Interesting meetings for parents at school. Methodological recommendations on how to conduct a parent meeting. parent meeting needed

Use of metaphors ( motivational stage of the parent meeting).

At the beginning of the lesson, it is necessary to motivate parents to actively participate in the discussion of the issues raised, to intrigue them. To do this, the teacher can successfully use a metaphor.
Metaphor, as you know, is an indirect communication of information in the form of an instructive story or figurative expression. This technique allows not directly "on the forehead", but avoiding protective mechanisms, to reach out to the consciousness of a person. Metaphor underlies the wise sayings of philosophers and writers, ancient and modern parables, fairy tales.
In my work, I often resort to using this technique, especially at the motivational stage of the parent meeting.

One way to use metaphor is methodical method of discussing drawings - metaphors , proposed by the teacher-psychologist Tsvetkova S. in the article "Issues of education in pictures" of the newspaper "School Psychologist". The described method is based on a discussion of a drawing that, at first glance, is not related to the topic of the parent meeting. However, in the course of reasoning, the parents, answering the leading questions of the teacher, gradually come to understand that the object (or phenomenon) in the figure, like nothing else, personifies the topic, problem raised at the meeting.
Here is one example of the use of a drawing in a parent-teacher meeting - a metaphor, taken from the above article:

Drawing - metaphor "Sponge"(problem touched upon is the upbringing of the child)

This figure can be offered for discussion at a parent meeting dedicated to the basic principles of education, and in this case, the principle of education based on the personal example of an adult.
According to the original author's development "Issues of education in pictures", parents, answering the teacher's leading questions, need to compose a fairly detailed story based on the picture presented to them. And only then is it announced to them with what educational moment the discussed drawing is connected.
In my own work, I use this technique in a slightly different way - from the very beginning I try to activate the parents' reasoning with the help of direct, pre-prepared questions to the drawing - metaphor. This is due to the fact that often parents, having come to a meeting, try to avoid any activity (express their own opinion, make a remark, ask a question, show their own knowledge on the topic), not wanting to seem incompetent in matters of education, being afraid to make a mistake when answering a question, etc.

Below are the questions of the teacher and approximate answers of the parents (those to which it is desirable to sum up their reasoning):
- What is shown in the picture?
– Sponge ( parents).
- Let's try to list the qualitative characteristics of this item. What is its characteristic property?
- It absorbs liquid well ( parents).
- Let's imagine what happens to a sponge if it absorbs a blue liquid? How will this affect her?
- The sponge will turn blue ( parents).
“And if we pour a red liquid into a sponge?”
- The sponge will turn red ( parents).
“What if we pour liquids of different colors into the sponge at the same time?”
- The sponge will become an incomprehensible, indefinite color ( parents).
- At the beginning of the discussion, we determined that the feature of the sponge is the ability to absorb. Where do you think the word "education" comes from?
Parents make their own assumptions.
- The word "education" is formed from the words "nutrition", "absorption". It was not in vain that I drew attention to the common roots of these words, because a child in childhood, like a sponge, absorbs everything that his parents “poured” into him. You can convince a child for a long time that smoking is harmful, punish him for a bad habit. It makes no sense if he sees with what pleasure his father or mother, older brother or other people around him smoke. He is likely to "absorb" the example of older and respected people.
- Can you now name one of the main principles of raising children?
- Parents speak up.
- Of course, this is the principle - education by one's own example.
Having slightly modified the described technique and selected other metaphor drawings, I often resort to it in my practice - and not only when holding parent-teacher meetings, but also when carrying out psychological education of teachers.
So, in my "piggy bank" the following drawings appeared - metaphors ( Attachment 1 ):
– Drawings-metaphors “Lock” and “Keys”(the problem touched upon is the need for an individual approach to the child, in knowledge of the psychological patterns of child development; methods of education).
– Figure-metaphor “Egg”(the problem addressed is the age crisis, for example, the crisis of 3 years).
– Drawings-metaphors “Swan, crayfish and pike” and "A trio of horses"(the problem addressed is the lack of consistency in upbringing, the unity of requirements for the child).
– Figure-metaphor “Backpack”(the problem under consideration is the preparation of the child for school).
Another possible use of metaphor is discussion with parents of an ancient or modern parable selected by the teacher in accordance with the plan of the meeting.
So, for example, when discussing with parents the issue of the consequences of rough, non-pedagogical treatment of a child, I use the text of the well-known oriental parable “Everything leaves its mark”:
“Once upon a time there was a short-tempered and unrestrained young man. And then one day his father gave him a bag of nails and punished every time he could not restrain his anger, to drive one nail into the fence post.
On the first day, there were several dozen nails in the post. The next week he learned to control his anger. And every day the number of hammered nails began to decrease.
The young man realized that it is easier to control his temper than to drive in nails.
Finally, the day came when he never once lost his composure. He told his father about it. And he said that this time, when the son manages to restrain himself, he can pull out one nail at a time.
Time passed, and the day came when he was able to tell his father that there was not a single nail left in the post.
Then the father took his son by the hand and led him to the fence: “You did a good job. But you see how many holes there are in the column. He will never be the same again. When you say something evil to a person, he leaves the same scar as these holes. And no matter how many times you apologize after that, the scars will remain.”

