A teacher, worried that parent-teacher conferences were not informative enough, invited the students to participate in their own conferences. The students have an added stake in the conferences, and parent attendance has increased because of the children's involvement. (MT)

Tips to break the tension and make parent-teacher conferences productive are offered. A reproducible page with suggestions for parents entitled "How To Get the Most Out of Parent-Teacher Conferences" is included. (MT)

Recognizing the critical importance of parent involvement in early education, this textbook presents a variety of strategies and techniques for parent involvement in early childhood education programs. Chapters in the first part of the book focus on specific issues and challenges in implementing parent involvement. Chapter 1 examines the need for…

A teacher describes her method for ensuring effective, productive parent-teacher conferences. Suggestions include: scheduling conferences during the first two weeks of school; keeping a flexible schedule; preparing a simple parent questionnaire; explaining expectations and obtaining parents' expectations; making a problem solving agreement; and…

Outlines effective ways to establish, conduct, and followup on parent-teacher conferences. Includes a list of six rules. (MD)

Guidelines for parents and teachers before, during, and after a conference concerning a gifted student are presented. Among suggestions for parents to keep in mind are that there may be legitimate, honest differences of opinion and that the focus should be on how the problem can be resolved. (PHR)

This article discusses ideal roles for both parents and teachers in parent-teacher conferences. Parents should use a team approach, prepare questions for the teacher, and listen to what the teacher has to say. Teachers should prepare students for the conference, create a welcoming environment for parents, and plan a general outline for the…

A model is offered to encourage an alliance between home and school by promoting teacher well-being (through such activities as relaxation, visualization, and centering) and psychological comfort of parents of handicapped children. (CL)

Suggestions are offered to teachers for strengthening the value of parent conferences. (MM)

For a successful parent-teacher conference, three main steps need to be addressed: preconference homework, communication during the conference, and followup. Each of these steps is addressed in this article, and a sample form for conference record keeping is included. (IAH)

Presents suggestions to help teachers work with parents during conferences. Before the conference, they should document difficulties, communicate concerns, solicit support, and test out tactics. At the conference, they should welcome parents, take notes, weigh all words, allow for anger, seek parents' suggestions, have responses ready, and partner…

A description of the development and operation of the home-school conferencing program at Frederick Roehm Junior High School in Berea, Ohio. (SJL)

Twelve graduate students were trained (using written programed learning materials plus oral practice) in three categories of parent conference skills: (1) communicating diagnostic information, (2) communicating recommendations, and (3) organizing the conference and interacting with parents. Professionals and parents of developmentally delayed…

This tongue-in-cheek article gives examples of ways in which educators give lip service to such principles as recognizing the rights of parents and valuing parent contributions but actually still try to avoid significant parent impact on their own work with students. (DB)

For use by teachers, administrators, and counselors in working with rural secondary students who are ineligible for special services, the Unsatisfactory Grade Adjustment Plan (UGAP) is described as a conference tool for charting and pinpointing student behaviors leading to unsatisfactory grades. (JW)