Parent-Teacher Conferences: Advice from the Teacher for First-Timers

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Parent-Teacher Conferences: Advice from the Teacher for First-Timers

Communication is Key

The start of a new school year brings many new experiences, not only for children, but for parents as well. For some of you, the parent-teacher conference may be one of these new experiences. According to the National Education Association, “research has shown that parental involvement is the most important factor in a student’s success in school.” Now, while the term “conference” may have an intimidating connotation attached, it is important for parents to understand the positive outcomes of parents and teachers communicating closely about a child’s educational development.

Parents’ and Teachers’ Goals Should Align

The old adage “it takes a village” certainly applies here. While parents or guardians undoubtedly know their children best, teachers’ observations are uniquely valuable as well. Consider the time we teachers spend with our students–we know their peer groups, their interests, their quirks, strengths and weaknesses, etc. That said, the parent-teacher conference allows both parties to get a glimpse inside the student’s habits in and out of school. It is often that both parents and teachers leave a meeting with new information about the child. Whatever the circumstances may be, the most important thing to remember at a parent-teacher conference is that everyone seated at the table is there for one reason–the child. Regardless of the reason for the conference, every person present has the child’s best interest in mind.

Prepare Specific Questions

In preparation for the conference, it is beneficial that parents come prepared with specific questions for the teacher(s). Teachers will also have prepared questions and conferred with colleagues about the child’s academics beforehand. In fact, before your parent-teacher conference, it is possible that there were one or two prior conferences about the child with teachers, counselors, and administrators.

When preparing questions, it is best to keep the focus on the child. Ask about how your child has been progressing or regressing on assessments. Ask to see upcoming assignments or projects. Ask about possible after-school opportunities for help with specific classes. Teachers will ask questions as well. We may want to know if your child has worked with a tutor in the past. We may ask about your child’s specific homework routine, or study habits. It may help us to know if your child typically shies away from asking for help. We may also ask about after-school or weekend activities that require a large amount of time and energy from the child. All of these questions simply paint a better picture about how your child approaches school work and education.

Leave With an Action Plan in Place

The worst outcome of a parent-teacher conference is that you leave the meeting asking yourself, “What was the point of that?” Of course, a teacher’s time is limited during the school day, but even a mid-day conference should bring about some sort of solutions and strategies for the student moving forward. At the close of the conference, both the teacher(s) and parent(s) should have established clear expectations regarding the child’s behavior, effort, assignment completion, etc.

It may also be beneficial to ask what your role as the parent should be moving forward. Depending on your child’s age, it may be appropriate to loosen the reins and place more responsibility on your child. After all, autonomy and self-advocacy are two skills that children must inevitably learn on their own.

Removing Roadblocks to Build Avenues: Learning Disabilities Awareness Month

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Removing Roadblocks to Build Avenues

October is Learning Disabilities Awareness Month. This important topic was first observed during the Reagan administration in 1985, and it has continued to bring awareness for the 15 million Americans that live with learning disabilities today. Awareness for disabilities such as processing disorders and dyslexia is important for everyone–not just the individuals that live with these disabilities. The National Education Association explains that, “one of the biggest challenges faced by individuals with learning disabilities is the overall lack of acceptance by society.” This lack of acceptance and understanding is precisely why Learning Disabilities Awareness Month is so important. Education is key in terms of building peer relationships, promoting advocacy, and supporting families.

Here are 6 things that may surprise you about learning disabilities:

  1. While the “nature vs. nurture” conversation is constantly debated, there is no proof that environmental factors are tied to learning disabilities. There is also no evidence to support that learning disabilities are linked to low socioeconomic status. The truth is, learning disabilities span across all races, ethnicities, and income levels.
  2. For an unknown reason, boys make up two-thirds of the students receiving special education services in the public school system. There is no explanation for the apparent gender distinction.
  3. Most children with learning disabilities have average or above-average IQs. Contrary to popular belief, learning disabilities are not linked to deficits in intelligence, motivation, or emotional development. There is no “effort factor” present in students with learning disabilities–they simply require a different set of strategies to learn and retain information.
  4. A child with a family history of academic difficulties could be at a higher risk for a learning disability. Certain learning disabilities, such as dyslexia, are known to run in families.
  5. Learning disabilities cannot be medically cured. These disabilities do not go away; however, they can certainly be managed or treated. A factor in successful management is to recognize how to capitalize on strengths and circumvent areas of weakness.
  6. Experts believe that around 5% of the population struggles with a learning disability. With such a prevalent statistic, it is likely that a learning disability hits close to home in some area of a person’s life.

