Suggestions for teachers conducting open houses, in which parents see the progress and work of their children, are presented. Various ways to display student work, make a positive impression, and elicit parent participation are described. (CJ)

Describes a weekly meeting of a collaborative elementary school teacher support group in Ohio. Triangular conferencing, which involves parent-teacher-student and is student-led, is the subject of the meeting. Also describes visits to elementary classrooms where new ways to teach reading and writing are implemented with input from Regie Routman,…

The paper presents four steps to effective parent-teacher conferences that enable teachers to make parents partners in a team effort to strengthen students' academic, social, and emotional well-being. Preconference worksheets for both parents and students to complete are attached. (SM)

Designed to give special education teachers ideas and techniques for working effectively with parents of elementary school students, the document presents guidelines for parent-teacher interaction. Sections cover the following topics: techniques for parent involvement, building rapport, informal parent-teacher contacts, parent-teacher conferences,…

Eight teachers contribute their ideas for successfully working with parents. Included are: a parent information/resource center; guidelines for parent teacher conferences; ideas for using parents as classroom volunteers; and skill development activities that parents can use at home with their children. (SJL)

A fourth-grade teacher explains how she began planning for retention possibilities as soon as the Fall achievement test results became available by notifying parents immediately, working with them throughout the school year to help their failing children, and involving them in the promotion/nonpromotion decision. (SJL)

Describes a system by which teachers can show parents their child's academic performance in relation to other students in the class. Students are rank-ordered by date of birth and tests scores, allowing comparisons with other class members based on age and performance. (MDM)

In 1977, the Portland School District introduced a locally developed achievement testing program for Grades 3 through 8 in reading and mathematics. In 1979, language arts tests were added. These three test series comprise the Portland Achievement Levels Testing Program. The new tests were created by district personnel to measure student…

Guidelines are offered on the technique of establishing understanding between pupil, teacher, and parent by formal and informal conferences. Means of establishing goals for individual students are suggested, and methods of evaluating performance are given. The importance of communication between parent and teacher by means of conferences and…

Know what to look for and report your findings. Battered children need your help. (Editor)

Describes the fears, frustrations, and problems of parent-teacher conferences. Suggests that parents not wait for the first conference to start communication, that they get involved in the school, and that parents go to conferences prepared with written questions and concerns. (MS)

Suggests that parents who understand how written language development resembles oral language development are more willing to accept whole language instruction. Offers teachers suggestions on how to convince parents of this similarity. (ARH)

The purpose of this study was to obtain perceptions and thoughts of 325 parents of handicapped children regarding their relationship and involvement with school, their level of satisfaction, and their recommendations and suggestions on how to improve parent-school relationships. (MT)

In an attempt to explain to teachers, parents, and others the role of the elementary guidance counselor, a series of videotapes dealing with the services of this specialist has been developed. (Author/CJ)

A third-grade classroom teacher describes five methods of communication between parents and teachers: (1) the weekly folder, (2) the informative notice, (3) weekly visits by parents, (4) the daily note, and (5) after school assistance for students, with parents discussing students' progress with the teacher when they pick up their child. (DB)