Thank you for joining #G2Great friends. We’re so thrilled to welcome Carl Anderson back as our guest for the 2nd time and can’t wait to dig into Carl's new work of conferring magic. Please introduce yourself!
@ConferringCarl@franmcveigh@hayhurst3@brennanamy@HeinemannP
🙋♀️ #G2Great Hello friends! Kasey Literacy Coach From KISD in TX, Thrilled for the opportunity to chat with Carl Anderson and learn more about supporting Ts with Conferring!
Hi #G2Great friends! Tori in Maine here - I’ll be checking in and out while getting the kiddos snuggled away for the night. Looking forward to a great conversation!
A1. I like "May I join you?" as a courtesy.
Feels respectful.
Then ensure S talks more than T.
Set up expectations so Ss know their role & have prompts if needed.
#G2Great
A1 #G2Great Conferring is different than traditional “top-down” teaching. By inviting students into a “give and take,” we give them the message that what they have to tell us about their learning matters to us, and will impact how we teach them.
A1 Conferring isn’t a process of what to do TO our young writers. Rather it’s a process of how we can assume a flexibly supportive role. This means we know when to step in and move out so that kids can assume a leading role. #G2Great
A1: As Don Murray (1985) said, they are “working talk of fellow writers sharing their experience with the writing process.” Just like good conversations, good conferences are a give & take. #G2Great
A1: This is so important. Above all I want my students to feel that their writing is THEIRS — they’re not doing it to please me or anyone else #G2Great#LitBankStreet
A1 Conferring isn’t a process of what to do TO our young writers. Rather it’s a process of how we can assume a flexibly supportive role. This means we know when to step in and move out so that kids can assume a leading role. #G2Great
A1: It is a signal that conferring isn't something being done TO them or a hoop to jump through but that it is for their own personal growth and development. They are the focus #G2Great
A1: This is so important. Above all I want my students to feel that their writing is THEIRS — they’re not doing it to please me or anyone else #G2Great#LitBankStreet
A1 Conferring isn’t a process of what to do TO our young writers. Rather it’s a process of how we can assume a flexibly supportive role. This means we know when to step in and move out so that kids can assume a leading role. #G2Great
A1 letting Ss know what their role is during conferring (and that they’re in charge) puts them in the driver seat and shows them that they’re in charge of their writing and how it evolves throughout a unit of study #G2great
A1 - the 'give and take' in authentic conversation allows for deeping of ideas and broadening of understanding. It also allows for reformulationa and rephrasing of lang for both T and S which benefits ELLs and Native Eng speakers to enrich their spoken and written lang #g2great
A1: I'm feeling stuck with some of my writers- they want so badly to do what I suggest- but these real give and take conversations could be a game changer. #g2great
A1: Inviting them into this role sends the message that we are not there to tell them what to do in their writing, but rather to support them to work towards their own goals as writers #G2Great
A1 #G2Great The question, “How’s it going?”, invites students to give us feedback about how their writing and learning is going. We’ve learned from John Hattie how feedback-rich classrooms are the ones in which students are more likely to grow and thrive.
A1 This invitational process allows us to open the doors to dialogue that can help students make their own discoveries about their writing at that moment in time! This is such a powerful student-centered process. #G2Great
A1: When Ss see conferences as a give & take, there’s an equal balance of I’m-going-to-show-you-what-I-need & I’m-going-to-try-out-what-you’re-going-to-teach-me. #G2Great
#G2Great A1 It says I’m a fellow learner, your voice is valuable, and that we believe they are capable of paving their own path...that you are there to walk alongside them
A1: Conferring allows students to interact in an authentic conversation about their work. Coming along side a student is so very important instead of mandating what happens #G2great
A1: Getting out of the way is an art. When creating you need to know when to add more and when it's time to stop, observe, appreciate. We are helping to create a writer but a lot of the color is already there. #g2great
A1: When Ss see conferences as a give & take, there’s an equal balance of I’m-going-to-show-you-what-I-need & I’m-going-to-try-out-what-you’re-going-to-teach-me. #G2Great
A1. When we talk to students with appreciation and a willingness to learn and listen, they share more with us! Everyone benefits when we work together. #G2Great
A1 #G2Great I wonder if learning the pattern of give-and-take will help students transfer their conversational skills for use with one another as well, so that not only conferences but also partner talk becomes extra powerful!
A1: Allowing students to tell us about their own writing, and writing goals, gives them ownership in their learning process. Hearing the student's perspective also guides the teacher in the conference. #g2great
A1 #G2Great Conferring is different than traditional “top-down” teaching. By inviting students into a “give and take,” we give them the message that what they have to tell us about their learning matters to us, and will impact how we teach them.
A1 I think a big part of the "give and take" of conferring with students is inviting students to articulate what they need from us rather than us telling them. #G2Great
A1: a give-and-take suggests equally important voices in the conversation...the student “invites” the teacher into their thoughts, words and vision...when you see, hear & understand the writer’s view, the possibilities to guide & provide suggestions open up #G2Great
A1 #G2Great Don Murray: “Conferring is ‘writer to writer’ talk.” When we engage students in this kind of talk, they come to see themselves as writers. This starts with us, with our assumption that students are writers, and that they will talk to us as writers in a conference.
A1 Engaging in informal conversations with others helps us more closely examine our thinking as we reaffirm or gently nudge while keeping them at the center. Best of all, we learn from THEM which enhances our role! #G2Great
A1-You are both learning from each other and S feels just as much a part of the conversation as T is.I value time I confer with my Ss for many reasons but I love feeling "on their level" and like we are a team. #litbankstreet#g2great
A1. When we talk to students with appreciation and a willingness to learn and listen, they share more with us! Everyone benefits when we work together. #G2Great
A1: I think it's really important to show students that we value, respect, and are interested in what they've written independly. Complement specific parts of their writing and their overall work. Then choose something to give feedback on.
