Why the student should be an integral part of “parent-teacher” conferences.
As a 3rd grader at Bulman Elementary School, I vividly recall waiting for my parents to return home from parent-teacher conferences. I was anxious about what my parents and Ms. Whickersham were going to talk about. I adored my teacher and knew she loved me, but I was far from a perfect student.
Sitting at home, I felt a sense of powerlessness, worrying about the discussions happening about my education without me. When my parents finally returned, they would share the teacher’s observations, and I would hastily add my own thoughts, eager to fill in what I believed were overlooked details. This often led to a sense of disconnection among my teacher, my parents, and myself, as if we were not fully understanding each other.
There were three important constituencies in this conversation, but one (me) was never represented except as a sidebar to the conversation. I missed a critical chance to talk about what was going well for me, what I was struggling with, or understand their perception of what they saw at home or school. Most importantly, I was not given the opportunity to take ownership of my learning.
At Saklan, when we invite students (K-8) to be involved in conferences, we send the message that we are in this together to celebrate their successes and support their challenges. As importantly, we are preparing them for life, teaching them the power of reflection and self-advocacy.
Involving students in these conversations will empower them to take charge of their own learning journey and strengthen the partnership between teachers, parents, and students.
Warm regards,
David
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