The truth is, learning disabilities do not determine someone’s capabilities. It is important to educate ourselves about these various educational difficulties so that we may better accommodate our students and children. A learning disability is not a roadblock. We simply must continue to create alternate avenues for learning so that everyone’s unique needs are met.

 

Equine-Assisted Therapy Options for Special Needs Children

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Parents of children with special needs are bombarded with an overwhelming array of therapies and activities. Just sorting through the options can be overwhelming! Even within the realm of equine-assisted activities, there are a broad range of options. Here’s a simple overview to help make sense of the choices.

Therapeutic Riding
Also referred to as adaptive riding, therapeutic riding is designed to teach riding skills. Interactive lesson plans are tailored to the needs of the child. Learning to ride inherently involves working on skills such as core strength, balance, coordination, following directions, and sequencing. Interaction with the horse, instructor, and volunteers offers space to practice social skills and develop meaningful relationships. And the confidence gained from directing the movements of a 1200 pound animal is incredible.

Hippotherapy
Hippotherapy is a medical treatment strategy used by physical therapists, occupational therapists, and speech-language pathologists. They use the horse’s movement as part of an integrated treatment plan to achieve functional outcomes. Horses have a unique three-dimensional movement that simulates that of the human gait.

Equine-Facilitated Psychotherapy
Equine-Facilitated Psychotherapy incorporates horses experientially for emotional growth and learning. It is a collaborative effort between a licensed therapist and a horse professional working with the child and horses to address treatment goals. EFP is experiential in nature. This means that children learn about themselves and others by participating in activities with the horses, and then processing feelings, behaviors, and patterns.

Equine-Facilitated Learning
Equine-Facilitated Learning is an educational model whereby children are able to learn communication and life skills through interacting with and caring for horses. This provides tremendous opportunity to learn about commitment, work ethic, non-verbal communication, and other life skills, as well as experiencing gains in confidence and self-esteem. Goals are tailored to the needs and expectations of the child and may incorporate other areas as appropriate.

Great and Small offers year-round therapeutic riding and speech-language therapy utilizing hippotherapy, as well as summer camps incorporating both therapeutic riding and hippotherapy. EFP and EFL are coming soon! For more information visit www.greatandsmallride.org or contact Program Director Megan Ferry at 301-349-0075 or mferry@greatandsmallride.org.

Talking Points for Substance Abuse

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Much like the “birds and bees” talk, many parents shy away from or are unsure of where to begin the conversation about drugs and alcohol. Yes, children will get plenty of information about the risks of substance abuse in their health classes at school, but those topics are not always introduced until middle school. And as shocking as it may sound, it is important that children in the elementary age group be aware of the harmful effects of drugs, alcohol, and tobacco use. 

 

Having these conversations early can help set the foundation for open and honest communication between parents and children. Furthermore, while peers have a strong influence, parents should be the ones with the strongest influence—so these talks must start at home.

 

  • Use teachable moments to broach the subject of substance abuse. For example, when your child gets a cold, make a point to talk about how cold medicine is helpful for combatting cold symptoms, but that it can be harmful for the body if taken when unnecessary. This is also a good time to talk about how medicine should only be taken as directed, i.e., always ask a parent before taking any medicine, follow appropriate dosage instructions, use prescription medications exactly as prescribed, and do not take any medicine unless given to you by a parent, doctor, or school nurse.
  • If giving your child a daily vitamin, use this time to talk about how we cannot over do it when it comes to medicine—even the super tasty gummie vitamins can be harmful if we take more than directed. 
  • Make a point to stay involved and ask about how your child and his friends are spending their time. There is a difference between being curious and being nosy. Stay neutral in your response, reserve judgment while your child is sharing, and come from a place of compassion and understanding so that your child will feel comfortable opening up without the fear of getting in trouble.
  • Have conversations about peer pressure and how something that seems “cool” can be very uncool in the long run. Use vaping as an example of a habit that seems harmless but is actually anything but. Without scaring your child, let her know that the effects of inhaling these unknown chemicals are dangerous—just like you wouldn’t eat something if you didn’t know what it was, we should never put these flavored chemicals into our bodies just to fit in.