#G2great#litbankstreet
#G2Great A1 It says I’m a fellow learner, your voice is valuable, and that we believe they are capable of paving their own path...that you are there to walk alongside them
1. If curriculum is complicated conversation then ‘give and take’ is already rooted in a more equitable context. In that environment conferring ought to feel more natural. #G2Great
A1 #G2Great I wonder if learning the pattern of give-and-take will help students transfer their conversational skills for use with one another as well, so that not only conferences but also partner talk becomes extra powerful!
A1. When we talk to students with appreciation and a willingness to learn and listen, they share more with us! Everyone benefits when we work together. #G2Great
Leading a procedural mini-lesson that spells out the student and teacher roles in a conference clarifies what type of thinking the student should do when looking at their writing alongside their teacher #G2Great
A1: Giving Ss the opportunity 2 engage in the “spirit of give-&-take” is a life skill that will serve them well. Feeling empowered as a writer means being heard, but also lfrom others. Listening w/an awakeness gives ownership over the entire process, not just their part. #G2Great
A1 #G2Great Don Murray: “Conferring is ‘writer to writer’ talk.” When we engage students in this kind of talk, they come to see themselves as writers. This starts with us, with our assumption that students are writers, and that they will talk to us as writers in a conference.
A1: Great point - this is my thinking as well! We can guide our students, while showing them that their ideas are valued. We can do this by listening and also giving them very specific feedback to show we are interested in their ideas. #G2Great#litbankstreet
#G2Great A1 It says I’m a fellow learner, your voice is valuable, and that we believe they are capable of paving their own path...that you are there to walk alongside them
A2. Intentional pause puts the ball in the Ss court. Like a volleyball serve - now it's your turn.
AND I will WAIT for your answer.
It signals that I need your voice.
I need to hear you.
This is YOUR writing - not mine!
#g2great@HeinemannPub
A1. Students read our words and our body language for signs of how this interaction will go . . . who has the power and what role they can play. When we enter as partners we empower them with voice and authentic choice. #g2great
A1: @OliviaRWahl called the first several minutes of conferring “quiet research”...I actually code my conferring notes w/ QR...quietly researching what the writer is doing before I open up a conversation #G2Great
A1: I have found that when I’ve let go of my teacher agenda in a conference and listened closely...When I’ve gotten of the way, I have learned more and so have my students. #g2great
A2 #G2Great Giving students wait time gives them the opportunity to get their thoughts together, to consider what it is that they’re doing as writers, so they can then engage with us in the conference give and take. Don Graves suggested 10-15 seconds of wait time.
A2 We must respect the internal process that takes time to gather ideas. Without intentional pauses we miss opportunities to celebrate the thinking only patience can bring to life. Why should their writing be different than ours? #G2Great
A2: When we ask students what they are working on and how it's going, we send strong and implied messages--we value their process, we're interested, and we trust that they're working with intention. #g2great
A1. Students read our words and our body language for signs of how this interaction will go . . . who has the power and what role they can play. When we enter as partners we empower them with voice and authentic choice. #g2great
A conversation between two people who are equally invested in the process and outcome of the conversation allows both to walk a way from the conversation having learned something new or rethought an approach or technique #G2Great
#G2Great I'm please that we were able to include 28 videos K-8 in A Teacher's Guide to Writing Conferences that each show the essential give and take that's at the heart of good conferring.
A2: From my side of things.... it is to keep my preconceived agenda in check... wait to hear where the S is going to take us. From the Ss side, it allows them to digest what they've been doing and most want to share (the good or the issues they are tangling with) #g2great
A1 Tone of conferring--student writers know there is no agenda. They're clear on the fact that the T listens to them (they become the agenda). Love the light in kids' eyes when they see their T is fully engaged in listening. #magic#G2Great
A2: Wait time matters! Not only does it provide students with time to think about their response to what they’re working on as a writer, it shows them that we will actively listen to them. #G2Great
I completely agree. If we give vague and empty compliments such as 'good job', the writer doesn't know what they are doing well specifically. If we want to validate them so they can continue that practice, process, or strategy, we must name it. #G2Great
Right! I had a recent conversation with a new teacher about how HARD it is to be quiet and WAIT. Sometimes it can take a while, and silence can seem especially long! #g2great
A2: Wait time is essential — as a writer myself I know it can be incredibly hard to articulate my process, especially when I'm right in the thick of it. Students need a supportive, non-pressured space for sharing #G2Great#LitBankStreet
A1 - the back and forth/serve and return of true conversation requires both T and S to be engaged in making meaning from each other. They are both needed to to keep the rally going and the thoughts flowing. #g2great
#G2Great I'm please that we were able to include 28 videos K-8 in A Teacher's Guide to Writing Conferences that each show the essential give and take that's at the heart of good conferring.
A2: It takes some time to be truly reflective about your work. They need time to think and process. We can't expect good thinking to happen in a snap.
#G2great#litbankstreet
And that means that we have to prepare for the surprises we couldn’t possible have anticipated when we keep our mind and hearts open for them (and hello friend) #G2Great
A2: Unfortunately many students have been groomed to wait for a teacher to tell them what is “good” or “bad” in their writing. The pause gives them the signal that this is their process and their voice is what is driving the conversation #G2Great
A2- My writers are just realizing that I'm not trapping them with a conference... that I'm actually there to help/talk it out. My kids automatically respond with "good", but after waiting a minute or two (or sometimes more) they dig into what they are really working on #g2great
A2 Wait time or think time is essential for all of us to revisit and reflect on our work as writers. It is essential to process our thinking, our planning, our next steps, and how to articulate that to an audience. #G2Great
A2: Giving students "think time" is so https://t.co/mo2ixty3Ny not only allows them that time to think about what they want to say, but it also tell them that we are not in a rush and genuinely care about what they have to say. #litbankstreet#g2great
A2 #G2Great Beyond having a cognitive impact, that pause says "I value you and your thoughts, and I am happy to take our time together right now to do this work. I am not too busy or too rushed for you."
