Tips for Parent-Teacher Conferences
by Marcia Hansen, SPS Professional Learning Specialist

Parent-teacher conferences are an important step in building the bridge between home and school to ensure the highest quality of education for children. The purpose of parent-teacher conferences is to discuss the academic, behavioral, and social well-being of the child.   A successful conference between parents and teachers produces a team approach that truly supports students.  As you plan your conferences, feel free to include any of the teacher tips below.


Parent-Teacher Conference Tips

• Include the student, after all, how can you work as a team if the key player is not there? Also, make sure that all are sitting at a table in the same size chairs. It will keep everyone on the same level, both physically and psychologically. Be sure to know the parents' correct names, both first and last. In many cases, last names are different from the student's.    -Paula VanDerVeer, Fultonville, NY
• Time is a huge factor, be very organized and systematic to make the most of the allotted time.  Make a folder for each student, place notes on what you specifically want to discuss with the parents along with any student work or documentation needed.    -Amber Fireshaker, Springfield, MO
• Be positive and focused on plans to address the problems you and the parents and/or student agree upon. Suggestions for help should be specific, also include plans about how you and the parent will continue to communicate.   -Judy Bonfilio
• Start with something positive; continue with the things that the child needs to work on, and then finish with something positive.    -Marcelle Tapia, Santo Domingo, Dominican Republic
• Write notes on the child before the conference and put them into two categories; Glows and Grows. This helps to stay focused on the child and their strengths and needs both academically and behaviorally.    -Melissa Alfonso, Lancaster, PA
• Be careful not talk down to parents. Be honest and truthful; offer positive ways to help a struggling child. LISTEN to what the parents have to say. Thank them for taking time to come and meet with you on the day of the conference.  -Connie Caldwell, Fort Wayne, IN
• Be very professional; dress professionally and garner more respect. Also, avoid talking about other teachers who are not present. If a parent brings up a problem that involves another teacher, direct them to call and/or meet with that teacher.
• If at all possible try to get a guidance counselor or administrator involved in the parent-teacher conference. This is especially true if you fear that the parent might become agitated or irate. Having another individual there can have a calming influence on the situation.
• Be attentive and use your best listening skills throughout the conference. Allow parents to talk without interruption. Make eye contact and keep your body language open. Try not to be defensive; if a parent is bothered, validate this feeling by saying something like, "I understand that you are bothered by this situation. What can we do to help your child be more successful?" This ensures that the conference stays focused on the child. Sometimes people just want to feel like they've been heard.
• Avoid “eduspeak”, acronyms and terms that might confuse non-educators. If you are discussing specific situations such as standardized tests, make sure that you explain all terms to the parents.
• Build hospitality, have a table and two chairs set outside of your room. This becomes a waiting area.  Placing a bowl of candy, a class book, or pictures of classroom activities can make parents more comfortable as they wait for their conference time.

Being Generationally Savvy with Parent-Teacher Conferences
by Curtis Cunningham, SPS Professional Learning Specialist

Choose any nine-week period in your life and try to explain it to someone in 15 – 20 minutes.  Consider that the person you are speaking to might have a completely different value system or communication style.  This is the challenge presented to us during parent-teacher conferences.  We have a very limited amount of time to present a large volume of information to parents. 

One factor that might be overlooked is generational differences.  Chances are that you will be sitting at the table with at least one person from a different generation.  What might be some considerations that will make your short time with them more meaningful?

Jennifer Abrams, an educational consultant, has written and presented extensively on the dynamics of generational differences.  In her work she defines four generations: Traditionalists (Born 1920-1942), Baby Boomers (Born 1952-1970), Generation X (Born 1960-1980) and Millenials (Born 1980-2009).  The following document might provide some insights into the value systems of each generation.  While this document was created to support work among colleagues, it certainly has implications for our interactions with parents.  As you prepare for parent-teacher conferences, it might be worth your time to consider how generational differences might impact parents’ perception of what is happening in your classroom.

Parent-teacher conferences are a wonderful time to communicate with some of our most important stakeholders.  Communication and collaboration are key elements of effective parent-teacher conferences that can transcend generations.  While it can be an exhausting time of the year, it can also reap wonderful benefits.  We wish you many successful conferences with parents from all generations.   

