where I work) the students are integral to the process, and it is a very powerful and nurturing environment in which to communicate bad news. The poor result leads to goal setting, which is committed to by all three participants. Oh, there are a few tears before bedtime, but maybe that is outweighed by the value of the quality communication.
November 10th, 2007 at 8:46 am
Konrad,
We recently held a series of teacher workshops where student panels spoke to our teachers about how they learn.
What struck me is something you mentioned in your last post–although we talk a lot about web 2.0 tools transforming education, they are actually a placeholder for the idea of voice–the student voice.
If the tools happen to drive changes in schools because students get to express their voice in empowered and professional ways, then that is transforming.
But you are so right that non technology practices are at the heart of this. When I listened to our students speak, what they spoke most about was relationship…was about teachers who ask them to talk and do hands-on assignments…about teachers who engage them in learning by allowing students to work on their own passions, not so much about any specific technology. (I posted more details if you are interested).
This is more than about teacher-student-parent conferences but about all the ways that our practices at a school don’t incorporate our students’ voices or needs. Thank you for the insights.
November 10th, 2007 at 11:35 am
Russell,
I had a feeling that somewhere where I have never been students are included in this process and was very happy to read your comments. So, there is hope, after all!
It sounds like the students at your school don’t need to come and yet many do. I’m sure those who do really benefit from the conversations that ensue.
Greg,
Involving students by having them develop an agenda for the meeting gives them an opportunity to think about their learning, to reflect. What an amazing idea! I’m so glad that you also addressed those conversations that might involve stress or even tears for some students. I agree with you that those moments can lead to very powerful learning experiences. I think it’s crucial that we involve our students in conversations about their progress, their ideas, their ambitions, and their challenges. It’s so disappointing that that this does not happen where I teach. I will try to implement this approach, but I know it won’t be an easy process.
Thanks for sharing your thoughts.
- Konrad
November 11th, 2007 at 12:02 am
Jen,
“There will be times that teachers will need to meet privately with parents.”
Absolutely. The decision to include the child does not automatically mean that the parent and the teacher cannot have a phone conversation, for example, that does not include the child. I agree that putting students in charge of their learning is an important step in helping them acquire ownership of their learning.
I am interested in examples of how you make their progress visual and how you involve your students in commenting on their progress. Would you be willing to share/describe this process?
November 11th, 2007 at 12:09 am
Patrick,
I’m not sure about the traditional counter arguments. I think most teachers would say that some things, such as low grades, cannot be discussed in front of the child. It might also make the child feel that the parents and the teacher are teaming up. The child might feel overwhelmed. The interview might easily turn into an intimidation tool, rather than an opportunity for constructive dialogue.
I think that both teachers and parents are, sadly, not well prepared for this kind of shift. I do think, however, that it is necessary. All the possible concerns I listed above are valid, but they are also concerns that can be easily addressed by the teacher. Once the student is included and knows what this process involves, he can also be prepared for the interview. In fact, I am now very interested in preparing resources for students that would help them prepare for the conversation with their teachers and parents. I’m thinking of progress reports that the child could prepare or some kind of personal narrative.
Let me know how the idea is received at your school.
November 11th, 2007 at 8:00 pm
Carolyn,
Thanks for stopping by and leaving a comment. You are absolutely right - our traditional practices often seem to be based on the assumption that learning is something that is done to students, not something that they are engaged in. Actually, I believe that our traditional practices emphasize teaching over learning. The focus seems to be on transmission and not interaction.
My thoughts on parent-teacher interviews reflect a bigger problem - a school system that, in many places, does not achieve its goals because it does not provide agency-building opportunities for the students.
I’ll visit your blog to learn more about your reflections.
- Konrad
November 11th, 2007 at 8:05 pm
Sean,
Thank you for sharing your experiences. I agree that speaking about the child in third person is a problem, but at least your school is moving in the right direction. I experienced only one interview where the student was present, but it opened my eyes. When I noticed how our ten minute conversation empowered the student, I knew that this was something I needed to start implementing. Of course, it’s not up to me, but the very least I can do is engage my own students in reflective practice about their work and, through these reflections, engage their parents. If the parents see value in this approach, they will begin to approach administration and, gradually, things might change.
Thanks for your comment.
- Konrad
November 11th, 2007 at 8:23 pm
Konrad - I read your post a week after taking my son (who is in gr.
with me to the parent-teacher interviews. Because he struggles academically, he was dreading it. I had to tell him that we were not there to punish him but to work as a team to get him to where his potential lies. First, I took him for brunch and asked him, “What are your teachers going to tell me?” He shared with me frankly where he saw his weaknesses and strengths. We talked about “thinking about thinking” (an easier way to explain metacognition to a young teen!). Later we went to the interviews and the conversations were so encouraging for him that at the end of the experience, he said he was really glad that he come with me. The teachers treated him with great respect and dignity. I was deeply appreciative of their efforts to include him in the conversations about *his* learning process. I am very happy that my son’s school sent a letter encouraging parents to bring their children with them to the interviews. In my own experiences, it had helped me to develop better relationships and understanding with my students and their parents. Thanks for sharing about your experiences - it has been very interesting to read the comments!