No less effective is the demonstration of animated films based on parables, followed by their discussion ( Annex 2 ).

Wise sayings of philosophers, quotes of writers can be used to design a thematic stand or a memo for the parent meeting - as the main idea of all the information presented ( Annex 3 ).

Questionnaire for working with parents diagnostic stage of the parent meeting).

When talking with parents about a particular problem (children's aggressiveness, anxiety, psychological readiness for school, etc.), I want this conversation to be substantive, so that parents, at least tentatively, imagine whether they have the described difficulties. child. After all, not all parents are critical of themselves and their child, they are not always able to see the problem they have in the family, in the process of building relationships with the child. Other parents simply may not have enough special knowledge to objectively assess the situation.
In this connection, it becomes necessary to use express questionnaires at parent meetings. It is clear that such questionnaires cannot give an in-depth analysis of the existing difficulties, however, they allow a first general assessment of the existing situation.
The proposed questionnaires should be simple for perception and processing by the parents themselves at the meeting. Among these questionnaires, the following can be distinguished: the questionnaires "Signs of aggressiveness", "Signs of impulsivity", "Signs of anxiety", "Child's readiness for school", "Styles of education in the family", etc. ( Appendix 4 )
In order for parents to be sincere in their answers to the questions of the questionnaire, before conducting the survey, they need to be instructed that the data obtained during the diagnostics will be known only to them, and there is no need to voice them to the entire audience.
Having received specific information about themselves and their child based on the results of the survey, parents are likely to quickly listen to the words of the teacher and take into account his recommendations with great desire.

How interesting it is to present theoretical information ( the main stage of the parent meeting is the study of theoretical information).

The study of any topic involves an appeal to theoretical knowledge. Without disclosing the main theoretical provisions on a particular problem, its correct understanding is impossible. At the parent meeting, the teacher needs to acquaint parents with the basic concepts that reveal the problem at hand. In order for the parents’ acquaintance with the theory not to be boring and uninteresting, the teacher needs to approach the issue creatively.
There are a number of methods of non-standard presentation of theoretical information.
Such a methodological approach is an exercise "Associations"(borrowed by me from the technology of teaching students critical thinking, in the original this technique is called "Cluster").
The teacher presents to the attention of the parents the key concept of the topic and invites them to name as many words or expressions as possible, related, in their opinion, to the proposed concept. The main condition is not to repeat what has already been said by others. All statements are recorded on the board. When the flow of parental associations dries up, the teacher summarizes the knowledge of the parents and gives new, unknown to the students, theoretical information on the problem.
Consider an example of using the "Associations" exercise at a parent meeting on the topic "Psychological characteristics of adolescence".
Key concept: "Adolescence". Parents freely name their associations associated with the concept, as a result of which a cluster (bundle) is formed:

The teacher summarizes everything said by the parents: “Adolescence is a transitional, critical age (because during this period there is a kind of transition from childhood to adulthood). It is believed that this period is more difficult for training, education than the younger and older ages, because. associated with the restructuring of all mental processes, activities and personality of the student".
And the remaining associations, not reflected in the generalized conclusion, are used as a support for explaining the new theoretical material.

Another, no less interesting exercise for the study of theoretical information by parents is exercise "Portrait of a "special" child"(proposed by the authors Lyutova K.K. and Monina G.B. to work with parents of children with developmental difficulties).
A schematic image of a “special” child, for example, an aggressive one, is hung on the board (the topic of the parent meeting is “The influence of family education on the formation of aggressive behavior in a child”).

Parents, even before the teacher provides theoretical information on the topic, are invited to try to make a portrait of such a child themselves - to describe his inner world, as well as external manifestations of behavior. The resulting description, if necessary, is corrected by the teacher and supplemented by information unknown to parents.

Bad and good advice the main stage of the parent meeting is the development of practical skills).

Very often, a teacher working with parents raises the question of how to give them recommendations so that they are listened to, taken into account, and also put into practice?
Experience shows that a teacher's simple enumeration of recommendations for interaction with children (even the most meaningful and effective ones) will not leave a trace in the minds of adults. This knowledge will not be their personal until it is felt through their own experience. Only by getting involved in a direct discussion, "trying on" the educational situation for themselves, the parent can understand the positive and negative aspects of certain pedagogical influences.

A standard exercise for developing and discussing the optimal pedagogical strategy for interacting with a child is an exercise « Discussion of problematic situations. When discussing typical and atypical pedagogical situations, the teacher unobtrusively makes it clear to parents how to act in a given situation. Each teacher needs to accumulate a “piggy bank” of similar educational tasks for parents, which he will later apply at meetings ( Appendix 5 ).

