| Attending a conference with your child's teacher can | | | | my child doing?" will be returned with something like, |
| be intimidating. Your child spends six to eight hours in | | | | "Johnny has mostly good days." If you ask, "I check |
| an environment where you have minimal control. Your | | | | my daughter's backback and seldom see home work. |
| child also has minimal control of the things around him. | | | | Does Sally complete her assignments in class or |
| Dynamic and influential events occur during the day | | | | should I be seeing some home work?" |
| and you may feel as if you are in the dark. Here are | | | | 4. Investigate the seating arrangement. Find out where |
| some simple suggestions when approaching your | | | | your child sits, where the teacher stands most of the |
| child's teacher. | | | | time when teaching, and who is sitting next to your |
| | | | child. If your child sits at the back of the room and is |
| 1. Build a positive relationship with your child's teacher. | | | | physically smaller than the others in her class, then |
| Introduce yourself as soon as it is possible. Have a | | | | politely inquire if this can be changed. Also, if Tim is |
| simple simple conversation at that time, noting | | | | sitting next to your son and they spend a lot of time |
| something of interest in the classroom. Return for | | | | playing together after school, then the boys may be |
| another brief conversation within the next two weeks, | | | | trying to play during class and not learning what is |
| again introducing yourself and noting something positive | | | | needed. Share with your child's teacher that you are |
| in the classroom or school. Teachers meet many | | | | aware of the boys' friendship and ask if it is working |
| parents during the year and seeing a smiling and | | | | out for them to sit next to each other in class. |
| inquisitive parent creates positive rapport. As you take | | | | 5. Be open to suggestions made by your child's |
| an active interest in the classroom, simple conversation | | | | teacher. Think of your child's teacher as an advocate |
| builds an essential relationship for your child's learning. | | | | for your child's learning. You are also an advocate. |
| 2. Set up a time for you to speak on a specific topic | | | | Communicating with each other tells your child you |
| with your child's teacher. You do not have to wait until | | | | both care about his learning. Consider the ideas |
| the all school parent/teacher conference is scheduled. | | | | presented by your child's teacher as additional tips to |
| You can ask more in-depth questions during a | | | | help your child be her best. Building a positive |
| scheduled time as the teacher will be more prepared | | | | relationship in the beginning of the school year has |
| to focus just on you and your child. If you want to | | | | many benefits. When a more sensitive issue arises, a |
| discuss an even that occurred with your child, five | | | | foundation has already been established that says all |
| minutes before the morning bell rings is not always the | | | | adults care about the child. Teachers sometimes make |
| best time. Again, you want your child's teacher to be | | | | mistakes or misunderstand situations. Learn the |
| bable to give you her full attention. You may request a | | | | positive things that take place in the classroom and |
| meeting begore school, however all plenty of time for | | | | you can more easily talk about less positive things. |
| a successful outcome. | | | | Teachers are in the business of caring and generally |
| 3. Ask specific questions. If you ask general questions, | | | | strive to do their best for your child. |
| you will receive general answers. For example, "How is | | | | |