Preeti Deokharan General

Leading the Conversation: A Glimpse into Student-Led Conferences


Every year, when parent-teacher interviews approach, I get excited about meeting families and sharing all the wonderful things about their children—what they’ve accomplished and how they’re adjusting to the classroom. I used to prepare a little sheet with notes on what I wanted to discuss, neatly organizing my thoughts for each student. But one year, I decided to try something different. I figured, why not? I was ready to mix things up and see how empowering students to take charge of their own conferences would change the dynamic.

Here’s what I discovered:

Running a successful student-led conference is all about preparation and providing students with the tools they need to feel confident. In the weeks leading up to the conference, it’s important to give students time to reflect on their work. You can help them select key pieces from different subjects—like literacy, numeracy, or art—that show their growth. For younger students, offering reflection prompts like “I’m proud of this because…” can make this process easier.

Encourage students to think about their learning in a guided way. Ask questions that push them to consider their progress, such as “What was a challenge for you in this project?” or “What strategies did you use to solve this problem?” These moments of reflection help build self-awareness and confidence, which are important to owning their learning journey.

Once students have gathered their work, they can put together a portfolio, either in a digital format or a simple folder. This portfolio will be the foundation for their presentation during the conference. To make students feel more comfortable, you can practice with them ahead of time. A little role-playing can go a long way in helping them feel prepared. You could even provide a simple script, an outline, or sticky notes for younger students to jot down what they’re most proud of, helping guide them through what they want to say. Another option could also be to record their audio and attach it to a QR code for parents to scan and listen to it during their visit.

During student-led conferences, it’s key to strike a fine balance between student ownership and teacher input. Allow students enough time to present their work, reflect on their progress, and showcase their achievements. At the same time, keep in mind that parents look forward to hearing from you as the educator, so after the student’s presentation, take a moment to provide your professional insights, addressing areas of strength and opportunities for growth. Be sure to leave time for parents to ask questions or share their observations. This approach ensures that the conference is collaborative, informative, and engaging for everyone involved.

On the day of the conference, create a welcoming environment where students can comfortably lead the discussion. Whether it’s at their desk or a special conference table, they’ll guide their parents through the portfolio and talk about their experiences.

Timing is crucial when organizing student-led conferences. As you experiment with different approaches, you’ll discover what works best for you and your students. Hosting one interview at a time might lead to running out of time quickly, but if you value that one-on-one connection, you may find it worthwhile and manageable with careful planning. Alternatively, you might try running two or three conferences simultaneously, allowing you to rotate between students and maximize efficiency without sacrificing the quality of the interactions. Finding the right balance is key—it’s about what feels most impactful for you and your students.

Wrapping up the conference with a goal-setting activity, where students identify what they want to work on next, is a great way to keep parents involved in their child’s learning. Don’t forget to celebrate their efforts with a smile, a high-five, or words of praise.

Preeti Deokharan 21st Century Learning, Flexible Classroom, General, Inspiring Students, Inspiring Teachers, Learning About Your Students, Math, Mindfulness, Resilience, self reflection

Growth Mindset

Growth Mindset

As a teacher, you’ll likely wear many hats and work with students across different grade levels. Along the way, you might find your sweet spot—a grade that feels like the perfect fit. But just when you’ve settled into your comfort zone, you could be assigned to a grade you have never taught before. You may begin to ask yourself, “How will I connect with my students?”, “Can I manage the new curriculum?” “Will I teach it well?”, “Will I be judged if I do it wrong?”.  These concerns are natural and understandable. During moments like these, it’s important to remember that these challenges are opportunities for growth rather than as obstacles.

One of the most difficult things to do is to change our mindset. It is not a sign of failure—but it is a sign of growth. When we have a growth mindset, we are open to new possibilities and strategies. We allow ourselves to be flexible, a trait that is important in any learning environment.

In my classroom, I encourage students to embrace a growth mindset, regardless of the subject I’m teaching. I believe every lesson provides an opportunity to foster this way of thinking. A few years ago, I had a student who struggled with math and often grew frustrated when faced with challenging problems. Initially, I focused only on finding new ways to explain the concept, reteaching it in hopes of helping him understand. Despite my efforts, he continued to struggle. So one day I decided to have a deeper conversation with him.

During our talk, he shared that his fear of making mistakes and being judged by his classmates was causing him to lose focus. I realized in that moment that, without knowing it, I had been keeping with a fixed mindset myself. Instead of celebrating his efforts and the process of learning, I had been focused on getting him to the correct answer.

I shifted my approach.  As a class, we began to prioritize social and emotional learning, discussing what we knew and what we were “yet” to master. Together, we celebrated small victories—like the day we finally solved a difficult problem after several attempts—and I encouraged everyone to see how persistence and the willingness to make mistakes led to progress.

To reinforce the idea, I also introduced stories of  individuals who faced challenges but went on to succeed. Over time, my student’s attitude toward challenges in math began to change. He became more willing to raise his hand and share in open discussions and kept a positive mindset. Overall, he became more confident in his ability to improve.

