5 Tips for Parent- Teacher Confernces

As I said in an earlier post, I don't fancy P-T conferencing, mainly, because it's hard to tell parents how awfully their children are doing. Many times I chose the wrong word and found my self trapped in an endless argument. However, as time goes by, I learn new strategies to take the best of the conference and not to have a nervous breakdown.

1. Is it necessary?

Before calling anyone, think if it is necessary to ask parents to come. Sometimes, after a serious analysis on the problem you realize that perhaps it is not the right time to call them, either because another teacher has already called them for the same problem or because you don't have enough evidence to show your point (you may have a lot of hunches and your experience tells you that something will be wrong soon, but that is not valid for parents). Talking with other teachers can also help you find a better solution.

Take your time, don't rush, and analyse how urgent the meeting is.

2. Plan. Plan. Plan.

There's nothing better than planning. Think carefully what are you going to say, and how! Sometimes you have very good intentions but you chose the wrong words and you spoil the conference. I'm not joking, parents are very defensive at this kind of meetings. The reason behind this attitude is that they have no idea of what happens inside the school; they must trust you or their child, and if the child says something different, they will trust him/her.

3. Ask parents for advice

It's a good idea tell them "I know your child behaves at home, so can you give me a small piece of advice on how to help him/ her" It's practically a rule of thumb that naughty children are also naught at home, but a little white lie does hurt and sets parents in a more positive mood.

This strategy has worked almost always. Except for once, there was this very quarrelsome father who answered "Well if you cannot control my child then you are not qualified to be a teacher, I should be taking your position. I can do it better" No comments, just "like father, like son"

4. Notes!!

Note taking is important before, during and after the meeting.
                     Before, so that you have plenty of information at hand.
                     During, because in the conference you get very valuable information.
                     After, writing an overall comment will help you at the moment of planning a solution or to support your decisions.

5. Don't take it personal

As I said, parents are not usually friendly at these conferences, so don't take it personal. They are nervous and anxious so they may say something that you may find offensive. But if you think this is going out control or you feel they are too aggressive, don't hesitate and call a school authority to back you up.


I hope you find this useful and that your next P-T conference runs much more smoothly!

How to Turn a Messy Class into an Ideal Class

1.       Whenever you need someone to model the correct behaviour, have a (naughty) child do so, because that way this child can experience the correct behaviour, and for the rest of the class it is a good example to see “the naughty” behaving correctly.

2.    If you need to meet the parents (or call them) don’t tell them all the things their child does wrongly; most probably they already know what their child is like. It’s better if you ask parents for “advice”, this way they are less defensive and more prom to help you.

3.      Reward for good behaviour. In my class we have a “reward jar” and every time they behave correctly I add one or two bids and when the jar is full we have a different lesson (perhaps we play outside, or I bring a pet or a movie, or we have a picnic). The importance of this group reward is that it fosters cooperation and collaboration.

4.        When something goes wrong or students are not following some norms: back up and try again.

5.       Give them structure- and lots of it! Try to stablish a routine and make corners visible and clearly separated. If your class is predictable (in form, content will always vary) learners are less anxious and they know what to do in each moment.

6.       Reduce the amount of work required for a given task (e.g. Five sentences to complete instead of ten). 

7.       Finally, (and most importantly) think about why the struggles are happening. There is always a reason for misbehaving, so try to tackle the root of the problems and consequences will disappear soon.

4 Tips to Survive Oral Exams

Most probably giving oral exams is the only thing I hate from being a teacher -conferences with parents is the second best.

For the last two days, I have tested around 200 students. And, while I was listening to the students I thought there are a couple of things I wanted to share with you.

1. Paraphrase your questions

If you can design the questions, remember to include at least 5 supporting questions for each question in the exam. These are to help test takers when they don't understand or don't know what to answer. Sometimes they study the topics in a certain way, but then in the exam they see them from a different point of view and their anxiety does not allow them to notice it.

2. Marking

It's not a good idea to write their marks (or comments) while they are talking. Try to train your memory, so that you are able to remember the comments and write them down at the end of the exposition. I think this is a good strategy for those students who have a low self-esteem and are convinced that whatever they say is trash. If you devote your full attention to them, they will feel important and respected.

3. Smile

I've just started reading "The shining" by Stephen King. And in the very first chapter he mentions that during the interview Jack has a "public relations smile". This is fine but it looks quite weird.

Our smile should be warm and loving, but not too loving- or the candidate would feel you are flirting.

My first job was in Mc Donald's, and I remember we even had a whole course on how to smile. They said that people tend to trust more on "happy people". In my opinion, candidates should trust on us, and rest assured that you'll be fair with them.

