![]() Use documents for visual support, but keep them simple. Use simple documents in your explanations Speak at a measured pace (not slowly or more loudly), and pause often so the interpreter can translate a manageable amount of information. Speak with the parents, not the interpreterĭuring the conference, always make eye contact with and talk directly to the parent (as opposed to speaking with the interpreter). They had a very different perspective on the behaviors of a successful learner. The parents beamed at the teacher and described how happy they were that their child was displaying such inquisitive and active intelligent behavior. The kindergarten teacher was very concerned about their child’s excessive talking, activity, and inability to pay attention or play quietly with the other children. The following true anecdote illustrates the importance of this: a kindergarten teacher held a conference with parents who were from an African country. If possible, get some background information about your students’ cultures and educational expectations that their parents may have. Make sure that the interpreter feels comfortable interpreting certain vocabulary words that may not exist in their own language such as “special education,” “state standards,” or “curriculum.”Ĭonferences that include an interpreter will take more time while you, the interpreter, and the parents exchange information. Review educational terms and vocabulary with the interpreter Be sure to define the kind of information that will be shared and to reinforce the fact that the interpreter is translating the information, not offering advice or opinions. Meet with the interpreter before the conference to go over the meeting schedule and agenda, and to address any questions or concerns. If possible, collaborate with other teachers to establish an “interpreters’ schedule.”īefore conference night, have a training session for interpreters and staff in order to make the process successful and ensure that all people involved have the skills and understanding necessary to support the families. Again, make sure that this does not violate privacy policies in your school district.Ĭreate an interpreters’ schedule with other teachersīe aware that interpreters may have many classrooms to assist. Offer the training they need so that they feel comfortable and confident with their skills in a new role as an interpreter for other parents. If interpreters are not readily available at your school, consider offering an “interpreters’ training” for bilingual parents, and enlist the support of those parents who have become familiar with the school and educational environment. Also make sure that this does not violate privacy policies in your school district.Ĭonsider training parents to become interpreters If another bilingual parent offers to serve as an interpreter, make sure that the conference parent is comfortable with this. If in-person interpreters are not available (and you may not be able to get one for a low-incidence language such as Urdu or Farsi), there are companies that provide interpreters over the phone so that you could set up a phone conference with your student’s parents. If you do not have an official interpreter available at your school, talk to your principal and/or school district about the need to get one. (Some teachers have reported that a few of their Spanish-speaking students told their parents that ‘F’ stood for “Fantástico”.)Įnlist help to find an interpreter if necessary ![]() And they may not necessarily be forthcoming if they do not like the information being presented. They may not know the appropriate vocabulary to interpret the educational information. Students may not feel comfortable interpreting for their parents. It is very important that students are not the interpreters. If possible, be flexible if a family can’t make the appointment on conference day, and arrange to meet the family on another day after school. Be aware that families may have children in other grades or in other schools, and do your best to coordinate with all staff involved on the appointment times for the family. Then describe the parent-teacher conference and what they should expect.Īnother tip from sales people: The day before the conference, make a reminder call. When you offer the appointment time, ask the parent if they will be able to come at that time or to suggest a time that is more convenient for them. Take a tip from sales people: give parents an appointment time. To prepare for a successful conference night, encourage bilingual family involvement and consider bilingual invitations, child care, and other steps to encourage parent attendance.Īfter sending the conference invitations home, call the parents or greet the families at school and ask them if they will be able to meet with you. Teacher tips for parent-teacher conferences with bilingual families Before the conference
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