Reflections On Student Meetings
September 8
After school today, we had a team meeting to address several issues. One of those issues was our plans for special education students. We also wanted to discuss any students who may be focuses of concern. These could be students with low ITBS scores from last year, those who may be unidentified special education students, or students who just seem lost and disorganized in general. We all shared information, observations, and opinions on these students. This should be extremely helpful for me in the classroom!
We also discussed the need for consistency of rules across the team, specifically regarding eating in class. We have been allowing healthy snacks during math class, as long as the food is not a disruption. This is because we have third lunch, and even the teachers cannot go that long without food! This seems to be the general rule across the team, with the exception of science for obvious health reasons. However, we may have to put more restrictions on food because there is a growing concern of bathroom breaks becoming a problem.
October 18
Today I attended my first official parent conference. It was for a student named Zack. The meeting went smoothly and was very positive. All the teachers on the team were present, along with Zack, his mother, and the sixth grade counselor.
What I really noticed during the meeting was the different ways that teachers discussed Zack's performance in their classrooms. One teacher chose to describe some observations made of Zack while in class. The teacher described how Zack did not do much work, and how it was affecting his grade. Another teacher took a slightly different approach, but had a similar message. This teacher had spoken to Zack prior to the meeting, then asked him to summarize their conversation. A third teacher talked about how Zack's behavior had improved lately. The way that each teacher communicated their point of view was very interesting and good to experience.
By the end of the meeting, it was very clear that Zack has a problem turning in his homework. He either forgets to turn it in, or does not do it (because he does not know that the assignment was homework). Both are likely due to his inability to pay attention during class. However, I have been keeping an eye on him lately, especially when it is time to pass in assignments. We also decided that we would all sign his planner everyday, once we see that he has written down the day's assignment. This is to ensure that he knows what the homework is, and so his parents can also check.
Several teachers brought up the point that Zack has been playing the role of a "slacker", even though he is not one. He has to start doing his work, especially in class. Several teachers, including myself, felt frustrated that he must be nagged to get and stay on task. I feel like I am constantly getting on his case, when I should not have to at this point in the school year.
Another interesting aspect of the meeting was Zack's demeanor. I have always seen him as somewhat of a "tough guy", however he was much different at the meeting. I am not sure whether that was because his mom was there, because all of his teachers were there, or a combination of the two. Either way, it was much easier to talk to him.
October 28
After attending several parent conferences over the past month or so, I wanted to take some time to reflect on them. I am starting to get the feel for how they work and should be best approached. Some things I have learned from these experiences:
Always bring an updated copy of the student's progress report for the parent. This shows all the work that the student has turned in and not turned in. This also shows the percentages on tests. Most of the time the correlation of homework completion and test success is the key! Sixth grade is a tough transition for many kids because of the amount of homework, so many kids who struggle, have the toughest time with this.
It is also a good idea to bring previous standardized test scores. These answer the questions regarding a possible learning disability or adequate preparation for sixth grade, both of which are usually excuses made by parents. The question about the helpfulness of a tutor also comes up occasionally. I believe that mentioning a tutor to any parent is a good idea, because it cannot hurt to have the student working with someone they can bond with over math. I know that personally, as I have seen drastic improvement with a student that I have been tutoring over the past several months.
It is also helpful to talk about the student's feelings about class. These will sometimes uncover situations that were not visible before. Some good questions to ask: Do you work with their partner well? Do you understand the material we have covered/are covering? How comfortable do you feel about asking for help?
Something my cooperating teacher likes to do is talk about the student's past experiences with math. This gives us a background on how successful the student has been. Some good questions: Was it hard or easy in elementary school? Did you like it or not? Did the teacher do a good job of it?
Something that should definitely be asked about is the student's study habits. Many times, students and parents do not understand the importance of establishing consistent routines for getting work done. Some questions to ask: What are the student's usual study routines? Is there a quiet place to work? How many hours of homework do you do each night? Do you know what to do when you do not understand a problem? If math is their toughest subject, suggest doing math homework first, so they will have the most energy.
Finally, it is important to talk about organization. Middle school requires a big change in students' organization skills because of the different classes. It is important that they are keeping their notebook and planner organized and up to date. Some questions to ask: Is the student generally messy or organized? Are the parents checking the notebook, assignment sheets, and planners each night? It is also important to let the student and parent know that no school related items are private. This means, parents have the right to check out school notebooks, planners, and backpacks.
November 1
Notes from an IEP meeting for D:
It is suggested that he use the keyboard to express thoughts instead of writing
For long homework assignments, his mom has been typing what he tells her
He has had success with bringing a disk for computer usage in language arts
Has a PC at home, so math class computers are compatible
Will start bringing a disk to math class
Homework accommodations – time extensions when parents see necessary
Will keep assignments that are due in a red folder in his binder
Entry Slip #5
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