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.
A wise person once told me, conferring is the heart of the writing workshop. And much has been written about how to go about conferring effectively. Guides and professional books … Continue Reading Conferring Tip: Listening Closely
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?”).
Someday, perhaps I will finally make the break from old-fashioned binder to new fangled conferring app. But, for now, I have two just assembled conferring binders with which to begin a year of exciting work…
Knowing what to teach is just as important as knowing how to teach. Here are five resources that will help with the what. Bonus: some are free!
I attended Kathleen Tolan’s “Once You Have Taught Workshops for Years, How Do You Go from Good to Great? Tap the Power of Peer Conferring and Supporting Student Independence and … Continue Reading Moving from Partnerships to Peer Conferring
Find out what sprinkled cupcakes and figurative language instruction have to do each other!
In case you missed it! Check out our posts on conferring toolkits.
Two elements form the very heart of every conference: the student, and the mentor text I can use to nudge her writing piece forward. …