A1: I have found that when I’ve let go of my teacher agenda in a conference and listened closely...When I’ve gotten of the way, I have learned more and so have my students. #g2great
I always felt that way but once I video taped and it didn’t seem as long on the video as it felt to me. But within that silence is real possibility. Thinking takes time and we have to honor that if we want to really get to the thinking that can tell us so much #G2Great
Right! I had a recent conversation with a new teacher about how HARD it is to be quiet and WAIT. Sometimes it can take a while, and silence can seem especially long! #g2great
Right! I had a recent conversation with a new teacher about how HARD it is to be quiet and WAIT. Sometimes it can take a while, and silence can seem especially long! #g2great
A2 #G2Great Giving students wait time gives them the message that they have a role to play in the conference, that a conference is two-sided, not one-sided, that it’s going to be a true “give and take.”
A2 Our desire to ensure student success risks that we (as in me too) tend to want to “save” kids. But in the process, we rob them of the ownership that is crucial to writing. Conferring should celebrate this ownership. #G2Great
#G2Great A2 to resist the urge to be driven by a veiled agenda and show we are invested, fully present, and ready to genuinely listen to their own self assessment and awareness of both their strengths and needs as well as their interest in where they most want to go next
A2: Don't we all love an opportunity to formulate a thought? Asking and waiting is not only respectful it is necessary. The pause especially. We might jump in too soon if we don't find the will to wait. #g2great
A2: Once students develop the expectation that we're going to wait for them, then they get a little less reticent about sharing their ideas. They are well-trained to wait, also! #g2great
A2: The intentional pause reinforces the idea that we really want to hear what they students are thinking and they play an equally important role in a conference. #g2great
A2: Giving students wait time communicates that you genuinely care about what they have to say and that you are willing to devote this time to them. #g2great
A2: “think time” is critical for so many reasons...it lets the writer know you care about the response...that you want to give him/her time to think & express ideas clearly & thoughtfully...intentional pauses allow for more authentically rich dialogue #G2Great
Right! I had a recent conversation with a new teacher about how HARD it is to be quiet and WAIT. Sometimes it can take a while, and silence can seem especially long! #g2great
A2: We cannot put our hand in all Ss thinking- the pause gives Ss time 2 give a thoughtful answer, instead of an answer Ts want 2 hear. Writing is complex; we respect the process & the S by waiting 4 them to gather their thoughts. #G2Great
A2. The intentional pause, wait time, think time....giving a pause invites the student to jump in and take the lead. Allowing them to have the floor to think and share. #G2Great
A2-We all need a moment to process, reflect, and respond. It's hard not to feel rushed with all we have on our plate. That wait time also helps validate Ss. #g2great
Exactly. I was also thinking about myself as a writer and how I need time to process my thinking and process my process. ha! Writing is thinking. And thinking takes time. #G2Great
A2 When we open a conference with "How's it going?" and then wait for a response, we are signalling to the student that we value them as a writer and that they own the learning in the conference. They set the direction and identify needs. #G2Great
A2: We shift the responsibility to students when we provide wait time after asking our initial question. Plus, kids need time to think about what they’re doing as writers, not just what they’re writing. #G2Great
A2 When we speed up this slow thoughtful process, we are more likely to get what kids think WE want them to say rather than the actual thinking that could move us BOTH forward. #G2Great
A2 #G2Great It’s worth taping our conferences to see how much wait time we are actually giving students—it’s often much less than we think. Doing this years ago was a real eye-opener for me—and when I started giving real wait time, student talk became much richer.
To be present w/o any anxiety about what needs to be done but with a sense of appreciation for who the writer is in that moment with deep respect for their ability #G2Great
A2 Providing an opportunity to think conveys to Ss that you are truly interested in what they have to say. If we don't jump in and speak for the student we are able to gain insight into the student's needs from their perspective. #g2great
#G2Great I am not the quickest to respond in everyday conversations--I need wait time--and I need to give students the same time to think about what they're going to say to me.
A2: It takes some time to be truly reflective about your work. They need time to think and process. We can't expect good thinking to happen in a snap.
#G2great#litbankstreet
A2: Recently taught a lesson on TEACHER role in a conference and STUDENT role in a conference. I wish I had a picture of that t-chart to share--it was a great inquiry. #g2great
Hi #G2Great friends! Tori in Maine here - I’ll be checking in and out while getting the kiddos snuggled away for the night. Looking forward to a great conversation!
A2: Also, in the waiting, there might be moments where they stumble, where they say something nonsensical, and go back, re-state, and continue. Give a write the space to formulate their own thinking and you give a writer power. #g2great
A2: Giving students "think time" is so https://t.co/mo2ixty3Ny not only allows them that time to think about what they want to say, but it also tell them that we are not in a rush and genuinely care about what they have to say. #litbankstreet#g2great
A2: Students need to be given time to think when they're presented with a question. I think this is important to do throughout the day - even in group discussions. Takes away the pressure, &gives students time to articulate themselves. #g2great#litbankstreet
A2 #G2Great It’s worth taping our conferences to see how much wait time we are actually giving students—it’s often much less than we think. Doing this years ago was a real eye-opener for me—and when I started giving real wait time, student talk became much richer.
I was just thinking about this! I'm working on how to have a conversation with my students! It means listening, waiting, and yes talking too!
#G2Great#litbankstreet
#G2Great I am not the quickest to respond in everyday conversations--I need wait time--and I need to give students the same time to think about what they're going to say to me.
A2: It takes some time to be truly reflective about your work. They need time to think and process. We can't expect good thinking to happen in a snap.
#G2great#litbankstreet
Great idea! I would love to try this. We ask our student teachers to videotape and evaluate their teaching all of the time, but how often do we do that as practicing teachers. This would be a great way to self-evaluate, reflect, and adjust our practice. #G2Great
A2 Pausing assures the S that we really do want to know how it's going. It's not an empty question. We ask because we genuinely want to hear from a fellow writer how things are going for them. #G2Great
A3. "Tell me more . . .
says "You are important. I want to make sure that I understand, so please tell me more."
