During the first parent conference for students labeled as ELLs, the teacher should do which of the following?

During the first parent conference for students labeled as ELLs, the teacher should do which of the following?

• A. Introduce herself and talk about her qualifications.
• B. Include positive comments about each child and make suggestions for how parents can help the child at home.
• C. Tell the parents about their student’s test scores so that they know how much they need to help their child.
• D. Discuss with the parents the importance of speaking only English at home.

Answer: (B)

Building a positive, collaborative relationship with families of English Learners is essential from the very first conference. The most effective approach is to affirm each student’s strengths and offer clear, realistic ways families can support learning at home. This sets a constructive tone, shows respect for the child, and empowers families to participate in the student’s education. Highlighting positive observations about each child helps build confidence and motivation. Pair that with specific, practical suggestions for at-home activities—such as reading together, practicing language in meaningful contexts, or using bilingual resources—to reinforce language development and content learning. When families leave with concrete steps they can take, they’re better equipped to partner with the school. Introducing the teacher’s qualifications or sharing only test scores misses the opportunity to establish trust and to focus on the student’s ongoing growth. Emphasizing English-only at home can undermine the value of bilingualism and the family’s existing language practices, which are often a strength in supporting learning. So, the best approach centers on affirming the child and offering actionable ways for families to support learning, fostering a collaborative, strengths-based start to the relationship.

Building a positive, collaborative relationship with families of English Learners is essential from the very first conference. The most effective approach is to affirm each student’s strengths and offer clear, realistic ways families can support learning at home. This sets a constructive tone, shows respect for the child, and empowers families to participate in the student’s education.

Highlighting positive observations about each child helps build confidence and motivation. Pair that with specific, practical suggestions for at-home activities—such as reading together, practicing language in meaningful contexts, or using bilingual resources—to reinforce language development and content learning. When families leave with concrete steps they can take, they’re better equipped to partner with the school.

Introducing the teacher’s qualifications or sharing only test scores misses the opportunity to establish trust and to focus on the student’s ongoing growth. Emphasizing English-only at home can undermine the value of bilingualism and the family’s existing language practices, which are often a strength in supporting learning.

So, the best approach centers on affirming the child and offering actionable ways for families to support learning, fostering a collaborative, strengths-based start to the relationship.