Pam Pogson has a respectful discussion with Matthew, a sixth grader, about how easily distracted he is when reading. Together they come up with a strategy and a signal to help him stay focused so he can reach his goal of reading on grade level by the end of the year.
Listen and Watch
- Notice Pam’s tone of voice, clear words, and belief in Matthew’s ability to stay focused. How might this influence Matthew as he hears and responds to her message?
- Pam starts by reviewing what they discussed the last time they met. Notice the smooth transition into discussing Matthew’s ability to focus.
- Pam and Matthew agree on a signal to help him refocus. Is it a signal you might use with a student? Would it work with all students? Why or why not?
- What might you take away from this conference that you could try with a student whose goal is to read more?
- 8.1 Identify needs of student based on assessments and determine instructional setting.
- 8.4 Record information in conferring notebook.
- 8.6 Monitor progress.
- 10.1 Teacher engagement
- Teacher builds positive relationships with students.
- Student is taught to be self-aware, and to self-manage.
- Teacher explains behavioral expectations; student practices.
- Teacher individually confers with student, identifying and teaching self-management skills.