Parent/Teacher Conference Speaking Template

Introduce self after mentor introduces herself; if mentor is not there, introduce self and then continue. If student’s name is not obvious or adult did not specify which student is theirs, directly ask who their

student is.

Look up student in grade book, select the student’s grade, and hide all other students. Flip laptop to show adults their student’s grade.

“Now, this is Blank’s grade. It’s currently a percentage, which translates into this grade.”

Doing well – “Your student is doing very well. A’s or close enough across the board.”

If close to an A – “If he/she focuses a little bit more on exams, they can bump their high B grade into a low A grade, since exams are worth 75% of their grade in History.”

B students – “Your student is doing fine. B’s on the exams and close to A’s on the assignments. Exams are worth 75% of their grade, so a little focus on studying would help them. We give a study guide before the test, but they actually need to study it – just copying it from a verbal delivery won’t give them the tools to succeed.”

C students follow a similar talking point, but with a stronger emphasis on studying for the exam.

D students – There are a few D students. These students also have behavioral problems, and parents that are unlikely to attend. Since there are so few, their problems are specific and are individually tailored to the student.

o For example, one student (Y) is intelligent, but belligerently lazy. Y only does enough work to get a C grade when they could easily obtain an A. If the parent shows up, calmly explain how the student functions in class – they show up a little late, do not care about consequences, openly refuse to work, and skirts by with the minimal amount of work. My mentor and I have done all we can; at this point, emphasize to the parent they have to establish ground rules with their student to make them cooperate.

F students – there is only one F student, and there is no way his parents will be showing up.

Explain any concerns I have with the student – socializes too much, frequent late work, trouble staying on task, or is completely fine.

After the student’s grade is explained, briefly summarize the points made – grade is fine/needs improvement, concerns/no concerns.

“Do you have any questions for us?” – if not, thank them for their time. If they do have questions, explore the question and answer it as best as I can. I do not anticipate many questions; my mentor has explained that most of the parents I see will have students in the A or B range.