As I sat down to read this book I realized that writer's conferences are not something I officially do with my students. They partake in morning journalism and informational writing about math or science but I never actually sit and really conference with them as part of the writing process. While reading these few chapters I realized that conferencing with my students is really something I need to do even though I do not technically teach writing.
I really took to the part about conferences merely being conversations between you and your student. Each person plays a lead role, first the STUDENT THEN THE TEACHER. The two partake in a discourse and simply converse about what the student has created through his or her writing. The book talks about the different types of conversations you have had and where the most meaningful conversations have taken place. Meaningful conversations are comfortable, they have a point to them , and they matter to both parties. This is the type of conversation I want to create for my students at all times in my classroom, but specifically for writing conferences.
I know that when I have conversations with my students about work that I see or that they turn in, I am quick to correct it for them rather than ask them what they were thinking or why they did it the way they did. Anderson says “I finally realized that my role in conference is to find out from students what work they are doing as writers and then teach them how to do that work better.” Pg 25 Writing conferences are not a time to pull out the red pen and make corrections all of the student's work. They are a time set aside to have a conversation with your student, to set an agenda and begin to understand your student as a whole and as a writer.
I think a difficult thing about writer's conferences, or looking at student's work in general, is to remember that you are here to help the student and do what is best for the student. You are NOT here to do what is easiest for you as the teacher. Beginning a conference by hearing what the student has accomplished and nudging them to grow from there is success. The goal is that a child uses what we taught them or discussed in their conference not only in their current work but again in the future. This shows real growth as a writer. I am eager to begin conversing with my students on a more personal level regarding the writing they do in my classroom.
I think that having writing conferences with your students will also make their morning work more meaningful. I know in my classroom, morning work often just becomes something to pass the time or busy work. Having conferences with your students and asking about their writing will make the time more meaningful for you and for them!
ReplyDeleteI like that you noted making an agenda for the meeting. I meant to mention that in mine too. It's all about being intentional and taking the time to really TALK with your students about what they are doing and who they are as writers.
I can't wait to hear how the conferences go!
Kelsey Ferguson :)
Joy,
ReplyDeleteI really relate to what you've said here. I love when you wrote, "Beginning a conference by hearing what the student has accomplished and nudging them to grow from there is success." This completely demystifies the writing conference for me! There are so many things to think about and yet, it's rather simple: if we can fight the urge to pick apart everything wrong with a piece of writing, and instead give a student feedback on the parts of their writing that are already on their minds (evidenced by the fact that they mentioned it to you) then they are more likely to take what you said and continue to apply it moving forward. I think what makes me want to pack so many things into one conference is fear that my student and I won't feel success after the end of the conference. I find what you said really comforting.
You wrote something else that was powerful for me. "Meaningful conversations are comfortable, they have a point to them , and they matter to both parties. This is the type of conversation I want to create for my students at all times in my classroom, but specifically for writing conferences." How awesome! This makes me ask myself why I don't strive to implement these types of conversations throughout each school day! Even though the book focuses on writing conferences, your writing has helped me to realize that it actually gives guidance on how to have meaningful conversations with kids anytime. This is especially profound for me, since I thrive on feeling close to my kids and sometimes wonder how I can safely forge more personal relationships with them. Good Stuff Joy!!
-Allaisia
Sorry I just realized I didn't put my name on this blog - Kelsey Mitman
ReplyDeleteKels, I hear you completely. Before reading this book, my conferences were what I used to call "guided writing" and I would tell my students to write about whatever they wanted and I would help them with problem solving skills, or punctuation.
ReplyDeleteThis book is def. taking me into new directions. What does conferring look in Kindergarten? how can I confer with students that can't even write their name? how does conferring align to the common core?
One of my main goals, is to understand that how much should I spend in conferring, and how can I help my students with their own needs as writers, but at the same time to push them and achieve those standards and goals that we have as a state and as a nation with common core.
How can I align what they need according to curriculum with what they need according to themselves.
And how can I allote enough time so that both of these things get completed ??
-Thanks for sharing your thoughts, I completely agree and identify with them.
Laura
word problem solving*
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