IT'S ABOUT PTM[1]

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IT 'S ABOUT PT~

®

IBACHPANI... a play school

India kafavourite play school





Introduction: What is PTM

Parents and teachers share a common treasure-the children. They are partners injoint ownership of

priceless corporation. The child they share characterizes the corporation. If they are to look after th

corporation and guarantee its success, they must deliberate on establishing good communication

between them. To develop the communication that will let parents and teachers make plans, set goals

resolve problems and establish the relationship that they need in order to have a good corporationParent-Teacher Meeting (PTM) is important.

A parent-teacher meeting helps to communicate with parents about the areas their children ar

excelling in and to give them the exact idea on how to improve their child's performance. Paren

Teacher Meeting should be used as a platform to make a long-lasting bond with the parents to increas

the possibility of academic success oftheir child.

PTM: Shared responsibility of the parents & teachers to foster a healthy overall growth inchild

A good relationship between parents and teachers is essential for the healthy development of th

child. While parents are the first tutors of the child, teachers take up the job further ahead by educating

the child mentally and also leading to his or her personality development at school. Both parents an

teachers need to have common goals for the progress of the child as well as to bring out the best in him

or her. It is really important to be open-minded at a parent-teacher meeting as this would allow th

exchange of ideas and information needed forthe growth ofthe child.

PTM:Synchronization of the teacher's quality and parents' care

A child needs parents' care and teacher's superior qualities to grow in his or her life. Parents giv

utmost care to their child and are always desirous of bringing him or her up to be a great human being

When parents send their child to a school, they expect the same level of care and affection for the

child from the teachers. They want the teachers to teach their child life skills that the child can useshaping his or her future. For all these they want their children to be taught in a harmonious manner.

The teacher must demonstrate his or her tuneful behaviour while treating children. The teacher's goo

qualities are the assets that go a long way in preparing the child for a bigger role in his or her life

Parents understand this and will appreciate ifteachers show their higher qualities to the parents.

A parent-teacher meet thus is a confluence of the parents and the teachers, to decide what qualitie

the teachers should have that help them win parents' appreciation. At PTM, both the teachers an

parents chalk out the best plan for the children to enable them to grow in a whole some and futuristi

manner.

WhyPTM

A child's future is the joint responsibility of the teachers and parents. In a PTM, teachers and parent

share their idea on nurturing the child. This common platform of chiseling a young soul into an ide

citizen has its own significance. Parents are the primary source to give information about their child'

interests and activities. The knowledge about their likes, dislikes, behavioural patterns etc. help

teachers in teaching a child with utmost efficiency and with the helps of all this the chances of bringin

up a child to the best increases to a significant level. Parents are always to get the best out of their chil

and a PTM gives them satisfaction that theirward is at the right place with the right people.

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Feedback from parents

The foremost objective of organizing a Parent-Teacher Meeting is the interaction of parents wit

teachers ofthe school, familiarizing them with the best practices followed at the school and taking the

feedback on education and the facilities available at the school.

Following are the points that should be at the core of the parents' feedback system:

1. Parents' views on organizing a PTM

2. Theirwillingness in assessing the progress report oftheir children

3. Parents' views about progress oftheir children after admission to the school

4. Parents' views regarding the teaching standards in school

5. Parents' views on the facilities available in the school

6. Parents' views on the progress of academic and communication skills of their children afte

admission to the school

7. Reasons to select the school

8. Their suggestions for further improvement ofthe school9. Their views about the weakness of their child and suggestions on how to help their ward

improving

Discussion on child's habits, good or bad and setting an action plan:

Every child is unique. Children's tastes, preferences and habits are dissimilar. So, teachers must wor

an action plan that can help in nurturing every individual child in a distinctive manner. Parents are th

most authentic source for knowing about their child's habits. Parents can discuss with the teacher

what behavioural problems in their child they want to be eliminated. They can also discuss with th

teachers what cherished habits they want to be retained or instilied inthei r chiIdren.

