Beside me, a man dressed in coveralls clasps, then unclasps his oil-stained hands.
“I hate parent-teacher conferences,” he says. “Don’t know why I come. To hear again that my kid’s stupid and bad?
The classroom door opens.
“Mrs. Swartz?” the teacher says.
And I walk into my first parent-teacher conference ever.
I’m the parent. Kind of. There to hear about Dana, who lives with us at the group home we’re running.
Mrs. Hartman sits behind the teacher’s desk, peering over the top of her horn-rimmed glasses, as if I’m the problem student.
“I’ve got some concerns about Dana,” she says and ticks them off. “Talks too much, stares out the window, can’t find anything. And bad, really bad grades.”
She taps her pen, waiting.
I have some concerns about Dana, too. She came to us clutching a teddy bear.
“Can’t stay with my mom and dad anymore,” she said, giving her shiny, black hair a shake. But they bought me new pajamas. And I’m going to wear them tonight.”
On her bed, she laid them out, fuzzy and warm and covered with clowns. On her dresser, she set a picture of her parents.
“My third set,” she told me.
Dana never knew her first set, who placed her out for adoption at birth. Her next set adopted her, an apparently healthy baby. But by the time Dana reached her first birthday, she had a diagnosis. Those parents said they hadn’t signed up for a progressively disfiguring disorder.
And her third set? Dana just wore them down. She was, they said, downright aggravating. After living with Dana, I could see what they meant. And apparently, so can Mrs. Hartman.
I want to tell Mrs. Hartman about the past parents and the teddy bear and the pajamas.
But she takes off her glasses and points a temple at me.
“Look, coming from a group home and all, I’m sure Dana has challenges.”
Her voice softens.
“If I heard her story, my heart would probably break. But Dana needs structure. Lots of it. And I’m prepared to give it to her.”
She glances at her watch.
“Thanks for coming, Mrs. Swartz. I need to stick to my schedule.”
Not sure I can endure another conference, I head for Kent’s teacher in the second-grade hall. Mrs. Good welcomes me into her room.
“What an intense guy, “she says. “The word apathy and Kent just don’t go together. He cares about issues and people. I like grit in a kid. Could you tell me a little about him?”
As I talk, Mrs. Good nods and interjects all the right words: Uh, huh . . .I see . . . go on.
When I finish, she says, “What a guy!”
We’re on the same team, she tells me, working for Kent. And that now that she understands more, she’ll work on a plan to help Kent. Could she and I and maybe Kent meet in about a week to discuss the plan?
Since that long-ago evening, I’ve attended several thousand parent-teacher conferences, almost all as the teacher. In college and graduate school and in-service training, I learned how to confer. But nothing shaped my practice more than this first set of conferences.