A more interesting and non-standard method of introducing parents to psychological and pedagogical recommendations is reception "Bad advice".
Once I came across a memo for teachers - "Useless advice", following which can significantly worsen the attitude of a younger student to study (author - Klimakova Yu.). In this memo, similar to G. Oster's "Bad Advice", recommendations (or rather, anti-recommendations) were given on how the teacher should communicate with the child. This memo formed the basis of the methodical technique developed by me “Bad advice or How not to communicate with a “special” child”.
Parents at the meeting are offered “Bad advice” on communication, for example, with a child of 3 years old, during the discussion of which it is necessary to understand how such an attitude towards the child will affect his development, and also to jointly develop the right behavior strategies with a “special” child.

Such a presentation of theoretical and practical material allows parents to see their mistakes in raising a child with certain difficulties; instead of the existing strategy of communication with him, think over a new, more optimal strategy based on psychological and pedagogical laws.
So in my "piggy bank" appeared "Bad advice" for parents of aggressive, anxious, hyperactive children ( Appendix 6 ).

A lot of interesting methodological techniques for discussing optimal strategies for building relationships between parents and children are offered by Lyutova K.K. and Monina G.B. These are methods such as:
- "Ambulance"(parents, working in groups, develop all kinds of methods of prevention and corrective impact on a child with a particular problem),
- "Letter on behalf of a child" with a problem in development (parents, working in groups, make an appeal to parents on behalf of the “problem child”, how he would like adults to interact with him), etc.
Each of the presented techniques is interesting in its own way and can be adopted by a teacher to work with parents.

Summarizing ( reflective stage of the parent meeting).

It is clear that within the framework of the article it is impossible to describe all the available methodological techniques for increasing the effectiveness of the parent meeting. I am sure that their set is not limited to the attention of readers presented to me. The teacher, working with parents, must constantly search for such techniques to use them in their practice.

List of used literature:

Galaktionova T.G. From self-knowledge to self-realization: Personnel-technology of educational activity. St. Petersburg, Institute of Special Pedagogy and Psychology, 1999.
Klimakov Yu. Do not be afraid of the terrible / School psychologist, 2004, No. 8.
Lyutova E.K., Monina G.B. Training of effective interaction with children. SPb., Rech, 2005.
Khukhlaeva O. Active forms of group work with parents // School psychologist, 2006, No. 19.
Tsvetkova S. Questions of education in pictures // School psychologist, 2006, No. 5.

There is an opinion that the parent-teacher meeting is the usual approach to establishing contact between the parents of schoolchildren and teachers. However, this belief is incorrect. First of all, the main goals of such a meeting should be considered a discussion of the successes and failures of schoolchildren, as well as effective methods of influencing them. Naturally, the key figure of this event is the class teacher, who should organize an interesting and informative parent meeting. How to do it? We'll tell you in today's article.

We select topics and forms of parent-teacher meetings

In most cases, parent-teacher conference topics, whether middle school or elementary school, are developed a year in advance, so it would be great if parents also take part in choosing topics of interest to them. At the end of the last semester, conduct a short survey, thanks to which the parents themselves will determine the list of issues that will definitely need to be discussed next year.

The question arises: what topics will be relevant and interesting for parents? Well, their range is quite wide, so we suggest that you familiarize yourself with these: “Life after school or how to choose a university”, “How to cope with a difficult child”, “Learning problems”, “Student in adolescence”, “Pros and cons of a school uniform "," The daily routine of the student.

As for the form of the meeting, it will be necessary to seriously prepare here as well. Remember, you need to try to "ignite" dads and moms with your approach to organizing this event. Among the most interesting forms, it is worth noting: a pedagogical ring (in which the opinions of parents and children collide), various conferences of parents where they can exchange experiences in education, tea parties, small press conferences with parents, discussion meetings, etc.

Holding a parent meeting

Remember the main thing - any parent meeting should consist of three parts: introductory, main and final. The duration is no more than one hour.

Introduction

The main task of the introductory part is to organize parents and create a favorable atmosphere for conversation, which will allow to concentrate the attention of both the class teacher and everyone else. It will be possible to create this very atmosphere through an interesting design of the cabinet. However, do not forget that everything should be in moderation: moderate light, soft music, the audience should not be decorated in colorful colors, the chairs are arranged in a semicircle or U-shaped, so that it is convenient to divide parents into several groups. As soon as dads and moms get into the room, they will immediately appreciate your efforts.

By the way, before the meeting we also advise you to make a small exhibition of creative works of schoolchildren. It can be both excellent students' notebooks and drawings made in fine art classes. You can also arrange a corner where parents can get acquainted with the current grades of students.

Such a small exhibition of drawings will also help to interest the attention of parents.

You can choose to be strict, playful, or casual, but never speak to your parents in a didactic tone. You communicate with adults, many of them are older than you and certainly understand many issues no worse.

Then thank all the dads and moms for coming. Do not forget about the lyrical beginning: the background music in the form of a piano or guitar, as well as thematic poems, will allow parents to get rid of unnecessary thoughts from their heads and tune in to work. Well, by reporting an interesting and intriguing topic, you will definitely pleasantly surprise them!

Main part

As a rule, the main part of the meeting begins with a presentation by the class teacher, who talks about the main aspects of the topic under consideration. The message should be concise, because, as you know, the stability of attention at the end of the working day leaves much to be desired. Otherwise, parents will miss the information you convey past their ears and start thinking about their own affairs.

