Preparing for Parent/Teacher Conferences

Strengthening the Triangular Relationship

“Respect all the reasonable forms of activity in which the child engages and try to understand them.”
-Maria Montessori

Maria Montessori spoke about the triangular relationship within the Montessori environment. In essence she was pointing out how different “sides” come together and equally contribute to the strength of the whole and complete the full figure. One way this can be illustrated is by thinking about the 3 main persons in the Montessori Environment: the child, the teacher, guide, or directress, and the parent.

All three are essential to bring about total success and to allow the child to develop into a “well integrated human being: spiritually, intellectually, socially, physically, and emotionally.” When all three of these “sides” work together and in tandem, we see the greatest results and the happiest, most concentrated children. We are nearly two months into the school year. Routines are now established, cooler weather is finally upon us…and it is time for Parent/Teacher conferences.

Parent/Teacher conferences are designed to set-aside small blocks of time during which teachers can share about your child’s progress and have a conversation in regard to strengthening the home-school connection. Conferences are set for 20-30 minutes. By no means can this amount of time capture all there is about your child. Conferences are a piece of the greater relationship between child, teacher, and parent.

Here are some general tips for preparing for conferences:

  • Keep an open mind–Remember that we are all team players in this relationship, and we all want the same thing–the success of your child.
  • Ask questions–If you are unsure what is being said or explained, ask for some clarifying details or examples. Your understanding of what is happening is essential.
  • Talk with your child ahead of time–Gather some information from your child about his/her experience in the classroom. Ask specific questions: What is your favorite work? What do you feel you do very well? What things are difficult for you? This gives you some specific feedback to share and touch upon.
  • Observe in the environment–Schedule a 30-minute observation in your child’s environment prior to the conference This will allow you to see lessons given as well as the flow of work within the classroom.
  • Keep focus on general issues–Remember that you have limited time to discuss with the teachers. The teachers want to share a picture of your child’s overall progress academically, socially, emotionally, and physically. If you have specific issues or incidents that you would like to bring forward, it might be best to schedule another meeting with the teacher.
  • Be ready to listen…but also be ready to shar–Your child’s teacher will be sharing good news with you–never fear. They may also share some concerns or areas of growth. Allow this to be a time of conversation. You too can share about what you are seeing with your child.

Conferences change nature as your child moves through the Planes of Development. This is due to the changing needs of the child and the differences in the environments.

Preprimary – The focus here will mostly be on your child’s “normalization” into the environment. The teacher will be speaking to you about your child’s work habits, concentration, and social skills. She will also share your child’s basic skills in language and math.


Elementary – The teachers will continue to discuss social skills and classroom work habits. However there may be more emphasis now on language and math skills and their integration into the curriculum. Teachers monitor individual progress of each child, but also consider the child’s progress as compared to developmental norms. Sixth level students participate in student-led conferences giving them a chance to begin self-assessment.


Adolescent – Students prepare for their own conferences by analyzing their academic performance and social behavior. They then complete a form with a critique of this, as well as, setting a specific goal for the next trimester. Samples of their work are also chosen to highlight some of the things they learned. Students are expected to honestly discuss their performance with their parents and both guides as part of the ownership of their own education.

“To recognize this great work of the child does not mean to diminish the parents’ authority. Once they can persuade themselves not to be themselves the builders, but merely to act as collaborators in the building process, they become much better able to carry out their real duties; and then, in the light of a wider vision, their help becomes truly valuable.”
-Maria Montessori