Conferring–Monitoring, Teaching, and Accelerating

April 12, 2013

The longer we work with children, the stronger we feel about the importance of conferring. It is perhaps the best and most powerful way to get to know who our students are as individuals, how they think, and what they are like as readers, writers, and mathematicians.

One reason Daily 5 is such a powerful structure is the productive tone it generates in a room. Since all students are engaged in meaningful and authentic reading and writing activities, the teacher is free to spend large portions of time conferring with students. It is during these one-on-one conversations that progress is monitored, teaching takes place, and growth can be accelerated.

By using the Pensieve (paper conferring notebook) or CCPensieve (online conferring notebook) we are able to keep conferences focused, intentional, and brief. The Pensieve also gives us a way to keep track of student goals and strategies, take note of next steps, and maintain a high level of accountability.

In his book Conferring; The Keystone of Reader's Workshop, (2009) Patrick Allen says three components are of eminent importance to meaningful conferences and an effective literacy workshop: Trust, Respect, and Tone. He says:

• Trust in the classroom ensures that great care will be exhibited in classroom interactions. (p.43)
• Respect is paramount. Classroom interactions must be melded with consideration and thoughtfulness. (p.44)
• Tone is fundamental. The tone that permeates our literacy workshop can dictate an individual's willingness to become an active learning participant. (p.44)

We couldn't agree more. Trust, respect, and tone are encouraged, expected, and modeled throughout the day in our work with children. They are key to building and maintaining a culture of kindness and learning in our classrooms.

Patrick also says, "I want the children in my classroom and the children in your classrooms to leave our auspices with some of our words in their heads and a whole lot of our caring in their hearts." (page xiii)

That is exactly what we want for children as well and we remain convinced that it is possible when we take the time to have meaningful one-on-one conferences.