In PTM, when parents and the teacher are one-to-one, a complete behavioural sketch of the chil

comes to the fore. The study of the children's habits serves as the foundation of the strategy that th

teachers must adopt while teaching and training the children.

For better result of the child

When a child starts spending time in school, the parents expect the utilization of that time to b

reflected in the child's knowledge and behaviour. They want to see their child growing and becom

more intelligent and creative. A PTM can throw light on whether the school is meeting parents

expectations or is way behind. When parents approve of the teachers' efforts by appreciation, a PTMserves as the source of inspiration for the teachers. On the other hand, if parents express their anguis

on the kid's progress, a PTM is the right platform for discussions and deciding on a common approach

that would help further in the child's growth and development.

Teachers are supposed to deliver results and they are often found committed to serve this purpose

But sometimes the child's erratic behaviour restrains them from delivering the desired results. A PTM

helps the teacher to understand the children, their habits and also the parents' expectations. All th

gives the teachers a definite path to tread on and reach the desired destination.

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PTM: The Responsibility

The significance of a PTM is well understood now. The stress should be on maintaining a prope

schedule of the PTM. Parents should be given enough time to think on the problematic areas that the

would like to discuss at the PTM. This is the responsibility of the teachers to indicate the schoo

management when the PTM is required.

Teachers'responsibility

Keeping the goal of nurturing a child in mind, a Parent-Teacher Meeting should be organized mor

often. The points to be discussed with parents should be decided after a brainstorming session in th

meeting of all the faculty members ofthe school.

A two-way approach should be maintained to improve teaching and learning:

1. Interaction with parents and taking feedback from them.2. Self-assessment ofthe child's learning process.

The key points that can be discussed during a Parent-Teacher meet can be:

1. Expectations from the school: The teachers should know what parents are expectingfrom the school when they have sent their wards to the school. At PTM, when you discuss witParents their aspirations and objectives, you would be able to chalk out a proper plannurture a child.

2. Expectations from Parents: PTM is the shared responsibility of both the parents and thteachers. While parents expect that teachers should take utmost care of their wards, thparents too are expected to share the children's tastes, preferences and habits with thteachers.

3. Teaching/Learning experience: The teachers should seek a candid opinion ofthe parents oteaching and learning experiences of their child in the school. A child's progress report from thparents' perspective serves as the guiding factor in devising a proper teaching strategy.

4. Course curriculum & infrastructure: Parents often show their concerns on the schooinfrastructure issues. The design of the course curriculum too is an area where parents arfound raising their eyebrows. At PTM, teachers enjoy the liberty to discuss these points witthe parents and remove their doubts.

5. Additional efforts for weak students: The mental growth of a child depends upon variereasons. These varied reasons result into the categorization of weak and intelligent students.a child isweak in learning, parents would have sleepless nights thinking about the child's future

even at a very early age. Teachers have the responsibility to talk to the parents at PTM ansuggest them inspiring remedies. The inspiration and encouragement at home will help thchild to catch up fast at the school.

6. Personal problems of students: A child may be young at age, but his or her problems may bas gigantic as parents would have been facing at their office or in the family. Little kids are ofteemotionally hungry. Emotional apathy can result into degraded self-esteem and behaviouraproblems. An emotional hangover makes the child least interested towards a creative pursuiAt a PTM, teachers and parents have an opportunity to discuss personal problems of thchildren.



7. Students' life at home: A PTM is the right place where teachers would get an idea how a chil

behaves while he or she is at home. This will help teachers to create a 'feel at home

environment for the child when he or she would be in school.

Responsibility of the school management

It is the responsibility of the school management to arrange a PTM whenever a sense of urgency is fel

A PTM helps foster a better relationship between the parents and the school. It positions the school a

an institution really caring for the children. While frequent organisation of a PTM is essential, th

arrangements related to PTM must be proper and the discussions must be decisive. The schoo

management should ensure that.