This keeps the conversation going.
This keeps the S talking!
Student is "driving" the conference.
Critical!
#g2great@HeinemannPub
A2: Giving students "think time" is so https://t.co/mo2ixty3Ny not only allows them that time to think about what they want to say, but it also tell them that we are not in a rush and genuinely care about what they have to say. #litbankstreet#g2great
#G2Great Well put, Ani. How's it going? is definitely not a trick question, but a statement of interest in what the student is doing. They catch on quickly in just a few conferences!
A2: wait time = time to process, reflect, and be thoughtful writers. It helps students consider their options and discover where they want to go next! #g2great
A3 #G2Great Students often talk about what they’re doing as writers very generally e.g. I’m revising, etc. Asking them to “say more about that” nudges them to reach for more precise language, which helps us learn more about what they’re doing as writers.
A3 “Tell me more” is a powerful two-pronged message as it shows that we acknowledge their initial thinking and want to go deeper. This also awakens thinking that may otherwise have stayed underground as kids become OUR teachers. #G2Great
A2. Intentional pause puts the ball in the Ss court. Like a volleyball serve - now it's your turn.
AND I will WAIT for your answer.
It signals that I need your voice.
I need to hear you.
This is YOUR writing - not mine!
#g2great@HeinemannPub
A3 When we use open ended probing like “tell me more…” it is a safe way for the writer to expand their thinking while allowing us to have a better sense of who they are as a writer, what their intentions are, and how we might be able to support them better. #G2Great
A3 It's the "please" and the "tell me more" meaning you are worthy of my adoration (and they always are) it's the kindness and the interest rolled up in one. It tells the writer you are extraordinary. #G2Great
A2. Intentional pause puts the ball in the Ss court. Like a volleyball serve - now it's your turn.
AND I will WAIT for your answer.
It signals that I need your voice.
I need to hear you.
This is YOUR writing - not mine!
#g2great@HeinemannPub
A3: This gentle nudge is offering more opportunities 4 oral rehearsal. Sometimes u have 2 talk it out, before u can write it out. We can help Ss get 2 the heart of their writing w/ this simple phrase! #G2Great
#G2Great Melanie, I think it's so important to communicate to students what a conference is all about. Giving mini-lessons like this really helps students know what to do.
A2: Recently taught a lesson on TEACHER role in a conference and STUDENT role in a conference. I wish I had a picture of that t-chart to share--it was a great inquiry. #g2great
A3: It is a stress free way to focus or sharpen the conversation. It also models the idea that discussion means elaborating... not just answering. #g2great
A3: It tells the student we are interested in what they have shared and want to go deeper into their writing. Focuses the conversation on a specific idea #G2great
A3: I love Tell Me More. It’s a sign of a genuine interaction between two thinkers, and gives me the opportunity to show my students that I value them enough to challenge them #G2Great#LitBankStreet
A3: "tell me more about that..." has been the 2nd greatest thing I have used to get kids to talk! We want to know what they are thinking and what they are doing. Taking risks is what we do! "Tell me more about that.." encourages my writers to keep talking #g2great
A2 Wait time also shows that his work doesn’t need to be rushed. Great work is built over time-sliwingvthe process down I this hectic educational world- helps teach students that their is time to figure it out, to work, no need to rush. We are okay where we are. #g2great
A4 I think it sends a message that you are genuinely interested in what they are doing. It’s like they have an opportunity to teach us something. #g2great
A3: "Tell me more about that" allows the student to explore more fully what they mean to say, and gives them control of where the conversation goes. #G2great#LitBankStreet
A3: Sometimes, especially at the beginning of the school year, some kids give surface-level responses. When we request for a student to tell us more, we invite them to elaborate about what they’re doing as a writer. #G2Great
A3-It encourages the Ss to keep talking and can inspire them to think of other ideas they want to write about it. It also shows them that you're interested in what they have to say and want to know more without targeting a "specific response from them." #G2great#litbankstreet
A3 - "tell me more about that" allows the children to reformulate, rephrase, refine their language. It makes the word choice more intentional. It allows for editing of oral language. #g2great
A3 Our language can shut kids off to their ideas or welcome them to the thinking table. In conferencing our language should be celebratory and welcoming in this spirit and I love that this phrase is BOTH. #G2Great
A3 #G2Great@danfeigelson suggests that we nudge students to “say more about that” three times in reading conferences. I think this is good advice for writing conferences, too, and as a result, students talk more and more precisely.
A3 "Tell me more about that..." sounds open-ended and non-threatening. It doesn't sound like you're searching for a particular "right" answer. #g2great
A3 "Tell me more" or "Say more about that" signals to students that we are interested and gives them the opportunity to circle their thinking back and describe an idea in more detail or with more precision. #G2Great
Yes... the power of elaboration in conversation vs just responding with an answer. I wonder if this type of elaboration verbally ends up transferring to more written elaboration over time? #G2Great
A3 It is neutral statement that doesn't "judge" the student's writing. It nudges the student to think about his/her piece of writing - what should I do to make it clearer for the reader? #g2great
A2 #G2Great It’s worth taping our conferences to see how much wait time we are actually giving students—it’s often much less than we think. Doing this years ago was a real eye-opener for me—and when I started giving real wait time, student talk became much richer.
#g2great I like that idea of students learning to reach for more precise language. The better they can articulate their thoughts, the deeper the thinking.
