Strategies for a Successful Parent-Teacher Conference

For many teachers, parent meetings are often accompanied by a sense of fear. Some parents refuse to criticize, parents who don’t know how to help, and parents who never show up.

School staff who support student learning can also participate in the meeting. The administrator can fulfill your request or the request of a parent or guardian. It is also important to explain the current course goals and teaching strategies and hope to support them. But parent conferences can be fruitful. We collected five frequently asked questions from the perspective of teachers and parents and identified strategies to improve student attendance, communication, and outcomes. Meetings are not easy for parents eager to convene them on workdays or feel that the teacher does not understand their children.

As a online math tutor for your child, we must work hard to prepare for the parent meeting. In a few minutes, we must find a way to connect with parents, discuss the students’ academic progress, and improve. Some teachers like to allow students to participate in meetings to show that parents and educators are part of the teaching team.

Here are Before and After to Help you Succeed before Attending a Parent Teacher Conference.


Make sure you are familiar with the school or district’s agreement regarding progress reports or transcripts, grading policies, and other student assessment tools. As the meeting progresses, the transcript or progress report can serve as a springboard for discussion and help guide you through the meeting. In addition, if possible, allow you to share your local or state standardized test results. Make sure you know how standardized test data will be used to personalize or differentiate student teaching. If needed, please ask for a translation and find contact information.

 Non-native English parents need a translation. The school may need to hire an interpreter, preferably not a student, to communicate effectively and respectfully.

If you work with a translator, find a way to contact your parents despite the language barrier. Just because they don’t speak the same language or fluently doesn’t mean they are not very smart or care about their children. Try to learn some phrases in your native language to show that you are trying to make connections; even “hello,” “how are you?” and “thank you” can be very helpful.

Open a dialogue with a positive attitude. At the beginning of the conversation, remind parents that this meeting aims to share information about student’s academic growth and progress and how their children interact in the school environment. All parents are full of pride in their children and want to know their children’s strengths and challenges, so be sure to discuss both, but start with the positive side.

 If you don’t tell the teacher that you disagree, the teacher may think you agree and move on to the next topic. Talking about your differences with your teacher can help you find a more effective way to help your child.


A little thanks can be of great help. Many parents have to take time off or hire a nanny to attend meetings, so please consider taking the time to thank your parents in letters or emails. You can also ask students to write thank-you letters to their parents or guardians to thank them for participating and supporting their studies. In the notes, remind parents that don’t hesitate to get in touch with them if you have any further questions or concerns.

Develop a strategic action plan; ask your child’s teacher for specific suggestions on how to help your child with homework, reading, organization, etc, at home. Routines, behavior problems, etc. Make sure you understand the teacher’s suggestion. If you don’t, please ask for clarification. This list of suggestions will become your action plan. Establish a way to track your child’s progress and how best to keep in touch with your child’s teacher via phone, email, notes, or meetings. Review the action plan with the teacher at the end of the meeting to make sure you all have the same expectations.

Be sure to contact those parents who did not participate and provide other ways to communicate their child’s progress. Communicate frequently with parents. Let them know the child’s situation at any time. Let the family know about class projects, homework and other assignments, student grades, and any questions or concerns that may arise. Improve your teaching. Now that you know more about your students, please use this information to make educated decisions to help your students achieve achievement and growth in the classroom.

Parents should be able to contact their child’s teacher. Email is usually the easiest way to receive messages and reply to parents, but calls or meetings may also be required in the future. Set guidelines and limits for future communication.

 Google Voice allows teachers to create phone numbers forwarded to mobile phones without providing a personal number. Design a text messaging that allows teachers and schools to easily communicate with students and parents without using personal phone numbers. You can find more suggestions on communication tools between parents and teachers online.

Wrapping Up

The parent conference provides an opportunity for both parties to determine the child’s academic progress and make plans for future success. Effective teachers plan ahead, listen to parents’ opinions, and ensure that every meeting is filled with practical solutions, taking into account the best interests of the students.

Optimizing Learning Memory in the Maths Classroom

Working memory is the capability to retain and handle information in the mind in a short period of time. Complex Thinking and learning are based on working memory. Working memory supports school learning throughout the curriculum, from following instructions to reading and solving, and learn math easily with online math tutor in Dubai.

Working memory is a decision-making function that enables us to keep information in mind when processing it. Working memory is essential for storing information in long-term memory. It is also important to retrieve previously learned information from memory. Most of the “work” in the memory system occurs in the “working” memory, where information is managed, manipulated, and transformed.

Let’s Know Everything About Working Memory

 In a sense, working memory is everything you think of now. It would be best always to have working memory for daily operations: reasoning, learning, and understanding. It is similar to the RAM of a computer. It will only get tired over time.

Working memory can help you focus, retain relevant information, play with ideas and ideas, organize and manipulate information, solve problems, analyze options (analytical Thinking), make decisions, find new models (creativity), etc.

Make The Most Of Your Working Memory.

Because your working memory is small and easily distracted, you must learn to manage it properly. Here, you can optimize your intellectual potential and keep learning new things.

It takes time and effort to increase your working memory, but it is worth it. Start with the easiest options for you personally, and build the power of your working memory from there. Now, let us delve into all the techniques that can help you improve your working memory.

Working Memory Intervention In The Classroom

Logically speaking, given the close relationship between working memory and academic performance, classroom-oriented intervention should provide sufficient conditions for the best transfer or generalization because context, academics, and teaching require students to be in the classroom. Learning is closely related. To date, most classroom-based working memory interventions have focused on empowering teachers to help students by providing key adjustments within the classroom.

 Working Memory Training Increases Capacity

Can working memory be improved through training? “Working memory training” refers to interventions that directly train working memory skills to increase storage and processing capabilities. Due to the relationship between working memory and cognitive performance, working memory training should improve academic skills. However, the indication so far appears to indicate that working memory training is not the case. Let us consider what this means.

Eliminate Distractions And Avoid Multitasking

The main killer of working memory is a distraction. Your working memory is easily abstracted, which is a big problem; because when you are unfocused, all the thoughts that are being processed in your mind will be wiped away.

When someone or something interrupts you, it takes 15 to 60 minutes to re-enter the workflow. Sometimes you can’t even get back to the workflow. Your working memory capacity is spent on things other than the goals you plan to achieve. What a waste.


The Trial Steering Committee

The trial implementation will be overseen by the Trial Steering Committee (TSC), including experienced researchers, key stakeholders from the NI health and education departments, and service users. The team participated in the trial design and will meet during the transition period to review the progress of the trial goals and monitor the safety and health of all participants. Due to the nature and purpose of the primary data collected in this study (feasibility and acceptability measures), at this stage, it is believed that no data management committee is needed. Still, it will be established before the final TRC.

For example, qualification standards, recruitment procedures, or outcome measures will only be implemented in accordance with TSC. The changes made and the full picture behind them will be carefully recorded, as they are critical to the design of future tests.


We know that students with AD are at increased risk of additional working memory deficits. We also know that many activities in the classroom are based on working memory, which means that students with low working memory face many learning disabilities every day. So what can you do to improve your chances of success? We have described various learning support strategies for working memory deficits. Generally, these strategies fall into two categories: minimizing processing requirements and minimizing storage requirements. Although please keep in mind that there will be many similarities in the actual application of these plans. This narrative is not envisioned as a far-reaching list of strategies, nor should all strategies be applied simultaneously. On the contrary, educators, parents, and students must identify when working memory difficulties arise and evaluate the load of memory to find the most effective strategy. Providing learning support for each student will ensure that rich classroom teaching or learning opportunities will not be lost due to poor working memory.​​​​