Counsellor's responsibility

A counsellor is an interface between the teachers and the parents and thus serves as an importan

pillar in the successful accomplishment of the PTM. The counsellor is instrumental in communicating

the significance of a PTM to the parents. Many parents see a PTM as a futile routine exercise. Herethe counsellor gets a chance to prove his or her worth by pursuing parents and bringing them to th

platform to discuss their child's future.

PTM:Acombined responsibility

Organising a PTM requires a lot of efforts. Efforts are needed from the school management, th

teachers, the counsellor and other staff members as well. When all these official work as a team,

successful completion of PTM is not a distant dream. A PTM somehow decides the brand positioning

of the school. Thus, a flawless and appropriate organization of PTM is always required. A

stakeholders must come forward in cohesion to make it a successful and an applause winning effofrom the parents.

Parents'responsibility

While a school takes all the pain in organizing a PTM, parents too need to show their sincerity

attending this without fail. Parents must understand that their child's future istheirforemost priority an

a PTM is importantforthe developmentoftheirward.

Not only their time but also their opinions, suggestions and feedbacks are important for the child'

growth. Parents must be ready with the things that they want to share with the teachers during thPTM. Both the father's and the mother's careful deliberations help lead the PTM to a successfu

comptetion.

When to Organise a PTM

Deciding on a time to organize a PTM is a crucial affair. It's hard to decide what frequency will b

enough to organize a PTM and how frequently the parents would be able to attend a PTM. Ideally, it

suggested to be arranged on a monthly basis.

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Any event occurs fairly frequently has chances of losing its significance soon. Then there are lon

summer vacations when organizing a PTM doesn't seem a wise proposition. Thus, a frequency of 6

8 times in a year is the most suitable decision.

Besides frequency, selection of months and days are also crucial. Most parents show apprehension

the beginning and at the end of a financial year to attend a PTM. This is the time when they are quit

occupied with their office work. Pursuing parents to attend a PTM during that time often goes futile.low attendance only brings down the morale of the teachers.

Similarly, the weekdays and weekends are the two crucial aspects that a school needs to decide o

while organizing a PTM. Often parents find it difficult to spare their time at the beginning of a week. A

the same time, many parents are found in a holiday mood at the weekends. Ideally, the third or fourt

day ofthe week is the perfect time to arrange a PTM. Preferably, we should choose a holiday or a non

working dayforthe PTM.

While a PTM requires just a few minutes or a couple of hours time to be devoted by parents, a

inappropriate timing may discourage them from attending the same. A prior consultation with th

parents will be quite helpful in ensuring their presence. The counsellor may speak to the parents prio

to organizing a PTM and seek their approval to attend the same. Based on the response of the parents

a general trend of likeliness to attend by the parents can be ascertained that will give the day and tim

ofthePTM.

The school counsellor has a specific role to play in ensuring parents' attendance in the PTM. He or sh

can pursue the parents to attend the PTM when it has been decided to be organized. It should be kep

in mind whatever time you fix for the PTM' ample notice time should be given to the parents. They d

need time to prepare themselves for the PTM. You should inform all the parents at least 10-12 day

before the PTM. They should also be reminded forthe same two days before the PTM.

Organising a PTM requires a lot of efforts. Teachers have to do a lot of preparations in order to answe

to the queries of the parents. Thus, parents' attendance must be ensured in full capacity, which

possible if the timings of organizing a PTM are appropriate for the parents and the school authorities a

well.

Organising PTM

A PTM should not be a passive motivational talk for the parents. It should be informative an

interesting for them. Try to include amazing facts about children's growth and development that mus

keep the parents captivated in your discussion. For instance, you can say, "Your baby is now thre

years old. Have you noticed she must be playing with your kitchen utensils? Or your son must bwatching you carefully when you shave your beard in the morning"? These facts enthrall the parent

and they start taking more interest in the PTM.