A3 It's the "please" and the "tell me more" meaning you are worthy of my adoration (and they always are) it's the kindness and the interest rolled up in one. It tells the writer you are extraordinary. #G2Great
#G2Great A3 the more clearly they can articulate their goal and formulate a specific plan including strategy or tool such as mimicking a mentor text the greater the chance they will successfully apply it independently with success
A3: I’m always amazed by what young writers say when given time & space to do so...during a conference today, one of my 2nd graders said, “I know I’m writing a book review for this book, but I actually love the whole series. I’m working on how to tell my reader that...” #G2Great
A3- I think this encourages students to think deeper and reflect about what they would like to portray through their writing in a conversational way. They might discover something about their writing/story that they hadn't noticed! #G2Great#litbankstreet
A3: I think this nudge offers an opportunity for students to celebrate what they are doing in their writing. Students will often show you what they are really proud of. #G2Great
A3 #G2Great Students often talk about what they’re doing as writers very generally e.g. I’m revising, etc. Asking them to “say more about that” nudges them to reach for more precise language, which helps us learn more about what they’re doing as writers.
A2 Wait time also shows that his work doesn’t need to be rushed. Great work is built over time-sliwingvthe process down I this hectic educational world- helps teach students that their is time to figure it out, to work, no need to rush. We are okay where we are. #g2great
A3: I feel like asking them to "tell me more" is like another opportunity for a writer to think, process, and really grapple with an idea. It's permission to keep thinking and get excited with an engaged audience. US! #G2great
A2 Wait time also shows that his work doesn’t need to be rushed. Great work is built over time-sliwingvthe process down I this hectic educational world- helps teach students that their is time to figure it out, to work, no need to rush. We are okay where we are. #g2great
It's so true! Sometimes when things are a little off with my students just letting them know that I think they're awesome and I'm so glad they're in my class makes a huge difference in behavior.
#G2Great#litbankstreet
A3 It's the "please" and the "tell me more" meaning you are worthy of my adoration (and they always are) it's the kindness and the interest rolled up in one. It tells the writer you are extraordinary. #G2Great
A3 #G2Great Most of the strategies we use to support student talk in conferences are ones we use when we’re our best conversational selves with our friends and family members!
A3 Our most important conferring is open-ended and flexible in nature. Closed questions have an end point where open-ended leaves wiggle room for the child expand on their first thought ideas. #G2Great
A3: This fosters discovery. I was just thinking about the story @MermelsteinLeah tells about a conference a where a student discovered that the heart of his story was not on the page! All becuase she gave him the space to talk about his writing. #g2great
It's the oral rehersal. Refining what the thinking is. It's as though they are sculpting an image each time culling out more and more meaning. #G2Great
A3 I find students think we know the depth of what they may be thinking by asking for them to tell more it pushes them to provide more clarity. OR they are not thinking deeply and need a way to search for more depth. #g2great
Conferring is our chance to slow down the frenetic pace of the world, the school, the classroom and say through our actions, in this moment my attention is undivided. I am wholeheartedly here with you. #G2Great
A2 Wait time also shows that his work doesn’t need to be rushed. Great work is built over time-sliwingvthe process down I this hectic educational world- helps teach students that their is time to figure it out, to work, no need to rush. We are okay where we are. #g2great
A3: It's a non-threatening way that encourages students to dig deeper into their own thoughts and writing! Sometimes this prompts a whole new line of thinking they didn't even know they had! #g2great
A3 Tell me more about that automatically put the teacher in the position of student, wanting to hear more, learn more and explore more. This is empowering for the student but also gives the teacher a real opportunity to learn. #g2great
A3. Students might start out not knowing what response they will get. So sometimes the prompt “tell me more” lets the student know we want to know more and are still doing lots of listening and the student continues to be in the lead. #G2Great
#G2Great I was with some teachers today who said exactly this about their students' talk. I mad the point that using strategies such as "say more about that" will help them develop their ability to talk about their writing.
A3: Sometimes, especially at the beginning of the school year, some kids give surface-level responses. When we request for a student to tell us more, we invite them to elaborate about what they’re doing as a writer. #G2Great
A3 Tell me more about that automatically put the teacher in the position of student, wanting to hear more, learn more and explore more. This is empowering for the student but also gives the teacher a real opportunity to learn. #g2great
A4.Patterns: Weak intro or everyone used the same intro.
End - when ran out of paper - no real conclusion.
Boring titles.
Sounds like a thesaurus - tried to substitute words but got a bit carried away!
#g2great@HeinemannPub
Close ended qs also have a right and wrong answer and if you are conferring with a student and you ask a close-ended q and they are "wrong" what does that do to their self-esteem and how are they leaving that conference feeling about themselves? Totally agree w you! #g2great
A3: This fosters discovery. I was just thinking about the story @MermelsteinLeah tells about a conference a where a student discovered that the heart of his story was not on the page! All becuase she gave him the space to talk about his writing. #g2great
Absolutely! I think it is so important that educators spend more time listening than always doing all of the talking. The more we learn about our students, the better we will be able to teach them. #G2Great
A3 #G2Great The "say more about that" strategy is one of many strategies we can use to nudge, extend, and support student talk. In the new book, I discuss a whole bunch more--one of my favorite parts of the book!
A4 I find that some kids are very tentative as if they are writing what they THINK we want to read rather than what they WANT to write. This can lead to conferring opportunities that will honor and extend student-centered writing. #G2Great
A4 #G2Great One of the most common patterns in student writing is when students write “bed to bed” stories. I almost always respond by teaching students how to focus their writing.
Absolutely. There is such magic in the language we use with kids we can wake up joy and confidence. We can make them the center of our instructional practice and that is something amazing to be part of. #G2Great
Read aloud & conferring are my favorite parts of the day...I think my Ss would agree...the world slows down and we sit in a happy bubble together #G2great
A3 #g2great I was just thinking the same thing: “tell me more about that” is a lovely, mature-listener conversational tool for kids to learn and transfer
A3 #G2Great Most of the strategies we use to support student talk in conferences are ones we use when we’re our best conversational selves with our friends and family members!
A4: One pattern I’ve seen is that many students need a push to elaborate. They think they're done, but then it's amazing how much more they have to say when I point out a moment in their story that makes me want to know more #G2Great#LitBankStreet
A3 #G2Great I'm also amazed by the things students say in conferences, even after 30 years of conferring! I love listening to S's talk, and learning about them from what they say.
