So, I’ve been thinking about conferences.
We had our “spring” parent-teacher conferences a few weeks ago. I say “spring” because it was weeks ago and the temperature is still in the 40’s this week, but I digress. One of the pieces of work I shared with parents was the most recent essay each of my students had written. This meant parents saw the planning sheet/graphic organizer that their student filled in, my comments on it, the first draft, my comments on that, and the final draft. All but the planning was completed in school. For most students we focused on the final draft and changes that were made between drafts. For many students this essay was easily the best work to date.
For one student in particular in not only represented the best thing written this year, but exponential growth. This was not a “good for so-and-so” essay, it was good, period. The student wrote the essay in a reasonable amount of time and made significant edits after reading my comments. I was so proud for this student, and excited to share this with the parents. However, the parents were not that excited. They breezed on by it. I tried again to stress the independence, the change from earlier in the year, the original ideas. No luck.
To be fair, we had many things to discuss, but I couldn’t help feeling they missed a chance to tell their child how impressive this work was. That made me wonder if I had been too impressed. I started to second-guess my response. Was I wearing my rose-colored glasses again?
I sent the essay to the student’s teacher from last year and the learning coordinator who also is familiar with the student’s work. This time, I got the reaction I wanted, or maybe somehow needed. They were impressed.
Sometimes we all need some validation.
(Creative Commons flickr photo by Paul Holloway)