Your main task is to interest parents in the topic of discussion

Thus, it is necessary to ensure that parents never become passive listeners. Try to ask them as many questions as possible, give various examples from personal practice, analyze the problems that modern educators face, and also offer parents to watch short documentary videos related to the topic of the meeting.

Then go directly to the discussion of class life . When talking about the undesirable actions of schoolchildren, do not mention their names. Also, do not make claims to parents and discuss the personal life of a particular student. The main thing here is to work out several ways to solve problematic situations through joint efforts.

It will be very good if, in addition to videos, you can offer parents various illustrations, graphics and even interviews with the children of the group. All of the above will allow parents to be as interested in your performance as possible.

Finishing the main part is fun and interesting contests that will definitely please moms and dads . For example, you can hold a competition called "Attention, conflict." Its essence is to learn how to find a compromise in disputes and resolve them constructively. Offer parents three conflict situations, listen to their opinion, and then work together to find ways to solve them.

Try to make some paper crafts with your parents

Another fun competition is called "Self-portrait". Before the parent meeting, the children will need to draw self-portraits. The task of parents is to guess the drawing of their child. Also try a master class on making photo frames or origami.

Final part

At the end of the meeting, the teacher listens attentively to the questions of the parents and answers them.

The final part is often called "different", because at this time the parents and the class teacher begin to discuss everything that is not related to the main theme of the event. These are mainly financial and organizational issues, as well as plans for the near future.

At the end, summarize the meeting by listing the main theses for resolving each of the issues that were recorded in the minutes. Well, then you can have a tea party. You should not prepare a chic table, just stock up on boiling water, tea bags and dryers. In an informal setting, parents will feel more relaxed, so they will quickly become sociable.

A small memo to the class teacher

Respect your and your parent's time by scheduling meetings at least a week in advance. It would be better if you specifically communicate the start and end times of the event.
Provide information about the possible place of work for students in the summer, talk about their prospects and success at school.
Do not forget to mention innovations in the educational sphere, the best foreign and Russian forms, where a completely different form of education is practiced.
Praise parents often for a good upbringing of a student. Sometimes you can give mom or dad a small letter or a letter of thanks.
At the end of the school year, analyze your joint work with your parents for 4 semesters, and be sure to make a plan for the next year.

Thus, an interesting and informative parent meeting will effectively combine the possibilities of the family and the school in the upbringing and education of students. The main task of the teacher is to make parents active participants in the event and give them the opportunity to ask and discuss absolutely any questions.

Anna UMNOVA,
educational psychologist

How to hold a parent meeting: advice from a psychologist

According to statistics, the average parent attends about 40 parent-teacher meetings during their child's schooling and spends about 80 hours of their life on them. In order for the parent meeting to be interesting and effective for both parents and the class teacher, it is necessary to take into account a number of psychological aspects of its preparation, organization and conduct.
The parent meeting is a necessary element of school life and an important tool in the work of a school teacher. Teachers and parents influence the development, education and upbringing of children, therefore their interaction is necessary, the form of which is the parent meeting.

The main task of parent-teacher meetings is to find, together with parents, solutions to emerging problems in the upbringing and education of children. In addition, parent-teacher meetings can be used to improve the pedagogical culture of parents, stimulate their participation in the life of the class, and responsibility for the upbringing of their children.

Before starting preparations for the parent meeting, it is useful for the teacher to remember why parents attend parent meetings. As a rule, they do this for the following reasons.

Firstly, parents want to receive information from teachers and administration about their child, his academic progress and behavior. Psychologically, behind this often lies the unconscious desire of parents to make sure that their child is no worse than other children.
Secondly, at parent meetings, parents can receive specific recommendations on what to pay attention to, what is important to track and control in the educational and extracurricular activities of the child.

Thirdly, it is important for parents to learn and form their own impression about the people with whom the child interacts in the institution.

Fourthly, during the meetings, discussions are held with teachers and administration of various conflict situations.
Of course, the parent meeting is also a form of productive communication between parents to get to know each other, exchange information, solve common problems of students, etc.

Understanding and taking into account these factors will allow the teacher to successfully prepare and competently build the structure of the parent meeting.
Preparing a parent meeting involves determining its topic and deciding who should be invited to the meeting (representatives of the administration, teachers, school psychologist, guests).

The choice of the topic of the parent meeting should be linked to the goals of the current activities of the class, the peculiarities of the course of the processes of education and upbringing, and the directions for building relationships between the school and the family.

Topics for parent meetings can be determined in advance for a longer period (a year or more), but in this case it is advisable for the teacher to coordinate them with the parents of the students.

It should be remembered that the conversation at the parent meeting cannot be limited to the consideration of only the educational affairs of schoolchildren, therefore the teacher needs to take into account a wider range of issues affecting various aspects of the intellectual, spiritual, moral and physical development of children.

The agenda of the next meeting in most cases is determined by the teacher together with the parents or taking into account their opinions, otherwise a frank and interested conversation on the part of the parents at the meeting itself may not work.

The choice of topics and questions for discussion at the parent meeting is very important. From the point of view of psychology, it is better for the teacher to determine the one most important problem concerning the students of the class, and build a conversation with parents on its discussion.

As the main areas in which a specific topic can be identified, the teacher can choose the following:

Summing up the results of the joint activities of teachers, students and parents for the six months or the academic year;

Improving the pedagogical culture of parents, replenishing their knowledge on certain issues of raising a child in the family and school;

Demonstration and analysis of the educational achievements of students in the class, determining their potential;

Promotion of the experience of successful family upbringing, prevention of incorrect actions towards children by parents.

On the eve of the meeting, it is advisable for the class teacher to conduct an interview with other teachers in the class. The purpose of such a meeting may be to discuss educational achievements and behavior of students in the classroom. The information obtained can later be used to analyze and generalize the practice of schoolchildren's participation in the educational process.

It is also necessary to determine the organizational form of the parent meeting: a traditional meeting, a round table, a conference, an active discussion, etc. The use of practical forms of a parent meeting will allow the teacher to diversify the ways of organizing the mental and practical activities of parents, to more actively involve them in the discussion of the issues raised.

Despite the fact that the agenda of the parent meeting is developed independently by the teacher and is creative in nature, it is necessary that it include the following components.

1. Opening speech of the class teacher

At this stage, the class teacher must announce the agenda of the meeting, determine its goals and objectives, introduce the procedure for joint work of its participants, introduce those invited to the meeting, emphasize the relevance of the issues under discussion. This message should be short, but at the same time contain sufficient information for parents to form an idea about the goals, objectives and organizational aspects of the meeting. It is important from the first minutes of the meeting to mobilize, interest and prepare parents for active participation in it.

2. Analysis of student learning achievements

In this part of the parent meeting, the class teacher should tell parents about the overall results of the class's learning activities. At the very beginning, he should warn parents that they will receive answers to specific questions about the performance of their child separately, as part of a personal meeting. In the course of acquaintance of the participants of the parent-teacher meeting with the opinion of teachers, one should remember the increased anxiety of parents, therefore, when passing certain judgments, one must abandon subjective assessments. The conversation should be conducted not so much about grades as about the quality of students' knowledge.

3. Familiarizing parents with the state of the emotional climate in the classroom

The class teacher at this stage analyzes the behavior of the children in situations that are significant for them (in the classroom, at breaks, in the canteen, on excursions, etc.). The topic of conversation can be relationships, and speech, and the appearance of students, and other topical issues related to the behavior of children. Parents, as well as teachers, must understand the importance of the school as an institution of communication in which the child gains valuable experience of interacting with other people. This goal is no less important than teaching the sum of scientific knowledge. The teacher should be extremely delicate, avoid negative assessments of a particular student, and even more so a parent.
4. Psychological and pedagogical education

This component of the parent meeting does not need to be singled out as a separate item on the agenda of the meeting, it should be naturally included in the structure of its other components. It is advisable for the class teacher to offer parents information about the latest in pedagogical literature, about interesting exhibitions, films that they can visit with their child. To cover individual issues, it makes sense to invite a teacher-psychologist, a social pedagogue, and other specialists to the meeting. In this regard, parent-teacher meetings are a great opportunity to talk about the content of the work of these specialists and establish their contact with parents.

5. Discussion of organizational issues (excursions, class evenings, etc.)

The discussion consists of a report on the work done and information on upcoming cases.

6. Personal conversations with parents.

At this stage, the parents of children with problems in learning and development should become a special object of attention of the teacher. The difficulty lies in the fact that very often these parents, fearing criticism, avoid parent meetings, and the class teacher should strive to provide them with a sense of security, to make it clear that they are not condemned, but are trying to help. The meeting should enlighten parents, and not state the mistakes and failures of their children in their studies. From the point of view of a psychologist, the tactic of joining is very effective, which begins with the words: “I understand you!”. However, this does not mean that parents of other children should be deprived of attention. It is desirable that the class teacher knows what to say to each of them.

To organize communication with parents, it is important to find the best option for behavior that will create an atmosphere of mutual understanding and respect. In this case, the parent meeting will be the most effective way of interaction between teachers and parents.

During the parent-teacher meeting, the teacher must take into account the psychological characteristics and stereotypes of individual parents, due to which they can show distrust, tension and even aggression.

So, for example, some parents are of the opinion that the school should compensate for the lack of attention, education and time that they fail to devote to their children. And this, in turn, can lead to unreasonably high demands on the part of parents in relation to the class teacher. The task of the teacher in such a situation is to overcome the internal resistance of parents and form the motivation for joint activities.

When interacting, it is necessary to take into account the urgent tasks that take place in the family and manifest themselves at school. It is important to remember that participants in a meeting should not be judged, they should be directed, not pressured or worse, judged.
Considering that the parent meeting is one of the forms of socio-psychological interaction between the school and parents, it is possible to give some effective advice to the class teacher to increase its effectiveness.