Use goals as leverage. For instance, if your child is very into athletics or music, talk about the logical consequences when it comes to performance and drug use. A smoker is going to get extremely winded on the soccer field, just as an intoxicated person won’t be able to follow sheet music as smoothly/clearly. Discuss the risks of underage drinking as well. Remind them that these sorts of citations or problems in school remain on their record. Colleges, hiring managers, etc., will want to see a candidate’s full background. Ask your child if the risk is worth the reward—they will never be able to say that it is when keeping their goals in mind.

What’s in a Name?

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No, we are not talking Shakespeare. We are instead tackling the distasteful tendency to name-call, which is a behavior that nearly all parents and educators have to deal with at some point. In confronting this obnoxious behavior, some parents might believe that they are making a mountain out of a molehill. Some common instincts or remarks are: What’s the big deal, anyway? Everyone gets called names at times. It’s just a little harmless teasing. Follow the “sticks and stones” mindset and you’ll be fine. While these reactions to name-calling do not intend to do harm, the impact may be a different story. 

 

Intent vs. Impact

For middle and high school age groups, a teen’s level of social-emotional intelligence has matured enough to have a serious discussion about intent versus impact. This distinction helps adolescents realize that their words have power, whether they are wielding them maliciously or not. Parents and educators can help clarify this with open and honest conversations. For instance, today, we unfortunately see and hear the term “gay” being thrown around as an insult or put-down. While this is nothing new, and may be intended as a harmless joke between friends, the impact could be devastating. 

 

If you hear your teen throw terms or slurs around in jest, without snapping or placing blame, ask your child the following questions:

  • What do you mean when you call someone gay?
  • Is it a dig at or comment about their sexuality? Or are you actually outting your friend?
  • If neither of those was the intent, what statement are you inadvertently making when you use “gay” as an insult?
  • Do you think being gay warrants random insults?
  • What if your friend actually is struggling with his/her sexuality? What message are you sending him/her when you use it as a slur? 
  • Think about the LGBTQ+ community; how are your insults or jokes inadvertently hurting or putting down that entire community? Were you aware of this when you decided to name-call?

 

A predictable response from many teens is the obligatory eye-roll or a retort such as, “I was just kidding, it’s just a joke, relax.” To which a simple response might be, “A joke is meant to be funny; there is nothing funny about a slur that insults an entire group of people.” Again, the purpose of this type of dialogue is to demonstrate how “just a joke” can end up having a much greater impact, unintentional or not. Use this talk as a springboard to discuss other related issues, such as current news stories, social media posts, text chains, and any other forms of communication. In this day and age, and with everything going on in the world, children need to know that what they say (or type) can and likely will come back to haunt them in the future. Politicians, celebrities, and other adults behaving badly should not give the green light to teens to engage in nasty, bullying behavior.

 

Finally, an additional point to make when addressing this issue with adolescents is to talk openly about how their use of slurs or offensive generalizations makes them look to the people around them. When name-calling or jokingly humiliating a friend in public, people around you may not know that you are kidding. If nothing else, this is simply a bad look and may cause others to look down upon them for their crass words and behavior.

Trauma Response: Tips for Parents

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Part of an educator’s job is to recognize and help mediate potential trauma that a student might be dealing with. Of course, guidance counselors are much more equipped when it comes to trauma response for children and teens, but it is still something that we unfortunately see in the classroom on a regular basis. With many students now attending classes virtually, it is more important than ever that parents also be able to recognize the signs of potential trauma and respond supportively.

 

One major takeaway for parents is to remember that every child reacts differently to trauma or traumatic experiences. Furthermore, what might be considered a traumatic event for one child may not be as significant or impactful to a sibling or close friend. Therefore, it is important for parents to really tune in to what children are experiencing, even if they seem “fine” with a recent traumatic experience or event.