November 11th, 2007 at 10:10 pm
Sharon,
Thanks for the comment and yet another example of the power of including learners in meaningful conversations about their work. I’m not surprised that your son found the experience empowering. If you still have the letter and wouldn’t mind scanning it, I would love to see it. Perhaps I could use it when I approach my administrators.
- Konrad
November 11th, 2007 at 11:21 pm
What a wonderful world you are creating for children. Your reflection on your practice is so revealing. I am involved in an effort to capture and share high school student voices with teachers and administrators. We need to free the voices of all students. It seems to me that this discussion that started with Konrad’s post is heading in the same direction.
You might find this web reference to John Dewey and the core practices of the Foxfire approach interesting, especially for core practices 10 and 11: (10) Reflection is an essential activity that takes place at key points throughout the work. (11) The work teachers and learners do together includes rigorous, ongoing assessment and evaluation.
http://www.ericdigests.org/1999-3/foxfire.htm
This Digest describes the Foxfire Approach to Teaching and Learning as defined by the core practices, the decision-making framework the approach provides for teachers, and the ways the framework fits with John Dewey’s notion of experiential education.
CORE PRACTICES: AN EDUCATIONAL FRAMEWORK
The core practices are: (1) The work teachers and learners do together is infused from the beginning with learner choice, design, and revision. (2) The role of the teacher is that of facilitator and collaborator. (3) The academic integrity of the work teachers and learners do together is clear. (4) The work is characterized by active learning. (5) Peer teaching, small group work, and teamwork are all consistent features of classroom activities. (6) Connections between the classroom work, the surrounding communities, and the world beyond the community are clear. (7) There is an audience beyond the teacher for learner work. (8) New activities spiral gracefully out of the old, incorporating lessons learned from past experiences, building on skills and understandings that can now be amplified. (9) Imagination and creativity are encouraged in the completion of learning activities. (10) Reflection is an essential activity that takes place at key points throughout the work. (11) The work teachers and learners do together includes rigorous, ongoing assessment and evaluation (Starnes, Paris, & Stevens, 1999).
November 12th, 2007 at 12:54 am
I have always encouraged parents to bring their children with them for parent teacher interviews. In fact, in most schools I’ve worked in, it was an expectation that the student would come. We usually have a combination of first semester parent/student/teacher interviews and then student-led conferences in the spring. Frankly, I don’t really know what to say when the student isn’t there. Thanks for sharing your experiences - I didn’t realize that inviting students was still not common practice!
November 12th, 2007 at 4:11 am
Hi Konrad, clearly another valuable post. You are doing well keeping up with all the comments
I just wanted to second your motion for doing more to extend the conversation beyond what the technology can do, and into the wider questions. I think you have been very consistent with this message since I subscribed at least.
Lastly, I am thinking about my own context - attempting to facilitate online adult learning, of who the participants are mostly professional teachers. I am wondering what the equal to a parent teacher night would be like in my context.
its an entertaining image isn’t it lol… but seriously, an opportunity to have a one to one discussion with participants who join my course would be valuable even if very difficult. Typically, feedback to me and my attempts to facilitate adults learning are frequent and disarming, an opportunity to go deeper - beyond the text comments and email, and really discuss for as long as it takes to come to an understanding and move toward an agreed objective would be welcomed by me.. I guess it would be a little like your meetings with your PHD supervisor though mine would be less grand and with smaller implications…
Thanks again for the food for thought.
November 29th, 2007 at 8:06 am
Hello, thanks for an interesting blogpost. I´m a high school teacher in Norway. Today I will see parents and students for interviews. Its part of the national guidelines to invite students to attend the interview. But the students can choose to come or not. Its part of en overall stategi for putting up students voices in school, and help them to be responsible for their own learning.
It´s also part of the expectation to the teacher, to see each student as an individual learner with his/her special needs.
All my 12 students are so nice, hardworking and clever, I barely know what to talk about. You have som reflections I could use. Thanks again.
January 13th, 2008 at 12:10 am
Our school expects students to come to the interview. Different teachers approach the interview in different ways, but most have some sort of pre-interview proforma so that any concerns/issues etc either the parent or the teacher would like to talk about are flagged. It also gives the student the opportunity to have a say in what is discussed and whch work they would like to share. I think the first time a teacher undergoes this type of interview it is a bit daunting but I find them very informative and productive.