Reflections on a Parent-Teacher Meeting held for the children from “Under the Tree School”

Today’s parent-teacher meeting, scheduled at the NGO School that I volunteer, was an enriching and memorable experience. The excitement was palpable as parents and children eagerly awaited our arrival, keen to hear about the children’s progress.

The parents were attentive and keen listeners, nodding in agreement as we discussed the children’s habits, behaviors, and reactions. Even when some siblings had varying scores, the feedback was received graciously and constructively. Their appreciation for the school's efforts and the care provided to their children was evident, with many expressing their desire to continue supporting the school.

One humorous moment lightened the session when a parent brought their 2.5-year-old child, curious to observe the process and eager to join the school. We laughed and gently explained that the little one needed to grow up a bit first!

However, the meeting also had its challenging moments. We had to candidly address some children’s lack of concentration or interest, ensuring our feedback was constructive yet sensitive. In some cases, children grew emotional upon hearing critical observations about their progress. We comforted them, emphasizing our commitment to support and guide them toward improvement.

The diversity among the children stood out clearly:

• Diligent, intelligent, and consistent achievers.
• Dreamy and lazy individuals needing a push.
• Slow yet hardworking students.
• Children affected by sadness or trauma that required deeper understanding and care.
• Those with excellent potential but held back by overconfidence.

One poignant moment involved a boy who had hit his sister at home. The incident, silently endured by the sister, came to light through another teacher. Both children grew emotional as the parent, unaware of this dynamic, listened intently. It was a learning moment for everyone involved, leaving the parents wiser about their children’s interactions.

This meeting also underscored how unique these interactions are compared to PTMs at more affluent schools. In those settings, discussions often center on academic performance, extracurricular achievements, or managing modern challenges like screen time and peer pressure. Here, the focus was on the foundational aspects of the children’s development—basic habits, emotional well-being, and fostering a sense of confidence and purpose.

Many of these children bring with them stories of resilience and struggle. While affluent students might face challenges rooted in privilege, like meeting high parental expectations or balancing opportunities, these children face obstacles stemming from limited resources, exposure to trauma, or lack of support at home.

The parents here displayed immense gratitude for the opportunity their children had and were eager to learn how they could better support them, even within their own constraints. Their openness to feedback, even when it touched on difficult truths, reflected their humility and desire to improve.

While affluent schools may provide an abundance of resources, this meeting was a reminder that true impact comes from addressing core needs—building confidence, ensuring emotional stability, and offering guidance tailored to each child’s circumstances. It was a humbling and fulfilling experience, leaving me more determined to bridge the gap for these children and help them reach their potential.

I left the meeting with a sense of fulfilment and determination. While there is much to celebrate in the progress we’ve made, there is still so much more to be done.

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