 

The response to trauma can occur anytime—it might involve a bicycle accident, parent separation or divorce, loss of a beloved pet, or even a current event witnessed in the news. In the same way that kids react differently to trauma, some children experience trauma right away, while others do not show any sign of distress until a bit of time has passed. This is why it is important for parents to stay acutely aware of any emotional or behavioral changes that take place. Just because a child seems fine in the immediate aftermath, it does not mean that he or she will avoid the impact of traumatic events down the line. For some children or teens, it could be days, weeks, or months before they begin to exhibit signs of trauma. 

 

In addition to maintaining vigilance and awareness after a traumatic event, parents should also be cognizant of their own responses and reactions. De-escalation should be a parent’s immediate response. Children are very much aware of stresses in their environment, so when parents respond calmly, they tend to feel at least somewhat more at ease. This is especially true for youngsters—they tend to follow mom and dad’s lead. 

 

If a child has experienced a recent traumatic event, parents should make a point to do the following:

  • Encourage their child to express whatever emotions he might be feeling—this is not the time to hold it in or retreat. Explain that there is no shame in being sad, scared, confused, etc.
  • Answer her questions and explain the situation if she asks, but always lead with the fact that she and the family are safe and secure. Remind her that she is loved and that everything will be okay. This is the reassurance that she needs during times of high stress or instability.
  • Avoid going into unnecessary details, especially with regard to current events or news-related events. Especially for young children, news coverage and firsthand accounts can be unnecessarily scary, stress-inducing, and/or graphic. With little eyes and ears absorbing their surroundings, it’s best to turn off the news.
  • Focus on the immediate here and now. Reassure their child of his/her safety by keeping routines and messages consistent. Spend quality time together as a way to provide comfort and a sense of security.

Remind their child that, like everything else in the world, there are things we can control and things that we cannot. The best way to cope when things get difficult is to focus on what is within their control.

Remedies for Reluctant Readers, Part II

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When reading for pleasure is not an instinct, it can begin to feel like punishment for kids. This is not where we want to end up. It may not be possible to turn every anti-reader into a little bookworm, but there are plenty of strategies that parents and educators can use to help make the process less cringe-worthy. Additionally, some strategies, when put to regular use, can help students become stronger, more critical readers.

 

Movement breaks

Reading can seem like a rather dull activity, especially for little ones. This is understandable—as reading is a quiet, still, and often solitary task. But it doesn’t have to be. One regular strategy that elementary teachers utilize as a best practice is to incorporate movement breaks when students are expected to read for a length of time. Depending on the reader, a movement break might involve a trip to the water fountain or kitchen to get a drink of water after reading a chapter or section. For others it may involve jumping jacks, a quick dancing brain break, or squeezing a stress ball while reading. Some students also find it helpful to read at a standing desk, on a yoga or balance ball, or on a wobble stool to help engage the body and allow for some rhythmic movement while reading. The key is to allow and encourage reluctant readers to expel energy to keep their minds engaged and focused.

 

Preview for background info

For many students, the dislike of reading comes from the fact that it can be tedious and strenuous, especially for struggling readers. Therefore, offering various reading strategies to students can help ease the difficulty and, in effect, increase engagement. One of these strategies, especially for nonfiction or textbook reading assignments, is to preview the reading and search for background on the topic. 

 

Depending on the reading and the student, this practice will look different each time, but here are the basics:

  • Pay attention to the titles, subtitles, headings, captions, photos, bolded vocabulary terms, etc. Students can garner a great deal of what the text will involve by looking at the text features beforehand.
  • Skim sections of the text to ground their reading; this will help orient readers and allow them to plan ahead in terms of seeing how long the reading will be.
  • For terms or concepts that are totally unfamiliar, students should be encouraged to do a quick Google search to help ground their understanding of the term, concept, or event.
  • Jot down questions while previewing; this helps students begin to engage with the text and practice close reading and critical thinking. The goal is to then revisit and answer or follow up on those questions after reading. 

