Interviews between parents/carers and teachers about children are one of the most important ways of keeping in touch with progress being made. Teachers and parents must be on the same wavelength regarding student progress.

In many schools, interviews are organised toward the end of terms one and three. This allows teachers to let parents and carers know how students are progressing to a particular point in time during the school year. These conversations also help to prepare the way for written reports that follow, usually at the end of term two and term four.

While these interviews are usually brief (around 10 to 15 minutes), they ensure some regularity of contact about teaching and learning.

At times, more extended interviews dealing with more specific issues are necessary. I believe that discussions to deal with specific topics or being called for particular reasons need to be programmed. Arranging by phone or note for parents to come in at a mutually convenient time is the best way to go. Similarly, if parents ring requesting interviews, the same should apply. Discussions should happen in privacy and after school hours.

Some parents will approach teachers at the start of this school day to deal with an issue “there and then”. That isn’t fair to the teacher or the class. Interviews conducted audibly in front of children place teachers in a harmful and often embarrassing situation. These conversations can be quite ‘revealing’ and should not be shared by the world. When this happens, and teachers are confronted, I believe it appropriate to “call time” on the conversation there and then and arrange for a mutually convenient time when the discussion can be pursued. This needs to be, without exception, a standard practice, one reinforced to parents by reminders from the school.

If the teacher is unsure how an interview will progress or if they feel undue pressure, it is advisable to ask a senior to be present during the meeting. If the teacher feels comfortable about an interview and doesn’t need that support, being under the gaze of others as the discussion progresses can be helpful. The venue may be an interview room, a classroom that is visible to others, or a similar environment in which the conversation can take place.

A strong suggestion is the teachers take notes for their records of interviews that are undertaken. It is a good idea to spend time post the meeting to write these notes in detail. Messages can record positives and matters dealt with in a more challenging context.

When interviews happen “off-the-cuff” and in “the spirit of the moment”, teachers are unprepared. They may also be dealing with parents or carers who are somewhat agitated and even hostile. Setting a future interview time allows everybody to prepare and to come into the conversation in a rational and more settled manner.

When teachers catch students doing something good and want to offer praise, sharing that praise with parents and carers is a worthwhile relationship-building strategy. That might be done through a phone call or a simple brief message of congratulations to the parents coming to the school. Such a policy offers a sense of balance about why contact is made with parents and carers. Conversations do not have to be totally about poor attitudes or behaviour.

It is wise for students to be made aware of interviews taking place between parents and teachers. That can be done positively. It is hard on students when adults have conversations about them without their knowledge or understanding of why the interview is taking place. Students are very imaginative and may have all sorts of things on their minds about matters being discussed. Misunderstanding needs to be avoided. Children need to know that meetings of this nature are about helping them overcome issues and grow in character and accomplishment.