Before meeting with parents, the teacher needs to relieve their own tension, be calm and collected. This will help build a good, trusting relationship with the parents during the meeting.

No more than an hour and a half should be allowed for the parent meeting. Firstly, this is the period during which parents are able to adequately perceive information, actively participate in the discussion of certain issues. Secondly, the personal time of the people invited to the meeting should be protected. Therefore, it would be appropriate for the teacher to establish a regulation and strictly monitor its observance. Before the start of the parent meeting, the teacher should announce the issues that he plans to discuss with the parents.

From the point of view of psychology, one should start the conversation with the positive, then talk about the negative, and end the conversation with suggestions for the future. It is necessary to talk about bad things in general, without naming names. In bad students, the teacher needs to find the good and praise them for something in front of everyone. You can talk about good things in front of everyone, about shortcomings - individually with each of the parents.

Talk to your parents calmly and kindly. It is important that the parents of all students - both well-to-do and at-risk children - leave the meeting with faith in their child. When discussing problematic issues, the teacher can rely on the life and pedagogical experience of the most authoritative parents.

You need to communicate in a language understandable to parents, without the use of special terminology. With the help of speech, intonations, gestures and other means, it is necessary to make parents feel respect and attention of the teacher to them.

The teacher should abandon teachings, notations, arrogance. The conversation should be based on the cooperation of both parties: try to understand the parents, correctly identify the issues that concern them. It is necessary to strive to convince parents that the school and the family have the same common goals.

It is also necessary to maintain the confidentiality of information (everything that happens at the meeting should not be taken out of it).

The result of joint work at the parent meeting should be the confidence of parents that in raising children they can always count on the support of the class teacher and the help of other school teachers.

The class teacher who organizes the parent-teacher meeting should not condemn the absence of absent parents, compare the successes of individual students and different classes, and give a negative assessment to the whole class.

The teacher should not forget that the main indicators of the effectiveness of the parent meeting are the active participation of parents, the discussion of the questions raised, the exchange of experience, answers to questions, advice and recommendations.

Summing up the results of the meeting takes place at the meeting itself. It is necessary to draw conclusions, formulate the necessary decisions, provide information on preparations for the next meeting. It is important to find out the attitude of parents to the meeting - for this, questionnaires can be prepared to record their assessments and wishes, which will subsequently become the subject of reflection for the class teacher. Indeed, not only the meeting is important for the teacher, but also its results, since their analysis will make it possible to correct pedagogical work with students, build further relationships with parents, and improve understanding of the problems of both sides.

From the point of view of a psychologist, the formation of the attitude of parents to further close cooperation with the school is more successful if, at the end of the meeting, the class teacher thanks the parents for their success in raising children, marks those of them who took an active part in preparing the meeting and shared their experience on it family education.

It is very important that the final part of the meeting becomes a prologue to further joint work of the teacher and parents to solve the problems identified during the discussion.

Parent meetings are a very effective form of feedback with parents based on the commonality of their interests and experiences regarding their children. Therefore, a well-organized and conducted parent meeting provides an opportunity not only to resolve certain issues related to the education of children, but also helps the teacher to build long-term interaction with parents and be sure that the most important tasks will be the subject of collective consideration and will be resolved in a timely manner.

At present, the interest of teachers and heads of educational institutions in the problems of education has noticeably increased. In turn, the strengthening of the educational function of an educational institution necessitates the improvement of the forms and methods of interaction between the school and the family, teachers and parents.

The parent meeting is the main form of joint work of parents, where decisions are discussed and made on the most important issues of the life of the class community and the education of students at school and at home. Its main purpose is to harmonize, coordinate and unite the efforts of the school and family in creating conditions for the development of a spiritually rich, morally clean and physically healthy personality of the child. Parent meetings are also held in order to improve the pedagogical culture of parents, activate their role in the life of the class, and increase responsibility for the upbringing of their children.

The teacher's classroom management consists not only in organizing a children's team, but also, having understood, accept their parents. And the task of the teacher is not to teach parents, but to share with them the experience of raising children accumulated over the years of work, since by the nature of his activity the teacher reads more literature on education than parents, and his circle of communication with children is much wider and multilateral. Everything must be done so that fathers and mothers believe the teacher and listen to his advice. Therefore, at the parent meeting it is always necessary to create an atmosphere of trust. Parents should be introduced to the main areas of educational work so that they realize the importance of cooperation between the family and the school. This is an ongoing process, which depends both on the demands of today's society and on the situation that has developed in the classroom. Of course, one should not understand parent-teacher meetings as an educational program for parents, it is not necessary to lecture parents in a mentoring tone, who usually come to parent-teacher meetings after work tired, and sometimes irritated.

All informational material should be packed in 15-20 minutes. If parents want to learn more about something, break the material into several blocks, into several meetings, where you can not only tell them the material they are interested in, but also hold a discussion where everyone can express their point of view on this issue. Parents (sometimes they are our former students) remain children in their hearts. In fact, they are not opposed to advice in the difficult matter of education. But their adult shell protests against the teaching. Therefore, we sometimes notice their sarcastic looks.