 

Highlight as you go

Along with previewing as a reading practice to boost engagement and comprehension, highlighting is a common tool for successful readers as well. This practice builds strong, active reading skills and helps visual learners at the same time. Students should be encouraged to mark areas of the text for any of the following purposes:

  • Highlight words or phrases that connect to vocabulary terms or important concepts from class; this visual helps to engrain definitions and understanding into working memory.
  • Highlight main points of a section, chapter, or column of text. This way, when students revisit the text, they are able to identify the key points immediately. 
  • Highlight areas of the text that they find confusing or have questions about. This will act as a visual cue to remind students to follow up with the teacher, do a little more research about the specific topic, ask follow-up questions, etc. 

Highlight answers to any of the questions that they asked themselves at the start of the reading; again, this is essentially the foundational skill for active, engaged reading.

Managing Impulsivity

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Children are naturally impulsive to some degree—this is due to the fact that the brain, specifically the prefrontal cortex, is not yet fully developed. In fact, it is not until one’s mid-twenties that the prefrontal cortex reaches full development and maturation. While we educators see varying degrees of impulsivity regularly in the classroom, one main calling card of students with ADHD is a tendency to be impulsive to a larger degree and/or more frequently. As we slowly transition back into classrooms for in-person instruction, children will undoubtedly and understandably be excited and eager to interact. However, it will be just as important as ever to set expectations and utilize strategies that help students monitor and manage their impulsivity.

 

Important things to consider

When it comes to ADHD, it is extremely important to remember that this disorder impacts the way the brain works. This means that hasty or involuntary levels of response are not solely a behavioral deficit; students’ brains are actually hard-wired to react immediately. More importantly, no level of scolding or punishment will help to curb these impulses to act out or speak out. Reprimanding a student with ADHD for a behavior that he or she cannot fully control is not only wrong, but damaging. Therefore, teachers, as much as possible, should control their own impulses when reacting to students who yell out or behave rashly.

 

Another important consideration is the fact that students who are impulsive do not always register or recognize that they are being impulsive. They are often unaware of the disturbance or disrespect that their inadvertent outbursts demonstrate to others. Due to this unawareness, it may be helpful to try a tally chart for one day as a way to show your student the frequency of his/her disruptions. Pose this practice gently—the tally practice should not feel like as though you are trying to show them how “bad” they are. Reassure your student that this is a way to recognize our impulsivity and work to curb it with time and patience. Here’s how it should work: ask your student to estimate how many times he/she calls out during the course of a school day. Then ask him to mark a tally each time he notices that he has spoken out of turn or yelled out; you will keep your own tally as well. At the end of the day, return to the original estimate and ask whether the student still agrees with that original estimation. Then compare tally marks and discuss how or why you two may have come up with a different number of tallies. Is it because you both have differing interpretations of what is classified as “calling out?” Or does your student not always recognize when he is calling out? Again, this is meant to be an open discussion about how we can improve—not a scolding session. 

 

It is important again to lead with understanding and compassion. This is not a conversation to place blame or highlight the student’s struggles. Instead, this is meant to open up a dialogue between teacher and student about how both parties can implement strategies for a more positive classroom environment. Consider also asking the student the following questions:

  • Where in the classroom do you believe you would be most successful and focused?
  • Is there a subtle hand signal or gesture that we could use as a reminder to raise your hand before shouting out?
  • Would a small/discrete sticky note on your desk with participation protocol be a helpful reminder?
  • How many times today do you think you participated using the appropriate protocol vs. calling out?
  • Do you appreciate positive praise in front of others or do you prefer positive feedback privately?

Perspective is Reality

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Attitude is everything—especially during these trying times. Students of all ages are undoubtedly impacted by not only their own daily stresses, but also by the stress that the adults in their lives are currently managing. The sponges that they are, even young, elementary-aged children are picking up on the fact that mom, dad, and other adults around them are coping with greater levels of stress and concern these days. They may not know exactly what is going on in the world right now, but they are certainly aware that something is “off.” The uncertainty of the school year alone is disconcerting for kids, but parents can help. Just as we adults may exude tension or worry, we can also work to put out a contagiously positive attitude.

 

Self-care and words of affirmation 

One way that adults can help to foster a positive attitude is to model and encourage self-care and positive self-talk. These affirmations can be especially beneficial during times of high stress, conflict, or tumult. Teach children these reminders and explain them as deliberate attitude adjustments to use when they feel themselves going into a negative headspace. 

