Scene: A classroom in the evening during parent–teacher conferences. Desks are arranged in rows, and student work is on the walls. Mrs. Lopez sits across from Mr. Carter at a small table.
TEACHER (MR. CARTER): Good evening, Mrs. Lopez. Thank you for coming in. How are you?
MRS. LOPEZ: Good evening, Mr. Carter. I’m fine, thank you. I’m happy to hear how Diego is doing.
TEACHER (MR. CARTER): Great. Overall, Diego is doing well. He’s a polite student, and he participates more in class this semester.
MRS. LOPEZ: That’s good to hear. At home he’s a little shy, so I’m glad he’s speaking more in class.
TEACHER (MR. CARTER): Yes, I’ve noticed improvement, especially in his reading. His reading level has gone up, and he asks good questions about the stories.
MRS. LOPEZ: I’ve seen him reading more at home too. Are there any problems I should know about?
TEACHER (MR. CARTER): Nothing serious, but there are two areas we can work on: homework and organization. Sometimes he turns in assignments late, or he forgets to bring them.
MRS. LOPEZ: Yes, I’ve noticed that. He starts his homework, but he doesn’t always finish. How many missing assignments does he have?
TEACHER (MR. CARTER): Right now he has three missing homework assignments from the last month. If he completes them this week, I can still give him partial credit.
MRS. LOPEZ: Okay, I’ll make sure he finishes them. Could you write the details on a note or in the online system?
TEACHER (MR. CARTER): Of course. I’ll post a list of the missing assignments on our parent portal tonight.
MRS. LOPEZ: Thank you. How is his behavior in class?
TEACHER (MR. CARTER): His behavior is generally good. Sometimes he talks to his friends while I’m giving instructions, but if I remind him, he stops right away.
MRS. LOPEZ: If it continues, please let me know. I’ll talk to him at home.
TEACHER (MR. CARTER): Thank you, I appreciate that. One more positive thing—he worked very hard on his last writing project. This is his essay about “My Future Job.”
Mr. Carter shows Mrs. Lopez a paper with comments in the margins.
MRS. LOPEZ: Oh, he wrote about being an engineer. I didn’t know that. His English still has some mistakes, but I can see he tried.
TEACHER (MR. CARTER): Exactly. His ideas are very strong. We’re working on grammar and sentence structure. With more practice, he will become a more confident writer.
MRS. LOPEZ: What can we do at home to help him?
TEACHER (MR. CARTER): A few things: First, he should read in English for at least 20 minutes each day. Second, you can ask him to explain his homework to you. When he explains it, he remembers it better.
MRS. LOPEZ: That sounds reasonable. I can also give him a quiet place to work and a fixed time for homework.
TEACHER (MR. CARTER): That would help a lot. Also, if you ever have questions, please feel free to email me or send a message through the parent portal.
MRS. LOPEZ: Thank you. I appreciate your communication. Overall, are you satisfied with his progress?
TEACHER (MR. CARTER): Yes, I am. He has many strengths, and with a little more effort on homework, he can reach a B+ or even an A by the end of the term.
MRS. LOPEZ: That makes me happy. I’ll talk with him about these goals tonight.
TEACHER (MR. CARTER): Wonderful. Thank you again for coming, Mrs. Lopez. It was nice to meet you in person.
MRS. LOPEZ: Thank you, Mr. Carter. Have a good evening.
— THE END —