If you can rope in a child psychologist to speak at the PTM, it can greatly enhance the importance

PTM. The child psychologist can elaborate on general topics related to children's issues. The talk ca

be very informative and interesting too. Later, the teachers can extend the session with one-to-one ta

with individual set of parents on their child's problems and issues. You can prepare yourself for th

session by evaluating the needs of every individual child.

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There should be a provision for a combined open session where all parents can discuss their genera

problem with the management and experts. This session can address the issues ranging from th

school infrastructure needs to the children's behavioural problems. While people from the schoo

management are the right people to discuss any infrastructure related concerns, the subject matte

experts will clear the parents' doubts on the child's physical and mental growth.

One-to-one interaction is also very important, particularly if the child is weak or shows any symptomdelayed development. This sort of interaction is quite important and fill the parents with the feeling

trustworthiness. During a one-to-one interaction, the parents can put forth their concerns withou

hesitation. The privacy will remain intact and the problem will be addressed at the same time. In th

one-to-one interaction, teachers should also be ready to raise queries about the child that they woul

think important for grooming their child. Once teachers know the child, they can easily put their querie

to parents.

When parents leave the school, you can present the progress report of the students, syllabus for th

forthcoming months etc. The progress report will emphasize on the gray areas that need a combined

attention from both the teachers and the students. Always show them the activities records in whic

their child is participative or non-participative. The interests ofthe child can be ascertained through th

activity log. This will also be helpful inshaping the overall personality ofthe child.

Conducting Effective Parent Teacher Meets

It is really important to have good working relationships between parents and teachers for the growt

and development of the children. A parent is, in reality, the child's first teacher and vital to child'

achievements is the attachment of the parent. It is important that both parents and teacher know tha

the goals for the child are certainly shared goals; both the teacher and the parents want what is best fo

the child.

Parents of stressed students are already overwhelmed and often have horrible experiences with th

parents teacher meeting. It is very important to keep the doors open and welcome parents to share theducational goals ofthe child.

How will you ensure that you have a fruitful Parent-Teacher Meeting? Follow these tips:

• Give prior information about the forthcoming meeting to the parents. Provide them with a fe

things that they could talk about at the meeting. For instance, tell them that you would like

know about the child's likes and dislikes, how homework is being handled at home and what

their attitude towards school or specific subjects.

• While welcoming the parents at the meet, be sure to start on a positive note. Smile, expres

gratitude for coming and begin with some positive remarks about their child.

• Discuss your routine, rules and homework policies with the parents. Ask if they have an

questions.

• Discuss the child's preferred learning activities and discuss your areas of anxiety. Be sure to let the

parents know how the areas of anxiety can be addressed. For instance, if the child is quite patheti

in reading, find out how the parents can help and list some preferred activities while assisting wit

the reading. If you have behaviour difficulties, prioritize 1 or 2 behaviour to focus on. Only wor

toward strategies for those.



• If you have any study material that may help the parents to understand the nature of the child'

complexity, be prepared to share it with the parents. Always, remind the parent that you goals ar

shared; you both want what's best.

• Wrap up your meeting with a sincere 'thank you'; remind parents that they have taken

wholehearted interest in their child's education and that the door is always open. Remind them tha

it's their positive approach toward learning that will help their child to grow both mentally ansocially. Try to send home notes recognising something positive as well as newsletters to kee

parents in the loop.

Suggestions for Parents

Parent-teacher meetings sometimes become a reason for concern for everyone involved-children,

parents and teachers. Children are just beginning their school experience and may be cautious of th

idea of parents and teachers talking about them behind the closed doors. Parents may feel painfu

about going inside their child's classroom and listening to the reports of their child's behaviour an

class work. Offer suggestions to help parents to contribute more effectively in parent teacher meeting

dealing with children's behaviour and learning.