 

Examples of positive self-talk and affirmations might include:

  • Because I’m smart, I am capable of making my own decisions.
  • My attitude is something that I can 100% control, even when other things are out of my control.
  • I am allowed to take a moment to calm down when I need it.
  • No one is perfect; everyone in the world has flaws.
  • My differences make me unique.
  • I am allowed to make mistakes—everyone does.
  • My failures don’t mean that I’m a failure.
  • I will give it all my effort and that will be good enough.
  • I will choose to lift others up today.
  • My parents are proud of me, even if I mess up sometimes.
  • Worrying will not solve problems, but creativity can.
  • People who really love me will accept me for exactly who I am.
  • I know what is best for me.
  • I have a lot to offer and my ideas are worth sharing.

 

Teaching kids about how to use self-talk to build themselves up gives them a foundation for strong self-esteem. These helpful mantras also help children to remember what is important in moments of stress or struggle—a positive belief system can make all the difference in a chaotic moment.

 

Set a purpose for the day

Another great way to change a child’s negative perspective is to intentionally articulate what positive things today will bring. Parents can use these conversations as a beautiful way to start the day. Setting expectations for a worthwhile day, especially when children are feeling down and out, can act as a positivity springboard for the whole day. 

 

Phrases could include:

  • Today I’m going to try my best to accomplish _________.
  • I plan to challenge myself by _________.
  • One thing that I’m really looking forward to today is _________.
  • I hope to have learned more about _________ by the end of today.
  • I’m most looking forward to seeing/talking to _________ today.
  • Steps that I’ll take today to reach a larger goal include _________.
  • I’m going to help someone out today by _________.

Social Emotional Learning Skills by Grade Level, Part II

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As discussed in part one, social emotional learning (SEL) skills have become an even greater focus now that students are limited in their opportunities to socialize, collaborate, and communicate with peers in person at school. We all know that academics are just one facet of education; the SEL skills that students learn and develop when in school are just as critical. Some might even argue that these “street smarts” are more important or beneficial than the “book smarts” we acquire in school. That said, distance learning and virtual schooling have certainly created various obstacles for students when it comes to developing and growing their SEL skills. Below is our continued list of specific grade-level SEL standards.

 

Later Elementary Grades (4-5)

  • Students in 4th and 5th grade should be able to assess a range of feelings and emotions connected to specific scenarios, circumstances, and situations. In other words, they should be able to thoroughly describe how they feel and precisely what made them feel this way.
  • Students should be able to maintain control of certain behaviors and/or emotions that might interfere with their focus. For example, if they are feeling stressed about their homework, they should choose to turn off the television and put the phone away until they finish their assignments.
  • Students should be able to articulate interests, goals, and the ways in which to develop the necessary skills to achieve those goals.
  • Students in the later elementary grades should be able to list the necessary steps for goal setting and future achievement while monitoring personal progress throughout the process. In other words, they should be able to take an active role by tracking growth and taking steps to improve along the way. 
  • Students should begin to understand social cues that demonstrate how others are feeling during certain situations.
  • Students should be able to not only recognize others’ perspectives, but specifically describe another’s perspective or stance as well. They should be using phrases like, I understand what you’re feeling and why you’re feeling that way. I might disagree with you, but I appreciate your point of view. That’s not how I interpreted it, but I can see how you may have experienced it differently.
  • Students should be able to engage in positive interactions with people from different backgrounds and those with different opinions and beliefs.
  • In the late elementary grades, students should begin to understand various cultural differences between groups, i.e., they should acknowledge that not everyone celebrates Christmas.
  • 4th and 5th graders should be able to describe various approaches to meeting new people and maintaining friendships while forging new friendships with peers in different social circles.
  • Students should begin to demonstrate self-respect and how to show respect to others, even during conflicts or disagreements; they choose their words wisely as to not offend others in the heat of the moment.
  • Elementary schoolers should begin to understand different social cues and behaviors of others and how they might impact one’s decision making.
  • Once reaching the late elementary grades, children should be able to brainstorm various options for solving a problem and anticipating the different outcomes depending on the situation.
  • Finally, 4th and 5th grade students should be able to identify needs in their school/local environment and perform duties to contribute to these communities. For example, if the cafeteria floor is covered in trash, they will take it upon themselves to help clean up after others.