A3: I’m always amazed by what young writers say when given time & space to do so...during a conference today, one of my 2nd graders said, “I know I’m writing a book review for this book, but I actually love the whole series. I’m working on how to tell my reader that...” #G2Great
A3. "Tell me more . . .
says "You are important. I want to make sure that I understand, so please tell me more."
This keeps the conversation going.
This keeps the S talking!
Student is "driving" the conference.
Critical!
#g2great@HeinemannPub
A4: I often see an overuse of anything that was taught in that day’s minilesson. That’s not a bad thing though. It shows students are taking risks to try out a new strategy. #G2Great
A4 I always first go in with the big lenses of structure, development, and conventions. From the patterns of their writing, I find out which ones they are skilled at and in which area I could push them further. #G2Great
#G2Great A4 listing, repeating vs elaborating; telling vs showing; overuse or ineffective use of dialogue; shallow or formulaic intros & abrupt endings
A4: A pattern I see a lot is lack of connections in writing. They might write a few facts about what they've done, but not include emotions. When I see this, I try to teach mini lessons to encourage bringing their writing to life.
#G2Great#litbankstreet
A4: I encourage my students to show, not tell in their writing. Often times they want to just say one word to describe an entire experience. I try to push them to stretch that moment to paint a picture. #G2Great#LitBankStreet
A4: Students who list events without focus, or kids who have trouble slowing down the important parts by elaborating with actions, feelings, thoughts, or dialogue #G2Great
A4: Ss often zoom thru their writing w/“and then and then and then”... teaching kiddos how to slow down & stretch out those important details is one of my favorite parts of conferring! #G2Great
I've been seeing this a lot too! Gives me some ideas for some craft lessons to come- finding mentor texts and noticing what authors are doing- then we can imitate their craft! #G2Great
#G2Great A3-Exactly, Kari. In conferences, students should feel like they are the center of our worlds for a few precious minutes. What a gift for them.
Conferring is our chance to slow down the frenetic pace of the world, the school, the classroom and say through our actions, in this moment my attention is undivided. I am wholeheartedly here with you. #G2Great
A2 Wait time also shows that his work doesn’t need to be rushed. Great work is built over time-sliwingvthe process down I this hectic educational world- helps teach students that their is time to figure it out, to work, no need to rush. We are okay where we are. #g2great
A4: This is something I noticed last year - we talked about their five senses and way to expand moments in their story by putting themselves in that moment and describing what they might see, hear, taste, feel and smell. #G2Great#litbankstreet
A4 #G2Great Another really common pattern is when students say, “I’m done!”—even when they’ve done no revision work. I respond to this pattern by introducing students to revision, usually by teaching how to add details to their drafts.
A4 We must be aware when spelling robs from writing energy, showing children that even as adults we cannot wear two hats at one time (writer, editor reviser). What we focus on sends a message so must ensure we don’t muddy that water. #G2Great
I think it's really hard for them to understand what we mean by show not tell. Sometimes it's easier for them if you give them 4 strategies for elaboration: talk, action, description, or inner thinking. #g2great
A4 - Simplification of the oral message. We have great, authentic conversations, but then they go to write and choose known, easy phrases. Supporting Ss to write the complex, detailed ideas shared orally is my ultimate goal. I've still got a ways to go on this one! #g2great
Showing not telling is such a hard skill to learn, and really transforms writing. In 4th grade we are practicing that one over and over... #G2Great#LitBankStreet
A4: I encourage my students to show, not tell in their writing. Often times they want to just say one word to describe an entire experience. I try to push them to stretch that moment to paint a picture. #G2Great#LitBankStreet
Read aloud & conferring are my favorite parts of the day...I think my Ss would agree...the world slows down and we sit in a happy bubble together #G2great
A4: The dreaded "One day..." lead and/or the lack of detail needed to paint the picture in their mind in the minds of their readers/audience. The assumption that what they thought is actually what is written. #G2Great
A4 they want to write a lot of stories so they “write” A LOT of stories each with a LITTLE bit of story! Let’s me know they need support developing their writing. #g2great
A4: I often see an overuse of anything that was taught in that day’s minilesson. That’s not a bad thing though. It shows students are taking risks to try out a new strategy. #G2Great
One pattern I notice in students’ writing is that they are apt to take risks. Even though these attempts may not always be successful (whose is?), they show guts and courage. #g2great
A4: at the beginning of the school year I noticed a lot of students using "and then.... and then... and then..." Our conferences were incredible and one student even remarked, "that's how my sister talks..." It gave us a great opportunity to discuss our writer's voice #g2great
A4 Student patterns often also reflect cross-class patterns. In this case, we may do a whole class modeled/shared writing experience or guided support. Conferring doesn’t reside on an island alone so we pull from a broader framework of options. #G2Great
A4: Writers benefit when they can focus on a piece of their process. Giving writers permission to look, think, draft, craft, and re-mix their writing with a focused lens instead of everything all at once is a breath of fresh air for Ss stifled by "mistakes." #g2great
A5. Mentor text -
Using Student text or Teacher text that has the example.
Prefer to NOT use published text as that often seems too perfect and too far ABOVE the S's grasp.
#g2great@HeinemannPub
A4 #G2Great Becoming knowledgeable about the writing patterns we're going to typically see with our students helps us recognize where students are at as writers, and helps us know where to go next with them.
A4: I have young writers and at the beginning of the year conferring focused on getting ideas. Now we have been working on different forms punctuation, introductions, group related facts with commas, research etc.. #G2Great
A4b: Sometimes the pattern is also noticing that there is a disconnect or lack of transfer from what they are doing with me and partners in mini-lesson and in their own writing "in the wild" Can lead to quick small group formations #G2Great
A5 I love Lisa Eickholts’ Learning From Children and think student writing as a mentor can offer a great writing sample. When we’re expert noticers we can opportunities to use student writing as tool and keep them in a conferring notebook. @LisaEickholt#G2Great
A5 #G2Great I am obsessed with showing students mentor texts when I teach students about craft. Mentor texts show students exactly how a writer used a craft, and help students envision how they can do the same. You can see me use mentor texts in many of the videos in the book!
