I’ve been trying to improve my own skills as I sit down next to writers throughout my years of teaching writing, and there is so much more to conferring than the three ideas that I’m sharing in this post.
Crafting a system for conferring notes can be a catch-all of sorts, a strategy for ensuring that teammates engage in the highest leverage instructional conversations before the unit begins—even if they haven’t had extended time to unit plan together.
Specific feedback helps students replicate what you want them to do in their writing.
If we are not intentional, we can easily rush into many teaching points, instead of only one. We can overwhelm ourselves and our students. If we are not careful, we can miss the most important reason we sit with a student―the opportunity to listen and learn.
Conferring with young writers is far too complex to boiled down to just one important aspect. But… if you had to name the most important part of a writing conference, what would it be?
Finding ways to trust kids, it might be said, creates more space for learning. In this post, I offer a few ways trust can be manifested in a writing workshop…
In writing workshop, we operate on multiple levels– we try to plan and deliver effective minilessons, we try to confer with our writers (and take some notes?), we create anchor charts, and so forth. But what about validating the voices of our student writers? Here are a few tips for disturbing the universe…
Would you like to help your striving writers so they can be more independent? Try a coaching conference to move them forward!
When conferring with a writer, our big aim is to engage in a meaningful conversation with the student about his or her writing. An individual writing conference is likely the single most effective way for a teacher to help move a writer forward. But many times, even with our best intentions and attempts at “training” students how to converse during a conference, the student will sometimes say something curt, like, “Good.” Or, “It’s fine.” Silence. That’s it. That’s all they have to say. What to do? Fear not! Conferring Carl suggests six strategies to help teachers address this situation…
I am so grateful to have this resource available to me as an educator at no cost. Maybe someday, I’ll get to thank whoever is behind the Google Curtain in person. In the meantime, I’ll share what’s been working and I’ll look forward to hearing about how some of you end up doing it even better!
Student-facing checklists can be a powerful tool. While rubrics are helpful for teachers, checklists are helpful for students. Checklists can serve to provide clear targets for writers as they strive to craft pieces of writing. But what might be different ways to use them in your writing workshop? Read to find out…
Want to improve your conferring? Carl Anderson’s new book, A Teacher’s Guide to Writing Conferences, will help you learn the ins and outs of conferring well with young writers.
Read the Q&A with Carl, then leave a comment on this blog post for a chance to win a copy of your own!
Want to keep (better) conferring records, but don’t know where to begin? This post will help you discover analog and digital record-keeping systems.
Read all the way through since there will are lots of downloadable templates to help you get started.
Potentially, one of the most impactful opportunities we have for making a lasting difference on our students as writers is when we pull up next to them and confer with them. It’s SO worth spending some time reflecting, setting goals, and developing tools and strategies for the conferring work we do as teachers.
As we approach the end of another school year, many of us begin making plans for outgrowing ourselves. But what might be some lenses to think through when taking on such a task? I have a few ideas . . .
“How about we read Goodnight, Gorilla?” Raising my eyebrows, I gazed hopefully at my two year-old daughter. “Or maybe we could read The Grouchy Ladybug? You love that one!” “No!” Her… Continue reading
Mark Twain once said, “I can live for two months on a good compliment.” While our students should regularly receive compliments from their teachers, good ones can fuel their ambition and willingness to stretch themselves as writers.
Nervously lowering myself into a chair, I scooted myself closer to the table. Around me sat three new colleagues. My new 7th grade teaching team. Having moved from my familiar home in small-town… Continue reading
Sound assessment plays a vital role in showing and in detailing progress students are making toward reasonable goals.
“Lift the ball with your right hand, and pretend your right knee is tied to your right elbow.” Placing the orange ball uncertainly in my right hand, I glanced over at Mr. Brown,… Continue reading
