Conferencing Tips

Last week, we were fortunate to have one of our district's staff developers discuss conferencing with writers at our faculty meeting. Kelly, our presentor, focused on the work of Carl Anderson, renowned for his books on conferencing. In my role as reading specialist, I no longer do writing conferences. However, the presentation reminded me of both the struggles and successes I experienced in this area when I ran a Reading/Writing workshop in my own classroom. I thought the tips provided in this presentation were worth passing on and I wanted to add one of my own. So here goes...

According to Carl Anderson, the conference should have four distinct parts:
1. Research - This is when the teacher queries the student in order to discover student needs. Some samples questions would be:
Why did you decide to write about this?
What do you want the reader to know?
What are you doing well in this piece?
What are you focusing on?

2. Decide - The teacher then must decide what he/she is going to teach. Try to focus on just one thing.

3. Teach - One of the main points of the entire presentation was the importance of using conferencing time to do explicit teaching on a individual basis. After you've decided on a student's need, talk them through it, using mentor texts if possible.

4. Commit - This final part asks teachers to get a definite commitment from the student to apply learning to the writing piece. For example, "I want you to start the scene over from... and use...(action, dialogue, thoughts, etc. Be specific and be sure the student knows you will check back with him.

Finally, my own tip is to take home the writing of the students you expect to conference with the following day. If you read through the pieces ahead of time, it will give you a chance to think more carefully about what the child needs you to teach and also to find an appropriate mentor text that might be helpful.

I walked away from this meeting with a wistful feeling. I loved teaching writing and missed the potential to support student writing the way a classroom teacher can. However, I think much is applicable to reading conferencing as well and this presentation gave me food for thought. I also have obtained a copy of Carl Anderson's book, "How's it going?" which I'm anxious to read.

It was suggested that classroom teachers conference with three students a day. This equates to roughly twenty times per year that the classroom teacher provides an individual lesson for each student. Now that's powerful! What are waiting for?

A Child's Wish

Each day I work one on one with first grade students using an intervention program called, "Reading Recovery". Part of the lesson involves conversing with the student and having them tell you a "story" then write it down. Yesterday, a very sweet little first grade girl shared her Christmas wish with me. "I think I've been good and I really hope that Santa will bring me an American Girl Doll. I know my parents don't have the money to buy it, but I think maybe Santa will bring it because I've been good." What a beautiful example of faith, hope, and innocence. I explained to this little girl that even if Santa doesn't bring her doll, she is still GOOD! Sometimes, I told her, Santa might need to give a toy to someone else who needs it more, but that doesn't mean you aren't GOOD. I certainly hope Santa hears her wish and grants it. Let's all remember that all children are always "good"...They might misbehave, but their goodness is innate. As the adults in their life, it is our job to be sure they believe that.