A Second Classroom: Parent-Teacher Relationships in a Waldorf School by Torin M. Finser

Author:Torin M. Finser [Finser, Torin M.]
Language: eng
Format: azw3
ISBN: 9781621480648
Publisher: SteinerBooks
Published: 2014-09-04T16:00:00+00:00

Practical Tips

Scheduling. With all the stress of our days, care needs to be taken that the appointments for the conferences happen at a time of mutual convenience. This means not just on designated days according to the school calendar, but when all parties can make the meeting without undue hardship. It is far better to have both parents or partners present than it is to meet at 11:00 a.m., when perhaps only one of them can make it. I have a personal aversion to designated “parent-conference days” partly because from the teacher end it makes for a marathon series of sessions that diminish focus and vitality, and partly because it assumes parents can drop everything at work that day, find child care, and hop over to the school whenever there is an empty slot. It is far better to have regular appointments during the school week and even one evening or Saturday morning for those that need it. Teaching is a service, and teachers need to be available when parents can make it.

The Setting. Most conferences are held in the classroom, as that makes for easy access to the student's work and direct exposure to the learning environment. It is ever so helpful when the teacher sets up ahead of time with adult size chairs, student work on hand, and a sign on the door preventing undue interruptions. Likewise, the teacher needs to be dressed appropriately, even if the conference happens on a weekend or an evening. Maryln Applebaum observes “there are some people who do judge people by how they dress . . . dress for success.”1 If teachers want to be taken seriously, they need to look and act professionally.

Preparation. There is no substitute (even clothing) for this. Rather than just breezing in with an attitude of “lets talk about Johnny,” the teacher needs to spend time collecting materials and thoughts ahead of time. This might mean a stack of the child's work, and a note pad with bulleted items to cover. What often receives less attention are the questions you hope to ask and the things you want to find out from the parents. The teacher should collect these thoughts the night before and come fully focused on the child. Parents rejoice when they feel “this teacher really knows my child!” Likewise, parents should prepare their questions and comments ahead of time.

Beginnings and Endings. It is especially important to have a warm welcome to get things off to the right start. Sometimes parents have had traffic or other mishaps along the way, and there is a need to land and find one another before launching into major topics. Likewise, endings need to be attended to, sometimes with a summary, expression of appreciation, or an anecdote that captures the essence of the conversation. Beginning and ending on a strong note gives the conference structure and provides a sense of competence.

Use observable data. This seems cold and scientific, but what is meant is fact rather than subjective statements; both parents and teachers should share what they actually observed.

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