I do not advise scolding children at the parent meeting. Try to talk about the successes and deeds of the whole class, focus on the best sides of the character of each child. After all, for mom and dad, their child is the best. Information about the progress of students should be read out without edification, but with sympathy and understanding. Be sure to emphasize that tomorrow everything will be fine if we all try. After all, every parent deep down expects the best results from their child. And it's very good when parents believe in it, love their child consciously. In our time, it is not easy to stop and think about the fact that children are our only wealth. But we must try to look into the soul of the child, speak the same language with him, and he will definitely respond.

Parent meetings are required:

to quickly obtain a variety of information about children;
as orientation, instructive meetings with changes in the life and activities of the class team, its mode of operation, etc.;
to familiarize parents with the analysis of academic performance, attendance, the results of medical examinations, etc. But this should be analytical material (without naming the specific names of parents and children);
as advisory on the vacation program, on employment in the system of additional education, etc.;
as an emergency, emergency in an acute conflict situation, in an extremely difficult case with one of the children. This is a collective council of adults deciding how to help a child in trouble or a mother in need of help;
creative meetings, when children show their parents their creative abilities, sports achievements, applied skills, etc.;
lecture meetings, psychological trainings, role-playing games on various topics and problems of education and training. Such meetings can be held quite often (once a month), like a school for parents.

Meeting preparation:

determine the topic, main problem and main objectives of the meeting;
clarify the rules, think over the course of the meeting;
send invitations to parents in a polite manner, indicating the issues to be submitted to the meeting;
think over where the parents will undress, who and how will meet them at school;
to think over exhibition or informational material;
determine which specialists can be invited;
to think over your appearance is an important detail: after all, every time a meeting is an event and a little bit of a holiday.

Sample schedule for a parent-teacher conference.

The start of the meeting must be at a fixed time. Parents get used to such a requirement and try not to linger. The maximum duration is 1–1.5 hours.

Opening speech of the class teacher (5 min).

Parent questionnaire analysis; is carried out in order to more clearly expose the problem of the meeting (5-7 minutes).

Speech on the topic: specialist or class teacher. The presentation should be bright, concise and accessible (10-20 minutes).

Discussion of the problem (20 min).

Class performance analysis. Never give the names of lagging, undisciplined children, do not “stigmatize”. The analysis should express confidence that joint work will correct the situation.

In conclusion, the teacher thanks the parents for their joint work. He asks those parents whose children have problems in learning and behavior to stay for a moment to find out the reasons and jointly solve them to overcome them.

Rules of conduct for the class teacher at the parent meeting:

It is unacceptable to hold a parent-teacher meeting “according to the class journal”. Parents value the teacher not as an informant about the educational successes or failures of children, but as a benevolent adviser, a person who is knowledgeable in learning and, most importantly, in raising children.

Relieve stress, anxiety, expectation of an unpleasant conversation.

To show that the school and the family have the same problems, the same tasks, the same children.

Suggest how to find ways out of problem situations. Find these paths together.

Try to understand your parents, put yourself in their place.

Be able to speak with parents calmly, respectfully, kindly, interested. It is important that parents of both good students and underachieving children leave the meeting with faith in their child.

Tips for a successful parent-teacher conference:

you can arrange tables and chairs in a circle: everyone can see and hear each other well;
prepare business cards with the names of the parents, especially if they do not know each other yet;
call parents by name and patronymic, and not “Tanya's mother”, “Vitin's father”, etc .;
use the form of conversation over a cup of tea, especially at the beginning of the 1st grade;
use group forms of work with parents, game elements;
rely on experience, opinions of authoritative parents;
skillfully determine the day and hour of the parent meeting (when there are no important events, interesting TV shows, etc.);
rigidly determine the rules of the meeting, save the time of parents;
it is necessary to end the meeting with the adoption of a specific decision.

Helpful tips for parents.

Whether parenting is good or bad can be reliably judged by whether your child can say: “I am happy!”.

Do not rely too much on your own example, alas, only bad examples are contagious. An example, of course, is important, but only if you respect your child.

Is your child seeking freedom from their parents? This means that something is wrong in the family, in a good family, children feel free, it never occurs to them to rebel against their parents.

We are not the masters of our children's lives, we cannot know their fate. We do not fully know what is good and what is bad for their future, so we will be more careful in all decisions that may affect the path of the child.

When we talk to children, we are always sure that this is the truth, but we do not notice that sometimes we are embarrassed in the eyes of our children. Do not be afraid of children's doubts about your rightness.

It is necessary to look after children, neglected children can be in trouble.

Learn to control your intonation, an unmistakable intonation can even smooth out a pedagogical mistake.

Say the main words to your child more often: “Do not worry! Do not be upset! Don't be afraid! Not food!”

Protecting or not protecting your child from bullies is one of the most difficult parenting questions, but don't leave him alone if you feel that he is offended.

Sometimes children take all school troubles too close to their hearts. Constantly teach them to distinguish between what is important and what is not.

If the kids are too addicted to the TV: they don't go out and have lost friends, then the TV must... break. At least for 2-3 months, until the children come to their senses. But what about adults? Raising children, like an art, requires sacrifice.