A4: You don't have to start at the beginning! I remind myself every year, conclusions/endings are hard. Sometimes we need to just work there for a while. The other bits are ready, the end shouldn't always have to wait. #g2great
A5: I’m a huge fan of mentor texts! They inspire students to try out new elements of craft and new genres, and also expand their horizons as readers #G2Great#LitBankStreet
This visual can help students think about the kinds of things they can show. Pull these lenses out of text to aid comprehension, put into text they craft to foster engagement. Free downloads at https://t.co/w0iq40GJzc#g2great
A4: the inclusion of some revision ideas but omission of others...we just wrapped up narratives with both internal & external dialogue...once our revisions were in, understanding how to edit for punctuation around that dialogue was an area of focus for many #G2Great
A5: I love a great mentor text 2 model a specific type of author’s craft! Having Ss choose their own mentor text to model their own writing after is so fun & engaging- plus it builds the Ss toolbox in writing craft moves! #G2Great
A5: I like using published mentor texts but also finding S examples within class that can serve as mentor. Also pull a small group at times to be experts and note mentor texts for the whole class to use later #G2Great
A4 We must be aware when spelling robs from writing energy, showing children that even as adults we cannot wear two hats at one time (writer, editor reviser). What we focus on sends a message so must ensure we don’t muddy that water. #G2Great
A5 - Students need to know how the piece of writing should go, beginning with the end in mind. I tend to lean on mentor texts, my own writing of the same genre, and other students' writing. #g2great
A5 #G2Great Some of the mentor texts I use are ones I’ve written. These are the ones I can speak with the most authority about how they were crafted, and why—since I I wrote them myself! Kids also see us as writers when we show them our writing.
A5 Mentor texts from authors. We can save short samples in a conferring toolbox to use to support that related piece of writing. We want instant access to these things. #G2Great
A5: I typically show a student how to try out a strategy by sharing a piece of my writing or by using a mentor text. I think it’s crucial to have one or the other on-hand when conferring. (1/2) #G2Great
A4 #G2Great Becoming knowledgeable about the writing patterns we're going to typically see with our students helps us recognize where students are at as writers, and helps us know where to go next with them.
Using the anchor charts that go along with #TCRWP units of Study is a great way to confer and have a visual to match. Printing them small even lets you leave something with the student. #G2Great
A5: Student examples so students see writing as something that’s attainable. I love dancing but would have given up if I was only compared to a NYC ballerina! #G2Great
A5 I find examples in student writing while conferring. Nothing celebrates a student’s efforts more than asking that student if you can show the class or another student how they did something in their writing. #g2great
THIS is huge! Too often, I think students have been told by a teacher what to write or how to make it better. Wait time (really, workshop, in general) gives them back the power. #G2Great
Q5: This year I have made a point to show my own writing - I want them to see that I too get stuck and have to work through ideas. It’s something you have to constantly work at which surprises them #G2great
I believe one of the most powerful practices is when teachers write alongside their students and experience-the strategies, challenges, and successes- that their writers are facing during a unit of study #g2great
We always say "writers are never done" in our class. We are constantly revising, moving things around, cutting it down, and trying new things. #g2great
A4 #G2Great Another really common pattern is when students say, “I’m done!”—even when they’ve done no revision work. I respond to this pattern by introducing students to revision, usually by teaching how to add details to their drafts.
A5: Several years ago I spent a week at TCRWP with @ConferringCarl where I learned the power of having 1-2 mentor text per genre that you know really well. I have my favorites marked up from various lenses. Changed my conferring dramatically!#G2Great
A5: Sometimes, I’ll notice a teacher telling a student what to do, rather than showing what to do with a demonstration text (i.e., theirs, another student's or a published text). We have to remember to show, not tell, too! (2/2) #G2Great
Happens in the moment typically. I might have just finished conferring with a S and think it is a great example of perhaps something we had just discussed in our mini-lesson. And after asking permission, becomes impromptu sharing. Also shows other S it is possible! #g2great
In reply to
@DrMaryHoward, @franmcveigh, @hayhurst3, @brennanamy, @ConferringCarl, @HeinemannPub
#G2Great I like to use different types of mentor texts, too. I do use published texts. Just like kids want to play bball like Lebron, they'll want to write like Jaqueline Woodson!
A5. Mentor text -
Using Student text or Teacher text that has the example.
Prefer to NOT use published text as that often seems too perfect and too far ABOVE the S's grasp.
#g2great@HeinemannPub
I just commented yesterday on the fact that where I start is just where I start. It's never the FINAL beginning to the piece. It's just a place holder until it's all written!
#g2great
A5: I like pulling out strategically written pieces of writing that we can revise or think about together. What's working? what's not working? #g2great
This visual can help students think about the kinds of things they can show. Pull these lenses out of text to aid comprehension, put into text they craft to foster engagement. Free downloads at https://t.co/w0iq40GJzc#g2great
A5 We should make a habit of watching for samples we can use in conferring and even create a display that will support this process (published authors & student samples) #G2Great
A5 #G2Great In some conferences, I demonstrate a writing strategy. For example, I do this when I’m teaching a student how to put spaces between words, or how to edit by reading a draft aloud. As I do the demonstration, I “think aloud” about how I’m using the strategy.
