Interviews between parents/carers and teachers about children is one of the most important ways of keeping in touch with progress being made. It’s important that teachers and parents are on the same wavelength regarding student progress.

In many schools interviews are organised toward the end of term one and term 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 are a way of ensuring some contact regularity about teaching and learning.

At times, longer interviews dealing with more specific issues are necessary. I believe that interviews 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 as a mutually convenient time the best way to go. Similarly if parents ring requesting interviews the same should apply. It’s best for interviews to 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”. This isn’t fair on to the teacher or the class. Interviews conducted audibly in front of children places teachers in a bad situation. These conversations can be quite embarrassing. 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 conversation can be pursued.

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

A strong suggestion is the teachers take notes for their own personal records of interviews that take place. It is a good idea to spend time post the meeting to write these notes up in some detail. Notes can record positives along with matters being dealt with the more challenging context.

When interviews happen “off-the-cuff and the spirit of the moment” teachers are caught unprepared. They may also be dealing with parents or carers who are somewhat agitated and even hostile. To set a future interview time gives everybody the opportunity to prepare and to come into the conversation in a rational way.

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

For students to be made aware of interviews taking place between parents and teachers can be wise. That can be done in a positive way. I think it hard on students when adults have conversations about students without students knowing or understanding why the interview is happening. Students are very imaginative and may have all sorts of things on their minds about matters. Misinterpretation needs to be avoided. Children need to know that meetings of this nature are about helping them overcome issues and grow in terms of both character and accomplishment.