Parent Teacher Communication

If children are experiencing problems at school, it is essential for parents and teachers to share th

responsibility of creating an effective relationship that fosters children's learning and development

Teachers can promote open communication by letting parents know when they are available and ho

they may be contacted, by inviting parents to take part in classroom activities and eliciting parents

concerns and interests before a planned discussion. Parents can introduce themselves early in th

school year, letting the teacher know when and how they can be reached and can ask how they ca

begin to become involved in classroom and school activities.

Open and regular communication between parents and teachers helps to ensure that the issueraised in parent teacher meetings do not take anyone by surprise. Assuring parents of privacy als

helps maintain confidence. It may be supportive for both teachers and parents to keep in mind that fo

many parents, it is an elementary part ofthe parenting role to be their child's strongest supporter.

Meeting between parents and teachers may become a key situation for class-cultural communication

or miscommunication. Asking for explanation of terms and more precise information may help

improve understanding between parents and teachers. However, for students experiencing

difficulties, parents may wish to request a meeting alone with the teacher.

Addressing Learning Problems

While discussing a child's learning problems with the teacher, encourage the parents to try th

following strategies:

Consider the perspective: The teacher should be particular about the problem and the situation

which the problem occurs. Children who experience complexity in learning may do so for man

reasons. They may be experiencing frustrations with peers, with family arrangements, or wit

particular subjects or learning experience. It may be useful for teachers to identify both strengths an

weaknesses that the child displays. Parents can then work with teachers to identify particula

situations inwhich the complexity occurs.



Recognize what helps: The teacher must be deliberate on what is being done to help the child to bea

the problem. Preferably, the teacher has tried several strategies to help the child conquer the learnin

problem. Sometimes small steps, such as moving a child to a special place in the room or cutting a

assignment, can make a difference. Often children find it hard to let the teacher know that they do n

comprehend what is expected ofthem. It may be useful that the teacher talk to the child about his or he

problem along with the parents.

Make a preparation: The teacher must tell the parents, what they can do to help the child at home

With the teacher, parents can list three or four actual actions to be carried out everyday. It may be a

effortless as a change in the evening schedule so that the child has 15 to 20 minutes of the parents

time to read together or work on Math homework. A normal timetable is generally useful to a child.

young child might benefit from two shorter periods of work rather than one long sitting. For example,

may be more useful to learn to spell 3 new words a night than to learn 10 or 12 words the night befor

the test.

Plan a follow-up discussion: Before finishing the meeting, it is a good thought to agree with th

parents on what is expected from the child, what the teacher will do to help the child, and what thparents will do. Sometimes it is useful to engage the child in these decisions so that he or she can se

that the teacher and parents are working together to help ease the problem. A follow-up meeting ca

be used to assess the usefulness of the plan and to devise a new plan, if required. Scheduling anothe

meeting after 3 to 4 weeks signals to the child that both parents and teachers are extremely concerned

in taking efficient steps to help him or her in overcoming the problem. This approach can serve

encourage a child who may have become dejected from recurring experiences of disappointmen

early in the school year.

Addressing Behaviour Problems

While addressing the child's behaviour problems, teachers can try the following strategies:

Identify the behaviour: Ask the parents to be exact about the sort of misbehaviour in which the chil

gets engaged. Hostile behaviour may be a child's way of getting something from a peer rather tha

deliberately bringing damage to another person. Incapability to go after directions may be

consequence of a hearing or language problem rather than proof of direct disobedience to the teache

It is useful to think about many possibilities while pinpointing the behaviour in question.

Scrutinize the situation: Ask the parents to help establish when, where, and why the misbehaviour

occurring. Try to identify with the parents any event that may have contributed to a definite occurrence

of misbehaviour. Try to take into consideration anything that might be contributing to the situation: thinfluence of peers, family problems, disease or tiredness, or changes in the schedule or after-schoo

activities. Children may be more prone to misbehaviour when they are exhausted or bad-tempered.

Check the teacher's expectations: Ask the parents to be as exact as possible about what a chil

does that is unusual from what they expect in a particular situation. Sometimes, ifthe teacher assume

that a child is being purposely violent, the teacher's expectation of violent acts can become part of th

problem. Try to find out with the parents if the child is competent of meeting the teacher's positiv

expectations.



