“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
Feedback That Moves Writers Forward: How to Escape Correcting Mode To Transform Student Writing, written by Patty McGee, is a must-read for educators who know we can do far better for students when it comes to talking with them about their writing.
It’s great to be prepared when we are conferring with our writers. However, being ‘prepared’ and being ‘present’ are not the same thing…
Even when we know what’s best, sometimes the most helpful thing we can do for a child is to let them figure out a problem on their own.
Sometimes in a busy and chaotic schedule, we inadvertently miss attending to some of our students who like to “fly under the radar.” Being systematic and intentionally positive can make a big difference for some of our writers.
Lanny Ball reminds us that compliments are a bit like gifts we give our students each day.
We can all be a little more like my daughter’s swim teacher, Coach Annie, and a little less like the camp counselors of my childhood. Here’s how.
Read on for a snippet of a writing conference using Google Translate with an upper elementary student who is learning English.
With very good intentions, we teach kids to do their best to really finish a story before they move on to the next one. However, a little bit of flexibility will go a long way in increasing engagement, volume, and independence in young writers.
What teacher of writers superpower would you like to develop this year?
Six educators make the case for conferring with students regularly.
Take a peek at our presentation from Saturday at #theedcollabgathering.
Four of us will present at The Educator Collaborative Spring Gathering tomorrow at 2:00 p.m.
Keep this conferring tip in your back pocket.
Our workshop was feeling forced, unnatural, and just rushed! We struggled to fit it all in and share time (the most valued time) was cut short with only 1 or 2 writers sharing each day. Something had to give. Writers weren’t growing, I wasn’t conferring, and it just didn’t feel calm and productive. I reflected on our workshop, the work of the writers, and the choices I was making, but I couldn’t figure out what was making me feel so unsettled.
Many years ago, one of my first jobs was as a ski instructor at a local ski resort. During our instructor training, we were taught a technique called “strength identification and enhancement.”
Teachers aren’t the only ones who can learn to get better at conferring. So can students!
Are you new to writing workshop? Are you trying to get better at conferring? Are you having a tough time making conferring work for you? I’ve got seven tips to help you become a stronger conferrer.
I pause to listen to these stories (as best as I can in classroom of 27 six-year-olds, each with a story to share). After they’ve shared their story I comment, “I can’t wait to read that story!” or “Wow, you already have an idea for writing workshop!” Some walk away shaking their heads, eager to write their story, others look at me puzzled as if they aren’t sure why I would say this when they just told me the story. (I often wonder if they’re thinking, “Weren’t you listening?”).