Suddenly an Expert
by Curtis Cunningham, Professional Learning Specialist

At a recent gathering with friends I found myself in a surprising situation.  While making small talk two friends with a background in business asked me what I think about Common Core.  They had developed some opinions based on reports from the news media, but they were interested in what I think as an educator in the public school system.  Suddenly, my opinion mattered to someone.  I am not sure that I persuaded my friends to change their views about Common Core and honestly that was not my goal.  As I walked away from that conversation I was reminded of the responsibility I have to make sure my opinions are well informed, particularly when it comes of matters related to public education.  Friends and family trust us.  Our opinions carry significant weight in the community.  With this in mind, I would like to highlight a resource found in the SPS Common Core wiki.

You might find the following resource useful as you consider what talking point to have available in the event you suddenly become the expert on Common Core. http://www.corestandards.org/resources/myths-vs-facts.  We hope you enjoy your exploration of the Common Core Wiki.  Perhaps the link above will be a good place to start.

When Collaborating, Remember the Brain-based Social Needs of your Colleagues by Dr. Brady Quirk, SPS Coordinator of Professional Learning

     When utilizing the Seven Norms of Collaboration in faculty meetings, team meetings, or collaborative learning groups, being conscious about our brain-based social needs will help everyone be more successful. Paying Attention to Self and Others (norm #6) pertains to your level of consciousness about what you are thinking, feeling and saying and what others are thinking, feeling and saying.  Sometimes it is not obvious, even to ourselves, how/why we react to what we see and hear.

     As school-based collaborative groups continually refine their craftsmanship, having a raised awareness of the brain-based social needs of your colleagues is a real advantage.  In Your Brain at Work, author David Rock explores the theory that the brain responds to all stimuli in two ways: the need to minimize danger, which creates the “away responses” of anxiety, fear, and sadness, and the need to maximize rewards, which create the “toward responses” of happiness, curiosity and contentment. These needs of minimizing danger and maximizing rewards at the most basic level, can cause shifts in our brain during collaboration time that directly affect the outcomes of that collaboration. Rock further elaborates on these critical social needs of the brain through his S.C.A.R.F. acronym:

STATUS: Status refers to our natural brain-based need to be accepted, liked and respected by others.  Threats to one’s status cause an immediate “away response”, whereas experiencing a sense of importance or recognition within an organization causes reward circuits in our brain to fire.  What might be you be doing, through body language, tone of voice, or the words you choose (or don’t choose) that may threaten your colleagues’ status?  Status threats shut down collaboration more quickly than anything.

CERTAINTY: We are all programmed for certainty – we need to know what to expect in order to access collaborative, higher-order thinking.  The human brain has a basic need to know what is coming next. A primary function of the brain’s neo-cortex is to predict, and whether we realize it or not, we are constantly making conscious and subconscious predictions about everything.  When in a meeting or small collaborative group, a higher level of discourse and critical thinking will be achieved when the group knows what to expect.  Using meeting norms and/or sticking to your agenda is a way to achieve this.

AUTONOMY: The brain’s need for autonomy is strong.  We all need to feel a sense of control and to use self determination to make decisions in our work.  When our sense of control and our sense of efficacy is low, the “away response” kicks in and people shut down. Knowing that people need to feel free to make choices, or at least choose among some options, what are some strategies that could be incorporated into your regular collaboration?

RELATEDNESS: Making connections is as critical to our brain as food and water are to our bodies.  We are constantly making connections among variables and developing and refining relationships with our colleagues.  We quickly size up others as either a friend or a foe, and foes are met with the brain’s threat response.  When relatedness is strong, our brain releases oxytocin, causing an increase in trust.  When relatedness is weak, the brain releases cortisol, increasing our stress (and decreasing the quality of our collaboration).

FAIRNESS: A sense of fairness may be the strongest brain need of all. Feeling that you are being treated fairly is critical in keeping our thinking from shutting down.  A perception of fairness and/or justice has been shown to be even more important than the need for food and water in some research studies.  Fairness is a source of threat or reward, and when it is out of balance, quality collaboration is impossible.

    Think about an example when you have been highly aware of others’ social needs in a collaborative setting.  What was the outcome? The S.C.A.R.F. model helps us remember these important social needs of the brain in order to better empathize and understand our colleagues, and ultimately maximize our collaboration.

SOURCE: Rock, D. (2009). Your brain at work. New York: Harper-Collins

 

 

Turning to Tables by Alicia Moore, Professional Learning Specialist

 

          The summer after my first year of teaching, I attended two Kagan Cooperative Learning workshops. From that time on, Cooperative Learning became essential in my approach to teaching. The biggest challenge for me, though, was the decision to seat my students in teams full time.

