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Please make your Appointment Soon if you Haven't Done it Already.





Fenbruary 2019 Update.






This Post is a follow-on from 'FIRST MEETING TEACHER', and a Companion Post to 










Iseult Catherine O'Brien

Montessori Teacher & Supervisor  |  Volunteer Tutor with Second Level Students  | 

A Member of The Tutors' Association













You shall have a good many questions of your own.  The following are merely suggestions to help get you started on your lists, and for inclusion as you choose.  Many of the following suggestions are repeats of the list I gave you at the beginning of the school year.



I suggest that each PGC has a page on the smartphone, laptop, or in a notebook, specifically for listing questions for a specific child's Teacher, as they come to mind.



If you have more than one child, keep your pages well separated, so that each reflects the specific child in question. 



It may be helpful for you both to have the questions under headings, such as specific subjects, levels of interaction, degree of personal development, etc, for later comparison.



Make a note of subjects you feel Jose / Anna seems not to have grasped as yet, so that you can ask the Teacher if he / she thinks there is a reason for this.  It could be that your child has not reached that developmental stage in class, or given that teaching mathematics, for example, has changed so fundamentally, you and your child may not be talking the same language on that subject.



ASKING grandparents, family, and family friends, if they have noticed how Jose or Anna has done in recent months, may uncover views that never struck you. People like to help, especially family, DO NOT worry about asking for opinions or ideas.



When you are each ready with your final list to send to the Teacher in good time for his / her assessment, the two of you have to compare your own lists, to make one comprehensive one, including useful suggestions from anyone you have asked.   This comparing of lists may uncover some interesting ideas one or other of you thought, that the other hadn't considered.  You shall both have a quite different perspective, and that is good.  



The following questions may appear to apply particularly to younger students, but the ideas behind the questions are relevant to every age and ability.



(i)     Has Jose / Anna appeared to keep up a steady degree of participation in the class during the year so far?   Does he / she volunteer ideas often?   Or volunteer to take on jobs?



(ii)     Does he / she seem to make friends easily?   Is he / she more comfortable in small groups or large groups?   Does he / she try to stick with one or two friends for working in groups?   Or does he / she seem comfortable being placed to work with any children?  Can YOU (PGC) name Jose's / Anna's special friends in School?



(iii)   Which subject(s) would YOU  (the Teacher) say continue to be challenging for Jose / Anna?   Does he / she keep trying, or does enthusiasm fall off at any stage?  These questions need YOUR answers as well as the ones you get from the Year Teacher at your meeting.



(iv)   What were her / his stand-out improvements or developments in particular subjects so far?  (Did he / she suddenly grasp a concept in mathematics, or discover sentence construction?)  Ask again, always ask, if you are not certain, what are the developmental norms for your child's age and class.



You can then put in your own homework investigating the details, and possibly developing your own family activities to help support and encourage your child.



(v)    What would YOU (PGC) say are Jose's / Anna's best subjects judging from what you have seen from the homework or schoolwork brought home, working all the way down to those which are most challenging, as well as the Teacher's views?  (You will know a great deal of this from informal conversations with, or notes from the Teacher, but it is good to get an overview to help the family plan activities, and some home tutoring (for older students) with books and various materials you could get from the School library, or your Local Library.)   Libraries don't just do books anymore, and have amazing interactive experiences for young children.



(vi)   What would  say are Jose's / Anna's natural strengths, and which subject always seems to be very hard work for him or her?   There has always to be room for surprize.   Your child may be doing very well at a subject, but because the way it is now taught is not familiar to you, you may not see the gains.



(vii)    What level do YOU  (the Teacher) envisage Jose / Anna hitting in the near future and longer term?   Is there any activity the Teacher would recommend the child works on during the school break?  If the answer is 'Yes', take advantage of every moment, get a list of ideas, and ask for advice on good LOCAL young student experiences group activities (the Local Library is always a good source of information) which would suit Jose's / Anna's needs and personality.  If an older student needs to do some school work over a break, it is important that he / she likes the idea or the group activity, and which one would give him or her the best experience.  



(viii)    Based on all the feedback and answers from the Year Teacher, ask him or her if Jose / Anna shall have opportunities in the School, this year and next year, to get specific support for weaker subjects, and if this is necessary.  Also ask if there is some type of streaming system introduced as the students get older.  Different schools have different terminology for much the same activities.  Some schools do not stream students ever.  Your child(ren)'s School may not use the term 'streaming', but there may well be some form of matching students with similar levels of performance in discrete subjects.   If the answer is 'yes', ask if the decision on what 'stream' suits a particular student is based on the Teacher's observations over the year; examinations during the year, or at the beginning of the new school year, or a mixture of all.  Also, ask if students get a mixed streaming depending on the disparity between their strongest and weakest subjects.


Try to get to grips with your child's School's glossary of terminology as early as possible.  It helps keep communication between PGCs and the School clear, without confusion.



(ix)  At the end of the meeting, take the opportunity to thank the Year Teacher for the meeting as you know how particularly busy he or she is.  Also thank him / her for the dedicated work with your child(ren), and mention a couple of subjects where his / her particular attention and assistance made a difference to your child(ren)'s grasp of a idea.  Teaching can be a thankless, underappreciated, underpaid, job.  As with every job, recognition goes a long way.



I hope the above list will help to start you off, or add to your already listed questions.








Please get your child started on practising composing his / her personal, handwritten or drawn or 3D design, letter of thanks to his / her Year Teacher and Classroom Assistant, as soon as possible, as a few drafts may be required for written work.  These 'thank you' letters / drawings / 3D artwork are good practise in composition, and in showing gratitude for help, or a present, or anything a child receives for birthdays from grandparents, for example, or during the course of their lives.  This is part of the Grace and Courtesy which should be part of every child's life.  They can be prepared for any School breaks, for particular holidays where gratitude is timely, or for the end of term / School Year.



Encourage your child to make the letter / drawing / 3D artifact reflective of his / her personality, and suggest adding references to work that he / she really enjoyed, and mention what subjects he / she feels were where she improved most.  Depending on the age of the child, drawings in the margins would be appropriate. Please ensure the child has checked all the spelling, punctuation, and grammar, at whatever level of skills he / she has reached in composition.









Find out from other PGCs what is the accepted norm when it comes to giving a present to a Year Teacher.  There may be a self-imposed rule for an upper end of expenditure.  Some schools would find a bottle of wine acceptable, others may not approve of alcohol.  It is best to know when and how much to spend.  However, small presents, carefully chosen, as tokens of thanks for your child's Teacher's hard work, are not part of a competition to see who buys what.


I think most teachers have sufficient scented candles!








I am sure you shall spend a great deal of time considering and organising what would be the best childcare for your child(ren) during the next Summer break.   It is very difficult to find an affordable summer camp / school / group, which is relatively close to home, and which covers as many hours as possible, and which also chimes with your later in the day childcare service. 



Some of the feedback you get from the Year Teacher will influence what type of Summer camp / school / group your child shall attend.  This is another very good reason to go for an early appointment with the Year Teacher to discuss your child's Learning Style and interests, and give you time to investigate suitable establishments.  The good ones book out early.



It all involves a great deal of juggling timetables and finances.





Very Best of Luck!

Regards, Iseult

Iseult Catherine O'Brien






If you see any errors, typographical or factual, or if you disagree with any of my ideas, I should be very glad to hear from you. If you have any suggestions, they would be most welcome.







My website,, "Education Matters" is where my Posts originate and are updated as necessary, and then updated to my Linkedin site.



I am an elected Member of The Tutors' Association.








If I quote a person, group, organisation, or establishment, I do my very best to source the material quoted, and to attribute it properly.  If I cannot satisfy myself I have found the author or speaker who voiced a quote, I resist using it, no matter how tasty a bite!  If I refer in passing to views expressed by others, I attribute the views even if they have not been given verbatim in the text.  



I work on a basis of goodwill and good intentions.I shall make errors, being human, and when I do, I apologise now, and should always welcome a correction, which I would insert in the relevant Post prominently, in clear unambiguous text and type, repeating the apology. That's is the best I can do!