Remember, how long have you heard laughter in your house? The more often children laugh, the better education goes.

John Steinbeck said, "A boy becomes a man when the need for a man arises." If you want to raise a man, create such a need in the house.

You came home and saw that your eight-year-old son and his guests literally trashed the house. We will understand that there was no malicious intent: the children were just playing hide and seek, we will use this opportunity to say: “Nothing, let's clean up together.”

Tell your son or daughter, "People should be easy with you." Don't be afraid to repeat it.

Never reproach a child with either age: “You are already big!”, Or sex: “And also a boy!”, Or a piece of bread: “We feed you, give you water.”

Try not to criticize anyone in front of the children. Today you will say bad things about your neighbor, and tomorrow the children will say bad things about you.

The most difficult thing in upbringing is to teach children philanthropy. Loving children can be difficult. Praise the child, but even more often praise people in his presence.

Rousseau believed that the child should know: how good he will be with others, so they will be good with him.

Parents are annoyed when their children do not obey them from the first word. Learn to repeat the request without irritation and see how calm it will become in your house.

When you scold a child, do not use the words: “You always”, “You in general”, “Forever you” ... Your child is generally and always good, he just did something wrong today, tell him about it.

There are children whom you will not take with either punishment or kindness, but a generous attitude, in the end, saves them.

How? Do you still put the child in the corner? This is no longer done by anyone in Europe. You are hopelessly behind pedagogical fashion.

When the child leaves the house, be sure to walk him to the door and say to the road: “Take your time, be careful.” This should be repeated as many times as the child leaves the house.

They say: “As the first day of the year passes, so the whole year will pass.” Praise your child from morning to evening!

Instill in your child the well-known formula of mental health: “You are good, but not better than others.”

Tell the child: “Don't be clean - they don't like clean people in the class, don't be dirty - they don't like dirty people in the class. Just be careful."

Usually, when a child returns from school, he is asked: “Did you get called? What grade did you get?" Better ask him: “What was interesting today?”

Reminder to parents from a child:

Don't spoil me, you spoil me with it. I know very well that it is not necessary to provide me with everything I request. I'm just testing you.
Don't be afraid to be firm with me. I prefer this approach. This allows me to define my place.
Do not rely on force in dealing with me. It teaches me that only force must be reckoned with.
Don't make promises that you can't keep. It will weaken my faith in you.
Don't make me feel younger than I really am. Otherwise, I will become a “crybaby” and a “whiner”.
Do not do for me and for me what I can do for myself. I can continue to use you as a servant.
Do not correct me in front of strangers. I pay much more attention to your remarks if you tell me everything calmly in private.
Do not try to discuss my behavior in the midst of a conflict. My hearing is dulled at this time, and I have little desire to cooperate with you. It will be better if we talk about it later.
Don't try to lecture me and lecture me. You will be surprised how well I know what is good and what is bad.
Don't make me feel like my actions are a mortal sin. I have to learn to make mistakes without feeling like I'm good for nothing.
Don't pick on me and don't yell at me. If you do this, then I will be forced to defend myself, to pretend to be deaf.
Don't forget that I love to experiment. This is my way of knowing the world, so please put up with it.
Don't protect me from the consequences of my mistakes. I am learning from my own experience.
Don't pay too much attention to my little ailments. I can learn to enjoy feeling bad if it gets me a lot of attention.
Don't try to get rid of me when I ask frank questions. If you do not answer them, I will generally stop asking you questions and will look for information on the side.
Never even hint that you are perfect and infallible. This makes my attempts to match you in vain.
Do not forget that I cannot develop successfully without your attention and encouragement.
Treat me the same way you treat your friends. Then I'll be your friend too.

And the most important thing, I love you so much! Please answer me the same...

Instruction

Parents must be given two weeks' notice of the day and hour of the parent meeting by posting a notice on the group's bulletin board. Also, the teacher must verbally say that there will be a meeting and ask to attend without fail.

Both working in this group must work together to hold a parent meeting. It is necessary to write a plan for the conduct and ask the head of the kindergarten and the senior teacher for educational work to attend the meeting, especially if there will be a discussion of general topics that relate to the entire preschool institution.

At the beginning of the meeting, it is necessary to talk about the progress of the new skills and abilities that the children have acquired. Talk about which of the children especially excelled in developmental activities, and who still needs a little work. Explain what classes should be held at home, especially if the meeting is held in a preparatory group. Nothing bad is said about the child in the presence of all parents. If a personal topic needs to be discussed, the child's parent is asked to stay after the meeting.

If a representative of the kindergarten administration is present at the meeting, then general kindergarten topics are raised. For example, about the repair or improvement of the playground.

Speaker of the parent committee. Household and economic issues are resolved. The needs for which it is necessary to raise money are determined and the general meeting decides how much and when this will be done.

If the meeting precedes some holiday or significant event in the group, then the problems that may arise during the conduct of these events and the help that parents can provide during the celebrations are solved.

In general, all topics related to the educational process and the household activities of this institution are decided at the parent meeting.