Make a preparation: Ask the parents what both the teacher and the child can do to help solve th

problem. Parents and teachers can look together at unusual short-term solutions. Often very youn

children may not understand what is expected from them in specific situation and may need additiona

explanations and encouragement to meet the teacher's expectations. Knowing what is expected out

them increases children's capability to watch their own behaviour.

Plan a follow-up discussion: Children get more worried about improving their behaviour if the

believe their parents think more about how they behave. Knowing that parents and teachers thin

about meeting repetitively to discuss a particular problem may be more inspiring than any materia

reward a child is offered.

When there are no Concerns: Questions to be faced by the Teachers

In some cases, parent-teacher meetings may not be very helpful, particularly ifthe teacher reports tha

the child has no problems. Some parents may constantly here that they have nothing to be scared oWhen parents foresee such a result from a meeting, they may prepare themselves to ask some of th

following questions and that the teachers must be ready to answer:

1. What does my child do that surprises you? Very often this question can tell the parent

about the expectations that the teacher has of the child. Sometimes a child acts quit

differently at school than at home, that can stunned the parents as well.

2. What is my child unwilling to do? This question may tell the parents more about the child'

interests and dislikes that they would not have usually known. The question may encourage th

teacher to talk to the parent about the child's academic and community preferences.3. What can I do at home to support what is being done at the school? This question is alway

cherished. Teachers may have suggestions for parents but may be terrified to offer unwante

guidance. The question helps to create a team sense.

Successful parent-teacher meeting take place in an ambience of trust, where privacy is ensured an

parents and teachers treat each other with reverence. When children have learning or behavioura

problems, it may be useful to inspect the circumstances in which they take place and then to devise

plan of action. Sometimes it is useful to include the child in setting goals and reviewing the efficiency

the plans. Children are more likely to thrive in school if they see their parents and teachers workintogether considerately.

Speeches On PTM

An effective communication informing parents about the child's problem is important for the PTM to b

successful. A speech or talk on some general issues will address the parents in general. Som

important topics forthe speeches can be:



Fear in child: A child can have fear of so many things. Some fears may be important or some may b

even unimportant. Some may be because of real things or some may be just because of the

imagination. This is a common problem found with almost every child. Thus, this can be a good topic

start the session with.

Anxiety in child: Children are usually very sensitive. Even a very small thing can be a reason for thegigantic worry. Forexample, ifyou appreciate another child in front of yours on, this may irritate him/he

sometimes. Sometimes, their anxiety makes them violent and hostile. In PTM, a speech on child'

anxiety issues can be very helpful for the parents.

Stealing habits: You never know what a child wants and what he/she dislikes. You may present you

child with costly toys, but he or she would like to have an ordinary toy of another child. If you ignore h

or her likes or dislikes, the child may resort to stealing. Gradually, this may take shape of a habi

Parents should understand that a child doesn't steal due to his or her needs but a hidden desire fo

something encourages them to take such a step. This is certainly a behavioural problem and can baddressed with proper care and affection. Agood speech on this topic will help the concerned parents.

Lying habits: You need to believe; a child has his or her own world. He or she wants to be in the sam

world. If you try to interrupt him/her, he/she will not hesitate in telling a false story to be in his/her ow

world.

How to communicate with child: This is an important theme. Parents should know the proper way

communicating with their child. Communication helps to foster a better relationship between th

parents and their child. At PTM, teachers can elaborate on this important skill.

Answering the child: Listening to a child requires patience and answering to a child require

wittiness. Children often play the role of a 'quiz master' bombarding you with so many questions

Parents need to be intelligent and patient while answering them. At PTM, teachers can illustrate how

answer the queries of the young toddlers.

Understanding the child: Parents need to understand their child's psyche. A child, with poo

vocabulary, many a time remain unattended. Parents should understand their child; his feelings; h

emotions; his needs and his desires. This too can be an importanttopicfora speech atthe PTM.

