In Brief…
Parent-teacher conferences, often referred to as parents’ evenings, have been a longstanding
tradition in the education system. These meetings aim to bridge the communication gap between educators and parents, fostering a collaborative environment for children’s academic success. While the intention of parent’s evening is good, and in many cases an opportunity for teachers to speak to parents they may not see at other points of the year; we aim to examine within this blog how effective these meetings are.
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Parents’ evenings provide a platform for discussing a student’s progress, strengths, and
areas for improvement. To enhance their effectiveness, careful consideration must be given to
scheduling, ensuring parents have ample notice and flexible options. The information shared should be specific and relevant, focusing on a child’s work and behaviour. The format, whether traditional face-to-face or virtual, should align with the preferences of both parents and teachers. Additionally, creating a welcoming atmosphere that considers diverse backgrounds and provides accessibility is crucial for successful parent-teacher conferences. Factors affecting the effectiveness of parents' evening:
1. Limited Time and Superficial Conversations
One of the primary issues with parent-teacher conferences is the limited time allocated for each meeting. Typically, parents are given a brief window of 10 to 15 minutes to discuss their child’s progress with the teacher. This time constraint often results in rushed and superficial conversations, preventing a thorough examination of the student’s academic, social, and emotional well-being. Educators may find it challenging to convey nuanced information about a child’s learning style, strengths, and areas that need improvement within such a brief time limit. Parents, on the other hand, may feel hesitant to delve into deeper concerns due to the pressure of time constraints.
2. Lack of Continuous Communication
Parent-teacher conferences are usually scheduled once or twice a year, leaving significant gaps between opportunities for parents and teachers to communicate. This lack of continuous dialogue impedes the development of a genuine partnership between educators and parents. Academic progress, behavioural issues, or social challenges that arise between these meetings may go unnoticed and unaddressed. New parents sometimes indicate that the presence of biannual parents’ evenings indicates that this is the set time they are allowed to speak to their child’s teacher and discourages conversations at other points of the year.
3. Subjectivity in Feedback
During parent-teacher conferences, educators typically share their observations and assessments of a student’s performance. However, the feedback provided can be subjective, influenced by the teacher’s personal biases or limited interactions with the student. Research conducted by the American Educational Research Journal found that teacher assessments of student behaviour were often influenced by preconceived notions about the child’s background, leading to potential inaccuracies in their evaluations (Gregory et al., 2016). This subjectivity can result in parents receiving a skewed perception of their child’s academic abilities and overall behaviour. Therefore a conversation that enables mutual sharing between parents and teachers may be more effective.
4. Exclusion of the Student’s Voice
Parent-teacher conferences primarily involve discussions between adults, often neglecting the most
crucial stakeholder—the student. By excluding the student’s voice from these conversations,
educators miss valuable insights into the child’s perspective, learning preferences, and
concerns. Students who actively participate in conversations about their learning feel more engaged and empowered to take ownership of their academic journey.
Conclusion
While parent-teacher conferences have been a staple in the education system for decades, it’s crucial to critically examine their effectiveness. The limitations discussed—limited time, lack of continuous communication, subjective feedback, and the exclusion of the students
voice—underscore the need for a more comprehensive and dynamic approach to parent-teacher collaboration.
In the digital age, leveraging technology to facilitate ongoing communication, implementing student-led conferences, and re-evaluating the frequency and format of traditional parent-teacher meetings could contribute to a more effective and meaningful partnership between parents and educators. By addressing these challenges, we can work towards creating an educational environment that truly nurtures the holistic development of each student.
Please leave us a comment below with your thoughts on parents' evenings.
References:
Gregory, A. et al. (2014) ‘The promise of restorative practices to transform teacher-student relationships and achieve equity in school discipline’, Journal of Educational and Psychological Consultation, 26(4), pp. 325–353. doi:10.1080/10474412.2014.929950.
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