4. Sweet treat

Sometimes I feel exams have a stroke of "treat or trick" because unless I'm sweet and kind students get too nervous or angry if they fail.

For this reason, in order to avoid a scene, I offer some cookies or candies. Believe it or not, they love it so their affective filter lowers (read: Krashen) and their production is much more fluent and accurate.


I hope this tips are useful, please let me know you opinions and suggestions.

10 Ways to Make your Classroom Dyslexia Friendly

Hi, Everybody!

I thought of this post because I've taught many classes with students with dyslexia and I've found that their environment was not as helpful as it should have.

Please, leave a comment and tell me what else do you thing we can do to make our classroom more dyslexia friendly.

How to Ruin your Lesson in 3 Simple Steps

There are some things we may do out of ignorance or laziness that may affect dramatically our lesson.

1. NEVER PLAN A LESSON

"Why bother? I've taught this lesson before... I don't need to plan it... I'll just open the book and follow the text... Planning is for newbies... "

WRONG!!!!!

I can't believe there are teachers out there that have these kind of arguments!!! Even if you have taught that lesson a million times you always need to revisit it, because the group is different, there needs are different and you are different as well.

I teach the same class 9 times in the same week, but none of them are alike. I always add something different to each of them; first of all because I get bored - imagine, repeating the same thing over an over again...- and second of all because each group likes doing very particular things.

It doesn't require much time, the core lesson is the same but I let some things free for adaptation. And with time, once you know your group, this adaptations become easier.

2. EXPOSE YOUR STUDENTS

"Everybody look how awfully Mary has done this! Let's analyse her mistakes! I'll read your marks aloud... Do you think Mark is right?"

Seriously?? I bet you this teacher wouldn't like to be treated that way.

Mistakes are a very important part of learning, we can learn a lot from them and if we deal with them in the right way, they can be utterly helpful. However, errors are also part of our weakest side and no one likes being pined down as "the weak one". We should try to find a comfortable and natural way to deal with them. (later I'll write more about this)

For the time being, I'll just suggest, don't expose them, don't give names, and don't point anyone out. In the near future I'll post more activities related to error  analysis.

3.DON'T GIVE REASONS

"Just do it! Because I'm your teacher, that the ultimate reason.. When I was your age, we wouldn't question, and everything was fine.."

I don't mean over explain everything, because I know some students enjoy asking too many questions until they find something to prove you wrong or invalid.

What I mean is that we should try to foster critical thinking so that they are not manipulated by tyrannical authorities. In addition, when your decisions stands to reason, then everything is clearer and students can follow you better.

Attention Getters!

Hello!!!!

Has it ever happen to you that your class is so immerse in their own conversation that they don't even notice that you are there?

Today I'll give you some tricks that worked with my class. Don't be shy, try them out!!

1. Avoid shouting, at all!!

Rising your voice does not imply shouting. Be careful, not only because it sounds sounds aggressive, but also because you are little by little damaging your vocal folds.

2. The old and classic.

(teacher) 1, 2, 3, Silence please

(students) 3, 2, 1, Silence now!

3. It's a kind of magic!!!

(teacher) Hocus Pocus

(students) Everybody focus

(teacher) Abra

(students) Cadabra!

4. Sing along

(teacher) Bong, bong, bong (loud)

(students) <repeat>

(teacher) Ma, ma, ma (Very loud)

(students) <repeat>

(teacher) Plin, plin, plin (super loud)

(students) <repeat>

(teacher) Bong, bong, bong (Soft)
(students) <repeat>
(teacher) Ma, ma, ma (Softer)
(students) <repeat>
(teacher) Plin, plin, plin (almost inaudible)
(students) <repeat>

5 End-of- the- Year Activities – P2

4. Round up activity

If you don’t work in tasks (later I’ll talk about this), it is a good idea to think of a final activity that integrates all the topics that you have worked on during the year.

One idea is to invent a board game. You can even let the students design it. You may decide to give some general instructions (like the number of squares, dice…) because that way you narrow down the task and it becomes easier (or more complicated, depending on which the rule is).

Students usually love this kind of activities in which they see (and touch) their outcome. In addition, later in the future they can play those games again. REUSE! RECYCLE!!

5. Red Carpet

I may write more about this in the future because I have many ideas for awarding students on their merits.

 

The idea of this activity is to have a very fancy celebration (like is the Academy Awards) and highlight their strengths and what they have learnt.

Before having the ceremony, you could devote some lessons thinking of the categories, voting and even designing the award itself. It’s important to make them reflect on all of them and not just in what they have achieved. Be careful!! Check that everybody gets an award because after a year everybody has done something meaningful, it may not be related to the academic aspect of the course.

I hope you liked these short ideas. I will write more soon.

Best,

Agustina!