Homework and parents: In today's world of busy life style, parents find it tough to spare quality tim

for their child. Homework of the child haunts parents who get back home after a tiring day at office. A

PTM, teachers can show how parents can help their child to do homework without much extra effort.

Toilet training: Toilet training is such an area where parents face many difficulties. It's a topic that ca

get parents' complete attention.



Jealousy in child: Child jealousy is a very common problem, found in every child to some exten

Parents often complain about their child's jealous behaviour. Thus, this theme of the speech woul

keep the parents engrossed throughout the session.

Right ways to appreciate your child: A child deserves appreciation whenever he or she doe

something remarkable. A kiss or hug is a way to appreciate a child for his or her good deeds. At PTMparents can be told about the right ways to show appreciation towards their children.

Language for criticism: It is apt to criticise a child for his or her wrong deeds. But the language ortone

should not be too harsh. Criticism Skill can serve as an important topic for speech at the PTM.

Teaching discipline to a child: Teaching discipline to a child is an area of great concern for man

parents. All parents want that their child to follow discipline in his or her life. But how will it happen? Th

can be shown to the parents at the PTM.

Putting sense of responsibility in child: Children are like a flowing river. They are directionless b

have abundance of energy. They have no sense of responsibility and want to enjoy life. At PTM, th

can be an important topic for speech.

World from a child's perspective: Achild sees the world with its own point of view. At different stages

a child's perception changes and the world around him or her also gets changed. This can be a

interesting topic at a PTM. Parents will surely appreciate it.

How to set limits for your child: A child has a boundless energy. This energy helps him or her to gbeyond any limits. But its important to decide how much is too much for a child. Parents can learn at

PTM to set limits for their child when a speech will inspire and guide them to do the same.

Defining sexual role of a child: In today's society full of evil minds, a child may be vulnerable

sexual exploitations. Defining sexual role of a child is important and can be taught in a very intelligen

manner. Parents will have the opportunity to learn the skills when they will attend the PTM and hear

speech on this topic.

Social function and sexual harassments: Many a times during a social function, young child gunattended by their parents. In such circumstances, a child may fall victim of sexual lust of some ev

person. At PTM, a speech on this topic may help parents to avoid such a gruesome situation.

Other general topics: There is no dearth of topics to speak at a PTM. There can be several topic

such as: A child and creativity; Rewards and punishment for a child; Healthy lunch box for a child et

All these topics help the children to grow in their lives and help parents to bring up their children in

much better way and nurture them into healthy, educated and responsible individuals.

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PTM Feedback Form

Before ending the PTM, distribute this feedback form among parents and record their responses. Thi

will help understand the parents' opinion towards a PTM.

Please fill this feedback form. We reassure you that the information provided by you will be used onl

for betterment of your child.

Q1. Do you feel PTM must be organized?

(A) Once in a month (B) Once in 2 months (C) Not required

Q2. Are you willing to have a regular progress report of your child?

(A) Yes by post (B) Yes by E-mail (C) Not required

Q3. Rate the progress of your child after admission to the school.

(A) Excellent (B) Satisfactory (C) No difference

Q4. Your views regarding the reaching standards in the school.

(A) Excellent (B) Satisfactory (C) Poor

QS. What is your opinion on the facilities available in the school?


Q6. Personal attention ofthe faculty and interaction with your child.


Q7. Academic knowledge and communication skills of your child after admission to the school.

(A) Excellent (B) Satisfactory (C) No change

QB. Why did you select our school for yourward?



Q9. Please writes your suggestions for further improvement in the school.

Q10.Your views about the weak areas of in your child and how can we help him/her to improve?

Name of the Parent(s): _

Name of the Child: _

Contact No.: _

Signature: _

Note: You can prepare your own questionnaire as per your situation/requirement. You can always ge

answers to your queries in this regard from the Corporate Office.

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