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Conferencing with Students
"In the classrooms of some teachers, children grow in leaps and bounds, while in the classrooms of other teachers, children make only modest gains. I am utterly convinced that the difference has everything to do with the teachers' abilities to confer."
Lucy Calkins
Conferences are the heart of the workshop format. In a very real sense, they are the main reasons we go to all the trouble to set up norms, structures, and processes for workshop. Conferences allow us the time to sit down with kids, one at a time, and work for a few minutes on just what each student needs. Unfortunately, in spite of decades of evidence confirming the impact of teacher-student conferences, most students will spend their day sitting in classrooms of up to thirty students listening to the teacher or doing seatwork. In 2007, a study conducted by Robert Planta, found that average fourth graders were spending 91% of their time either listening to a teacher talk or doing commercially prepared seatwork- much of it test prep.
In a nutshell
Conferring should feel like an intimate (yet brief and productive) conversation among a teacher and student. You should sit alongside the student with the work between you (but in the student’s own hands). Sit at eye level and ask the student to tell you about his or her reading or writing. Ask questions that will extend what the student says or your teaching point. Teach one point per conference. As the child begins the work, sneak off and write yourself a note about the conference – then move on to another child.
The structure of a conference
There should be a predictable structure to a conference – while still unique based on the needs of a particular student. – research, compliment, teach, and link.
· Research: Name what the child has done as a reader or writer and remind them to do it often in future writing.
· Compliment: Try to use words like, "I would like to compliment you for . . That's what readers/writers do."
· Teach: Decide what you want to teach and how you want to teach it. Help the child get started doing what you hope he/she will do.
· Link: At the end of the conference, name what the child has done. Repeat the teaching point saying this is what you have seen the child doing. Encourage the child to continue to do this often and in many reading/writing opportunities in the future.
Checklist for Teachers for Conferencing
ü I began the conference with observation and open ended questions.
ü I complimented the reader/writer on something specific (on the edge of his/her ability).
ü I decided what to teach the student based on my research: either building on his/her strengths or working on a deficit.
ü I taught the student one thing by either demonstrating or coaching.
ü I actively involved the student in trying out what I taught him/her, while still sitting with the student.
ü I reiterated my earlier compliment.
ü I made sure the student knew what he/she was to do during independent work.
Classroom Management for Conferring
• Model how you try your best and move on
• Celebrate children who work independently
• Compose an anchor chart during a mini lesson entitled “If you think you’re done . . .”
• Use Mid-workshop Share (sometimes) as a time to assess student work and hold them accountable. Say to the whole class, “Put your finger on the place where you tried . . .” or, “Read your writing to a neighbor and show them where you . . .” During this time check up on students who need your attention
• Make sure word walls and abc charts are available and you have explicitly taught children how to use these resources
• Revisit procedures during your mini lessons throughout the year
• Build stamina!! Say, “Yesterday we wrote for
10 minutes without anyone getting up . . . do you guys think today you could write for 12 minutes?”
Things you may say in conferences:
· How’s reading been for you lately?
· What have you been working on as a writer?
· I can see that you are finished with your story and now you are rereading it and adding more details. That is an important step for writers.
· Can you tell me more about that?
· You are looking at ways to make your story better. That’s what writers do.
· Last week we were thinking about ______in reading workshop. I see that you are doing that.
· You are looking at ways to make your story better. That's what writers do.
· I would like to teach you something here …..
· Did you notice what the author wrote here … why do you think he did that?
· You could do this today and any day.
· I can really tell you are thinking deeply right here. Here is why I think that _____.
"The point of conferences, ultimately, is to help students become life long readers and writers."
Carl Anderson
Constructive Writing Conferences
Beginning the Conference (A Plan for Learning)
Ø Student comes prepared to learn from the conference.
Ø Get the student talking by asking questions, e.g., “Tell me where you are in your writing. What can I do to help you?”
Middle of the Conference (Heartbeat of the conference):
Ø Choosing a topic
Ø Focusing or narrowing a topic
Ø Expanding on a topic to make it more interesting
Ø Revising for clarify of meaning
Ø Researching the topic
Ø Using writing resources, including writer’s log and writing notebook
Ø Revisiting favorite literature to study writing techniques
Ø Proofreading, including using revision techniques
Ø Substituting better words to make the writing come alive
Ø Editing for spelling or punctuation
Ø Preparing for publication, including layout decisions
Ø Writing an author’s page or a dedication page
End of the Conference (A Plan of Action for the next step):
Ø Continue with the writing
Ø Add more details
Ø Reorganize information
Ø Start a new piece
Ø Do some research
Conference Record:
Child’s Name:
Date / Research / ComplimentWhat strategies did I notice the child using independently? / Teaching Point
What’s the strategy I taught the child in today’s conference? / What is next?
What strategies could I teach the child in the future?