A Video Project That Asks Students to Celebrate Their Classmates

Parent-teacher conferences used to feel like a data-driven whirlwind. Parents sat across from me, listening to grades, behaviors, and test scores, and I worried they would leave with only a snapshot of their child, missing the everyday magic that made them who they were. I wanted parents to see more than charts and percentages. I wanted them to see the heart of the classroom. So I started a project that has become one of the most meaningful parts of my conferences. I ask students to create short video clips celebrating their classmates.

Before the conference

The project begins a few weeks before conferences. Each student draws a classmate’s name in secret. Over the course of the week, their job is to quietly observe their “secret person” and notice how that student contributes to the classroom community. Sometimes it is obvious. A student might always volunteer to help pass out papers or encourage others during group work. Sometimes it is quieter. A child might notice when someone looks sad and check in with them or offer a comforting word.

At the end of the week, each student writes four or five sentences about what they observed. Each message begins the same way. They write, “Hi [student’s parent name]. My name is [student’s name], and I would love to tell you why [classmate’s name] is such an important part of our classroom.” This shared starting point ensures that every video has a clear, celebratory tone while remaining personal and genuine.

I always ask students to memorize their lines rather than read from a script, so they can speak naturally into the camera. We record on my iPhone or a Chromebook, and because the students have practiced, the videos require very little editing. Once the clips are finished, I arrange them into a Google Slide show that follows the schedule of conferences. While one student records in the hallway, the rest of the class completes a short Google Form reflecting on their own learning and contributions. This keeps everyone occupied and provides me with useful information. I can use the responses to identify what is working in the classroom and where routines might need adjustment.

What students notice

The things students notice about each other often surprise me. One quiet student was described as the person who always notices when someone looks sad and quietly touches base to see how the other student is doing. Another was praised for making math less scary by laughing when she made mistakes, which encouraged others to keep trying. In one memorable example, a student who was often reserved was described as someone who always held the door open for classmates and thanked the teacher politely every morning. These are strengths that might never appear on a progress report but are essential to building a healthy and caring classroom community.

Not every student is easy to write about. Occasionally, a student struggles to find something positive to highlight, especially if their classmate has behavioral challenges or is still finding their place in the class. In those cases, I sit down with the observing student and ask guiding questions. I might ask if the child has noticed when their classmate keeps trying or if they have ever made someone laugh or helped in a small way. With a little coaching, students almost always discover something positive to say. This process is valuable for the speaker and teaches empathy. Students learn to look past frustrations and see strengths in their peers, which strengthens the classroom community.

connecting with parents

When parents watch the videos, their reactions are often profound. Some laugh, some cry, and almost all lean forward in their seats, completely engaged. I email the clips to parents after the conference, and I have often had them tell me they replayed the video at home several times. They are surprised by the insights, sometimes seeing aspects of their child that had never been mentioned before. One parent told me that hearing their daughter described as a natural leader by her peers was more meaningful than any report card or award. Another parent noted that hearing a child praised for small acts of kindness made them realize how much their son contributed to the classroom community. These responses show how powerful it is for parents to see their child through the eyes of classmates.

The project also allows for an easier discussion when serious academic or behavioral concerns need to be addressed. I never avoid difficult conversations, but I place them after the positive moments. Parents have already heard that their child is valued and has strengths, which makes them more receptive to constructive feedback. I frame concerns collaboratively, focusing on growth and next steps. For example, instead of saying a child is disruptive, I explain the child has a lot of energy and enthusiasm, and we are working together to find ways to focus that energy during class activities. The balance between celebration and constructive feedback builds trust and keeps conferences focused on helping the child succeed.

The benefits of this project go beyond the conference itself. Pedagogically, it encourages students to observe and articulate the positive qualities of others, which strengthens social and emotional learning. Students practice empathy, reflection, and communication while recognizing the value of their peers. It builds classroom community because each student feels seen and appreciated. The exercise also reinforces self-awareness, as students consider both their contributions and the ways they impact others. For parents, it bridges the gap between school and home. They get to see their child not just as a student, but as an active, valued member of a community.

Prior to the end of the conference, I ask parents what they need from me. The most successful relationships are built on two-way trust. Reminding parents that we are working as a team to help their child and that a conference is just one step in an ongoing conversation builds their trust in a continued commitment to their child’s educational journey.

I make sure that parents know what technology the school has available in order to keep an ongoing conversation with them through frequent messages and quick responses to their questions. While student-created videos are great, it is still important to share positive stories with parents. This lets them know that I truly value their child as an individual, with specific needs and talents that I see.