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Open House-2

The author attended an open house at their placement school where they met with several families of students in their economics class. During these meetings, the author learned about students' struggles, goals, family dynamics, which will help inform their instructional strategies. One meeting provided insight into a dedicated student with a stay-at-home mother and blue-collar father. Another meeting made the author aware of a student's anxiety, trauma, IEPs and needs for alternative settings. A final meeting helped the author build a relationship with a quiet student by learning about their home life and interests. The open house meetings benefited the author by allowing them to prepare to support all their diverse learners.

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55 views2 pages

Open House-2

The author attended an open house at their placement school where they met with several families of students in their economics class. During these meetings, the author learned about students' struggles, goals, family dynamics, which will help inform their instructional strategies. One meeting provided insight into a dedicated student with a stay-at-home mother and blue-collar father. Another meeting made the author aware of a student's anxiety, trauma, IEPs and needs for alternative settings. A final meeting helped the author build a relationship with a quiet student by learning about their home life and interests. The open house meetings benefited the author by allowing them to prepare to support all their diverse learners.

Uploaded by

api-709213021
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Caitlyn Hall

October 6, 2023
Open House; Hiram School District
EDU460

On October 6th, I attended an open house at my placement school where I worked

alongside my mentor, meeting parents and guardians of my students. During this two-hour

allotted time to meet, and discuss content, expectations, and important information about

students, my mentor and I meet with several families. The majority of parents/gardians who

attended this open house were for my economics students, who are primarily sophomores.

During these meetings, I was made aware of students’ struggles, goals, and family dynamics,

which will and has benefited my instructional strategies, to support all students.

One family which I met with, was for a sophomore student. This student’s parent stated

that their child’s goal is to become a doctor, and takes their grades very seriously. This student

will take any opportunity for extra credit, and will always opt to retake assessments. This

meeting also helped inform me about this student’s family dynamic, which included a

stay-at-home mother and blue-collar father. This helps me understand support systems, as well as

how often students are supported by family, and how much their family influences them. This

student is extremely dedicated and connected with their family.

I also had one family that consisted of an adoptive parent. This parent brought to my

attention, their student’s anxiety, trauma, and IEPs. This conversation was insightful to me, as it

allowed me to understand more about this student’s needs, and how to support this student in a

moment of need. This parent discussed the continuous struggle this student has had with anxiety,

and how they strive in alternative settings, as well as having the ability to ask questions, and

having support when sharing or within class discussions. This conversation allowed me to

prepare a conversation with the students, on what they need to feel successful within my Senior

Seminar class, as it is primarily discussion lead instruction.


One last meeting that was influential to me and my teaching, was a meeting I had with a

student and their family. This family was large and rambunctious, and my student was very quiet

and shy. The parents showed their support for the students’ academic abilities and shared the

students’ accomplishments. The parents explained how well this student has done in their

classes, and how skilled they are in math and science classes. This conversation didn’t influence

my understanding of this student’s content knowledge, but allowed me to see more into their

home life, and why this student is on the quiet side. This conversation allowed me to build a

strong relationship with this student, through shared interests.

During all of these meetings, I was able to assist parents and guardians in knowing what

their student is expected to do within my class. With behavioral expectations, content

expectations, and a brief outline of my involvement in the classroom. Discussing students and

their strengths or concerns allows me as an educator to prepare myself and my instruction, to

support all of my diverse learners. These conversations also open up the flow of communication

between my mentor, the parent, the student, and myself, so all parties are aware of their student’s

educational experiences within my classroom.

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