I finally took a leap of faith at the beginning of the 2011-12 school year: I traded my desks for tables. I started this venture with some doubts and fear but was convinced that it was in my students’ best interest. Within a few months, I was sold on tables, and based on my students’ feedback, so were they. Here are the pros and cons we observed:

BENEFITS

Management: Once the physical space was set up for cooperative learning, I spent much less time in transition between teacher talk, solo work, and structured interaction. Also, because students knew their team number and their individual numbers on each team, it was easy to give efficient instructions to assign roles and delegate tasks.

 

Community: Students who were seated at the same table built relationships that made the class a better learning environment. Because I had my students grouped heterogeneously, they were also a great academic support system for each other.

 

Neatness: One unexpected benefit was the cleanliness of my classroom. With nowhere for students to stash trash or leave papers, my room looked as neat at the end of each day as it did at the beginning.

 

CHALLENGES

Talking: Students looking at peers across the table made them want to talk.

TIP: Begin the year with clear guidelines about when it’s okay to talk and when it’s not, and remind students of your expectations frequently.  Still, this is no easy-to-solve problem. As with any other behavioral issue, hold your students accountable to the standards you’ve set, and be prepared to make a few phone calls home if needed.

 

Lone Rangers: Some students just preferred working alone—tables were a stretch for them.

TIP: Build in social skills to help them learn how to collaborate with peers, but honor their need for solo time by letting them move to a quiet spot on occasion.

For me, making the change to tables was the final step in creating a cooperative classroom. The payoff was exactly what I had hoped it would be: closer knit classes of engaged students.

Classroom Management Tips for the Final Lap

by Marcia Hansen, Professional Learning Specialist
The end of the year can be challenging for everyone, students, staff and teachers alike.  The end is near, yet there is still so much to accomplish!  Here are some “beginning of the year” tips that might make “end of the year” go smoother.

Student /Teacher Relationships
-Don’t let the year end without sharing something positive you have noticed in each of your students.
-Infuse novelty and humor into the day.

Classroom Standards and Procedures
-Use the guide of “if it is driving you crazy, develop a procedure!"
-Explain, rehearse and reinforce your procedures and standards.

Classroom Environment
-Use proximity
-Use classbuilders, teambuilders and other Cooperative Learning structures when possible.

Maintain your healthy mental-set
-Demonstrate inner authority
-Do not engage in backtalk

Provide Effective Instruction
-Clear learning goals and success criteria
-Specific feedback
-Include games and friendly competition in instruction
-Time for processing

Differentiation 2.0 by Kathy Wimberley

Members of the Educational Services team are excited to invite teachers to be a part of an exciting three-day interactive workshop event that will have a threefold purpose.  First of all this will provide a follow up opportunity for teachers who have previously attended the DI workshop.  Secondly, in an effort to sustain the philosophy of differentiation in our district, this event will continue the dialogue about DI and support teachers in their differentiation journey.  And finally, the outcome of this event will be the beginnings of a lesson bank from which all Springfield teachers can benefit.  

The content of these lessons will be as diverse as the teachers who attend, but all lessons will contain the elements of differentiation, our district’s Learning Model and our district’s curriculum. Through this event teachers will have an avenue for creating quality lessons and contributing to a website of lesson plans.

The goal of the workshop will be for participants to examine the components of a quality, differentiated lesson. In doing so, teachers will work collaboratively and independently to create lessons, present their work to and receive feedback from the group, and then upload those lessons to a website designed to be a resource for other teachers.

Intended Audience 

Limited size:  As a pilot for a future workshop model, the number for this first workshop will be held to 20 participants.

Prerequisite: This workshop will serve as a follow up for teachers who have attended the Differentiated Instruction Workshop in the previous eight years.  Therefore having “Differentiated Instruction” in your training record of Employee Self Service will be a prerequisite to being accepted for this event.  To check, go to “My Training.”

Additional Professional Learning Follow up Opportunities:  Follow up will require teachers to use the lesson they created.  Teachers will then reflect on the results.  They will also have opportunities for posting pictures of their lesson in action and receive feedback from other teachers who use the lesson.

Specifics:
- June 18 – 20, 2013
- Informational Literacy Training Room at GSC
- 8:30 to 3:30
- Registration is available through this Employee Self-Service link.
- Teachers will receive a $225.00 stipend upon completion of the 3 full day session.