You are not providing a list of recommended questions parents should be asking. This requires a small shift in practice compared with the usual model: You’re beginning the conference with parents’ questions as opposed to asking at the end, “Do you have any questions?” The parent is therefore setting some of the agenda, and you’re listening to what the parent wants and needs to know, which can be insightful. If necessary, carve out 3-4 minutes at the beginning of the conference to generate some questions on the spot. Make sure to communicate the value of coming prepared with priority questions: It will allow more efficient use of time, and parents will identify what they want to know.ĭuring the conference, start the conversation by going over parents’ priority questions. When you send materials to parents ahead of upcoming conferences, include a handout inviting them to generate and prioritize their own questions in advance. On a practical level, it’s an immediate, concrete and doable preparation activity. It automatically puts the parent’s voice at the center of the conversation, has a built-in framework for discussing next steps, and helps lay groundwork for follow-ups. The QFT is one practical tool for making parent-teacher conferences more effective, and it can help build skills for stronger school-family partnerships over the long term. When parents formulate and ask their own questions regarding their children’s education, they become more invested and have greater ownership when it comes to implementing a course of action.Īfter much trial and error, we developed the Question Formulation Technique, or QFT, a step-by-step process for generating and prioritizing questions. We learned it’s important to build the skill of question formulation. We provided preformulated questions to parents, and as a result, they became increasingly dependent on us to figure out what they should be asking. In fact, that’s a mistake we made while working in a low-income community outside Boston. However, we’ve found it’s not always helpful for parents to rely on questions others have formulated and decided are most important. Some resources include things like, “20 Questions to Ask at a Parent-Teacher Conference.” Asking questions is a key skill for thinking, learning, acquiring information, and taking action. The New York City education department says “an ideal parent-teacher conference is a conversation"-their emphasis-"between you and your student’s parent about their child’s progress at school.” The Baltimore school district asks, “Do your parents view themselves as equal partners in their child’s education? If so, how? If not, why?”Īdvice abounds on how to conduct them, often and rightly emphasizing what to do before, during, and after the conference : It’s important to prepare materials and information ahead of time, create a welcoming environment, establish next steps, and follow up with parents afterward.
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