That ten minutes at the end of the conference was crucial as well. They were able to work with them and help them, and were more open to hearing suggestions and ideas from me at the end of the conference. For example, my students who were not picking up letter sounds or identifying letters at all, rather than just me telling their parents, were able to see it first hand by completing the task with them. The tasks that the parents were completing with their children served as excellent lead-ins and evidence for any conversations we needed to have. How would I be able to discuss my concerns in a way that I would feel comfortable with the child right there?Īfter going through student-led conferences in this manner, I feel so much better and do not want to go back to our previous model where just the parents and I sit down together. I was most nervous about the few students that I have concerns over – the students whose families I needed to have harder conversations with about their child’s progress. I was at first nervous about these conferences, to be honest. Parents felt that having their children with them made it a more complete experience. They enjoyed especially watching their children complete the tasks and being able to work with them. They enjoyed having time to be in the classroom with their children and hearing about the classroom directly from their children. Student-led conferences were very well received by families. We also share with parents where we will be heading with sight words in Kindergarten and what the goal is by the end of the year.Īfter we look at their data, the parent has an opportunity to ask questions or state any concerns they may have before the conference comes to a close. The Kindergartners share their book boxes and journals at this time as well. Parents can read the essential questions and also ask their children to tell them more about the Daily 5 by using the posters as a guide. The last 10 minutes I do set aside for the family and me to talk more in-depth while I allow the Kindergartner to play in our classroom centers if they wish (this is explained more at the end of this post).īelow is a picture of our literacy board. Then I hang back a bit until they have questions or are ready to move on.
I guide the families through the stations and get them started. When you are 5, sometimes even being in your classroom when it isn’t school time just feels weird! So some students need more support and prompting from me. Some students are comfortable showing their parents what they are learning and sharing about their classroom. I am with the family and student throughout the entire conference as a support. Remember, the goal is to have the Kindergartner lead most of the conference, not you! Teacher Involvement: I encourage parents to ask questions of their children and use the posters as conversation starters. I explain that their child will also get a chance to show them some classroom items (journal, book box, etc.) and complete some tasks with them. Parents and students are greeted by me, and I explain to the parent that their child (and I for support) will be guiding them through a few stations that explain about our classroom. You also need standards or essential questions that you are focusing on, task cards focusing on an important concept, and any supplies needed to go with them (you will read more about this below). Sometimes you may even get lucky and find them at the dollar store! We found our poster boards at the office supply store. Tri-fold poster board – as many as you need for which stations you want. Our conferences take place in November, and then again in the spring. We are given 5 half days of school with conferences scheduled in the afternoons/evenings of those days. This would allow them to ask questions or voice concerns.Ĭheck out how we made it work, along with feedback and my personal reflection! Schedule:Įach family was scheduled for a half-hour time slot. It was also important that we had a few moments with the parents alone. We wanted to maintain the personal touch. How it could be student-led while still having teacher involvement and one-on-one time with families? We were adamant that we didn’t want to have more than one family at a time in the classroom. My partner teacher and I met often and discussed how we thought this could look in Kindergarten. Many questions were definitely on my mind as Kindergarten conferences at my school moved toward a student-led model.
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