Student-Led Conferences at the Middle Level. ERIC Digest.

Autor/in	Hackmann, Donald G.
Institution	ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL.
Titel	Student-Led Conferences at the Middle Level. ERIC Digest.
Quelle	(1997), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Accountability; Communication Skills; Intermediate Grades; Junior High Schools; Middle School Students; Middle Schools; Parent Conferences; Parent Participation; Parent Student Relationship; Parent Teacher Conferences; Self Evaluation (Individuals); Student Educational Objectives; Student Evaluation; Student Leadership; Student Participation; Student Responsibility; Student Role; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Schulleistung; Verantwortung; Kommunikationsstil; Mittelstufe; Sekundarstufe I; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Elternabend; Elternmitwirkung; Schulnote; Studentische Bewertung; Studentenwerk; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Because traditional parent-teacher conferences exclude the student from the process, this model does little to facilitate dialogue between parent and child or to recognize the need for students to assume greater control of their academic progress. Student-led conferences are a positive alternative to the traditional middle level parent-teacher conference. Student-led conferences are designed to achieve one or more of the following goals: (1) to encourage students to accept personal responsibility for their academic performance; (2) to teach students the process of self-evaluation; (3) to facilitate the development of students' organizational and oral communication skills and to increase their self-confidence; (4) to encourage students, parents, and teachers to engage in open and honest dialogue; and (5) to increase parent attendance at conferences. The student-led process typically has three phases: preparation, the actual conference, and an evaluation component. To prepare students for the conference, teachers instruct students on how to lead the conference, assist them with collecting and preparing information to be shared with parents, and describe how to explain and interpret any information to be shared. During the actual conference, discussion of academic grades is typically the primary focus, but the student-led format also provides an opportunity for students to share the contents of their portfolios and to discuss self-selected academic and social goals for the upcoming term. After the conference, students, parents, and teachers should be given an opportunity to provide their feedback concerning the effectiveness of the student-led format. If some parents want to meet with the teacher alone, teachers can give parents the option of selecting either a student-led conference or a traditional parent-teacher conference, reserving five minutes at the end of the student-led conference for a private conversation between parent and teacher, or permit the parent to schedule a follow-up conference with the teacher. (LPP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC