Looking at Jack and all the progress that he's made
from the start of the year to now.
So here I've got, I guess, some dot points.
It's looking at his strengths, the areas of progress
and areas needing improvement.
So I'll sort of run through those and sort of elaborate on them as well.
It's really important to engage parents in the child's learning
because they have a huge role in the child's life.
So at the start of the year, we have a parent-teacher interview night.
It's a chance for me to talk to the parents
and to form those relationships with them
and to explain what I do in the classroom,
what will it look like,
and things that I'll be covering.
And day to day, how it will look like for their child.
My name is Kenzie Beams. I'm at Ross Park Primary School in Alice Springs.
I'm in a transition Year 1 class.
One thing about Alice Springs is that it has a very transient population.
So one thing that means for Ross Park
is that we always have students coming
and we've got students going as well.
So it's about building new relationships
with those students and parents.
He's able to write independently and assign a message.
So if you look at his Big Writing Book...
(WHISPERS) Look at his Big Writing Book!
So we do this every Thursday.
We take time out and we write.
Two-way interviews are really important,
because some parents I see on a day-to-day basis -
they come to the classroom
and I'm able to talk to them straightaway about their child.
Other parents, I don't see all the time.
So it's a really good chance to sit down with them for 15 minutes
and to meet them.
You can see that he's got the idea.
We start with a picture and then we do some writing.
Doing lots of writing, which is really great.
So he's starting to learn different letters,
capitals as well.
And he's able to assign a message to it.
So some kids will go, "Oh, I'm not too sure."
You know, he's becoming more confident
that writing has a meaning behind it.
So with this particular student, I sat down with them
and we talked about the fact that their parents were coming in,
and that I was going to be talking to them
about how he was going in the classroom.
It's a nice way to involve him in that conversation,
but without him being there.
(GASPS) Look at that!
Is this your work?
What about counting backwards? Is that easy or hard?
-Hard. -What makes it so hard?
Because I've got to remember all the numbers.
How much parent engagement do you have in your classroom now, Kenzie?
Yeah, quite a bit. I'm really impressed.
I guess I've got, at the moment, a really good core group going on.
So they come in for all sorts of activities.
When we have the parent-teacher interview night,
I make it really explicit that
I love having parents coming into the classroom
either in the form of reading with one child at the time,
or even just for them to understand that they are role models.
The 'K' was a bit tricky for you too.
So maybe you can trace that one first and then you write down...
Very good!
It's really nice that they come in and they really enjoy
just interacting with the different students
and also seeing how their child is going in the classroom.
"Who wakes me up at dawn with his leaky teddy."
Why is it leaky? Look.
Maybe he's got a hole.
He's got a hole in his teddy bear.
Have you read this book before?
-No. -No? OK.
"..copies everything I do..."