It’s back to school…again! Your child is getting to know a new teacher and facing a host of new expectations. How can you be sure that you are prepared to help your child navigate the school year and get the most out of every day at school? It helps if you know what questions to ask. Here’s a list you can use as a starting point for talking with your child’s teacher.
Parent Night Questions
Many teachers provide a Parent Night handout or a website with detailed information about classroom expectations or procedures. See what your child’s teacher has prepared for you, and if it doesn’t answer the following questions, be sure to ask the right questions yourself.
- Student Feedback & Support - How do you like to provide feedback to students? Are there any interventions to help children who need a little extra attention? When are you available if my child needs extra help?
- Home Support - How can I support you, as a parent, so that my child gets the most out of this school year? What lessons can we carry through into our homelife?
Conference (or “As-Needed”) Questions
- Reading – When working in a small group with my child in reading, what is an area of strength or weakness that you notice? How is my child’s decoding? Fluency? Comprehension? Vocabulary?
- Writing – What are my child’s specific strengths and weaknesses in writing?
- Math - What are my child’s specific strengths and weaknesses in math?
- Cognitive Skills – How would you say my child is doing, as compared to peers, in these areas:
- Memory: How well does my child learn and remember new information? Does he or she require more or less support than peers? How easily is information retained?
- Attention: How is my child’s attention during different types of activities? One-on-one? Small group? Whole class?
- Processing: How well is my child able to “make connections” as compared to peers? In reading: decoding new words, making educated guesses about the meaning of a new word, using background knowledge, or predicting and inferring. In math: during computation (is it labored or slow?) or retrieval of simple number facts. In writing: able to generate coherent ideas without a lot of support and begin to put them into words (orally or on paper, depending on grade).
- Sequencing: How well is my child able to organize his thoughts for writing or explain his understanding of a new concept?
- Expression of Thoughts & Language Skills – How often do students have an opportunity to share their thoughts with the class (i.e., “think out loud”)? What do you notice when my child participates (or not)?
- Motivation – What does my child find motivating? What can I do to support this?
- Social Skills – How does my child do without direct supervision? How does my child handle conflict with other students? What one thing could my child do to improve his or her social skills?
- State Testing & Advancement – Do you have any concerns about my child’s ability to prepare for and take the state tests? Or his or her advancement to the next grade?
If you have concerns about your child’s cognitive skills or academic performance, don’t wait until conference day to let the teacher know. Use the teacher’s preferred method of communication to request a special meeting. For any area where extra help might be needed, or even if your child has reached proficiency, be sure to ask, “What can I do to support my child at home?” And then really do it. That school-home connection can make a huge difference in student achievement. Here’s to a great school year!
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