To foster a growth mindset it is important to recognize how embracing change can positively impact both educators and students.

The Importance of a Growth Mindset for Educators and Students

  • Being open to change helps you connect better with students, and colleagues. When students or colleagues know you are open to change, they see that you are willing to understand where they are coming from and meet them where they are. 
  • When you step out of your comfort zone, you explore new ways to engage your students and colleagues. It expands your thinking and what seemed difficult becomes an exciting challenge.
  • Give yourself permission to try and fail. You will learn to be kinder to yourself. You’re no longer burdened by the pressure of perfectionism. You will also teach your students that it is human to make mistakes and learn from them.
  • When you are stuck in a specific mindset, there’s not much room for further development. Embracing change means you are always learning and growing, both professionally and personally.

How to develop a growth mindset:

  • Take time to reflect on what you know, what are you great at and where you might be stuck.  Journaling or talking to a fellow teacher can help clarify where you need to grow.
  • Observe colleagues, attend professional development workshops or conferences, or ask for advice from colleagues. Sometimes, seeing different teaching methods in action can inspire change.
  • Give Yourself Grace and recognize that no one has it all figured out. Teaching is a journey, and every challenge is an opportunity to learn something new.
  • You don’t have to change your entire teaching approach. Start with small adjustments, such as using a new classroom management strategy, having more student conferences or incorporating different lesson structures. 

So to my fellow educators, I want to say, embrace flexibility and a growth mindset when things aren’t working. Sometimes, the key is simply in our willingness to grow.

Resources on growth mindset:

Mindset Matters by Bryan Kyle Smith
Rosie Revere, Engineer by Andrea Beaty
Your Fantastic Elastic Brain by JoAnn Deak
School Mental Health Ontario:
https://smho-smso.ca/emhc/positive-motivation-and-perseverance/reframing/the-power-of-yet/
Preeti Deokharan General

Nurturing Yourself, Nurturing Your Classroom

The new school year has begun, and before we know it, we will be wrapped up in the demands of our profession—lesson planning, managing classes, assessments, and supporting our students. We often feel like there’s never enough time in the day to get everything done and start to feel the burn out.

I remember a time during the last school year when I felt completely drained by the end of the first term. I had been staying back to mark and plan, skipping lunches, and rushing to grab water or a snack when necessary. My evenings were just as hectic, filled with family obligations and the demands of home life. One day, a colleague, who was coming back from a lunch time walk, saw me rushing down the hall and said, “You’re not a machine; you need to recharge too.” That simple statement hit me hard.

The next day, this colleague invited me for a walk during my lunch. Although it was very difficult to say yes—there were so many things I could be doing with that time—I decided to go. It turned out to be the best thing I could have done for myself. The simple act of stepping outside, talking about life beyond school, and taking in the fresh air helped me feel better. When I returned to my classroom, I felt happier, more focused, and energized. From that day on, I made a conscious effort to carve out a few minutes for myself each day.

Creating a healthy work-life balance is essential, especially when you return home to an equally busy environment. After work, you may be a parent, partner, caregiver, or take on roles that don’t disappear at the end of the school day. That’s why it’s even more important to take moments for ourselves throughout the day.

Whether it’s finding a quiet space to breathe for a few minutes, connecting with a colleague over a coffee, or making time to visit the staff room, these small acts can make a world of a difference. When we take care of ourselves, we are better able to care for our students.

Our practices in the classroom can have a great impact on both our students’ mental health and our own. I have taken this idea back to my classroom to further promote self-care, not just for me but for my students too. Here’s how you can incorporate these practices into your own teaching:

Get to know your students: Build strong relationships with your students. When we take the time to understand their needs and struggles, we can better support them in the classroom. For example, you could create a practice of having morning, mid-day or afternoon check-ins. Creating a space for students to feel valued and safe will help them feel supported.

Recognize burnout in students: Just like us, students can also experience burnout. Be mindful of this and provide them with tools to manage their stress and teach them the importance of self-care.

Be aware of schedules: Families have busy lives too. Many children take part in activities/programs after school. Be mindful of parents’ time and try not send home too much work so that we can help foster a healthier balance for both students and their families.

Provide brain breaks: Allow students to take short breaks throughout the day. Taking a walk as a class, a stretching routine or a quick class challenge can help them reset and stay focused.

Mental health: Prioritize mental health in your classroom. Have have conversations about mental health in a way that does not promote stigma.

So, as we head into the new school year, let’s remind ourselves that balance is a necessity. By prioritizing our well-being, we can be more present, energetic, and effective in the classroom. And at the end of the day, both us as educators and our students will benefit from that.

For further information on supporting mental health and wellness visit:

ETFO:

https://www.etfo.ca/about-us/member-advice/prs-matters-members-as-professionals/96-member-mental-health,-2017/member-mental-health,-2017-(96)

School Mental Health Ontario:

https://smho-smso.ca/

Government of Ontario

https://www.dcp.edu.gov.on.ca/en/program-planning/considerations-for-program-planning/student-well-being-and-mental-health