A5: Recently I was working on oral rehearsal with a writer, we video taped his oral story, it grew and grew and grew. As a class we watched it grow and writers were reminded of the value in this work! Talking & Planning! #g2great
A5 I keep baskets based on what we are working on (leads, strong details, ending, etc) I’ll suggest to ss that they grab a mentor text to help them make their own writing stronger. I had a student use owl moon today to enhance her narrative’s ending #g2great
It reminds me of when I was younger and wrote screen plays for fun... they always started off with a blaring alarm clock, and the main character stumbling out of bed. #g2great
A5: I typically show a student how to try out a strategy by sharing a piece of my writing or by using a mentor text. I think it’s crucial to have one or the other on-hand when conferring. (1/2) #G2Great
A5: Sharing pieces of writing from authors S are reading - or their own writing is a great way to "zoom" in on a specific part of writing. I have also used my own writing to do this - we can discuss what's working/not working & S can retain/reapply! #litbankstreet#g2great
A5: I’ll reiterate @DrMaryHoward here-Using student mentor text as a model in conferences shows Ss a developmentally appropriate model. I carry bunches in my conferring toolkit. #G2Great
I do this often when pulling strategy groups. So important to show students the strategies first before having them try on their own. #G2Great#LitBankStreet
A5: I am a BIG believer in the power of shared writing...before I ask my Ss to write alone, we write together...then, I make color copies of our shared writing samples...I leave those in baskets near our paper choices...Ss are invited to use them as guides at any time #g2great
A6. Research - hear from the student
Compliment - the S needs a + / validation
Decide - must narrow down to only 1 skill/ strategy
Teaching Point - specific and clear
#g2great@HeinemannPub
A5 #G2Great In some conferences, I demonstrate a writing strategy. For example, I do this when I’m teaching a student how to put spaces between words, or how to edit by reading a draft aloud. As I do the demonstration, I “think aloud” about how I’m using the strategy.
A5: Sometimes, I’ll notice a teacher telling a student what to do, rather than showing what to do with a demonstration text (i.e., theirs, another student's or a published text). We have to remember to show, not tell, too! (2/2) #G2Great
A6 One of the most important conferring moves are invitational in nature, beckoning our children to share their thinking around what they are doing NOW. This becomes a springboard for NEXT and allows us to notice patterns. #G2Great
A6 #G2Great In the first part of a conference, I make the first conferring move: I “discover” what a child is doing as writer. I do this by asking students to tell me what they’re doing, and also by looking at their writing, when necessary.
A5: I typically resort to my own writing or samples from previous students' writing (with permission!). From seeing some of these responses, I'm asking myself why I haven't used mentor texts during my conferences. Ideas are forming for some fun mentor text digs! #g2great
Hahahaha! That would be my nightmare too! (Hence, the reason I bought several iBooks to keep on my iPad in case I forget to bring hard copies of mentor texts with me on any given day I'm in a school working with kids.) #G2Great
A5: I think a variety of text is so important. Remembering too, we can just share the bits and pieces of a piece. We don't need an entire article to show the power of word choice, or and entire Ss essay to show the importance of a claim. #g2great
#g2great OMG I just ordered the book. I love that you did that! Do you have any more examples from other picture books like that. What an amazing tool to help teach writing. Thank you!
A5: I make a point to write front of students during MLs. No more planning the text ahead or sharing a finished product. It shows Ss that we are all in this together! This chat is makes me think about writing in front of students during a conference #g2great
1. Research & assess
2. Compliment (preferably on something you know they've been working on)
3. Decide (this is the hardest part for me)
4. Teach
I always like to leave with another compliment and something motivational!
#litbankstreet#g2great
A6: Giving feedback is critical since Ss need us to name their strengths. To make it genuine, I try to give a “paragraph of speech” (H/T @JSerravallo) so the praise is specific. #G2Great
A5: During instructional read alouds, I invite Ss to note the writer’s style, technique & structures...we make note of these on labels & stick them to the backs of books...when Ss are seeking a mentor, they can look for specific ideas on the labels #G2great
A5: I am a BIG believer in the power of shared writing...before I ask my Ss to write alone, we write together...then, I make color copies of our shared writing samples...I leave those in baskets near our paper choices...Ss are invited to use them as guides at any time #g2great
A6 It’s our natural inclination to talk even though we know the real power resides in NOT TALKING. We must hone our ability to listen since what kids have to say informs our thinking more than what we do. #G2Great
A6 #G2Great In the second part of a conference, I make two conferring moves: I assess how well students are doing their writing work, and then decide what to teach them to do that work better. These moves happen in my head!
A5: I've often used instructional read alouds, but I plan to incorporate more of my own writing and student examples as a result of this chat!
#G2Great#litbankstreet
A5: I’ll reiterate @DrMaryHoward here-Using student mentor text as a model in conferences shows Ss a developmentally appropriate model. I carry bunches in my conferring toolkit. #G2Great
A6: Linking to independent work is important since it ensures Ss can articulate how they’re going to use the strategy that was taught. It insures it’s a strategy not just for today’s writing, but for future pieces. #g2great
A6: Listening!! And following up with questions that demonstrate that you are present and supportive of their ideas. This will encourage them and push them to dive deeper. #litbankstreet#g2great
A6: Following the child’s intentions. As a new teacher, I rushed into the TP. Now I ask more research questions in an attempt to follow the child’s lead. This has changed my conferring dramatically. #G2Great
I see it nearly every single day when I'm in schools working alongside teachers. It is one of my greatest pet peeves since telling kids what to do doesn't move them forward as writers. #G2Great
#g2great Within mentor text, I also love use mentor sentences to help with the more complex sentences, love to use the text "Verdi" by Janell Cannon for these, but you can find them everywhere
A6: one of the most important and first conferring moves is inviting the student to share what they’re doing. Teaching moves and next steps fall into place from there. Learned that from @ConferringCarl#g2great
A6: Asking Ss what they r working on is a great lead in & primes Ss 4 uncovering more of their own thinking. Listening is key- sets up the teacher 4 deciding what 2 teach/coach/model next! #G2Great
Sad to be going... but as expected, phenomenal chat! Thanks to the #G2Great community for pulling it altogether and to everyone for the inspiring responses. Enjoy your evening
A6 - Researching - what is the student trying to do, Complimenting - something the student is just attempting, Teaching - one thing and model it, and Coach for it #g2great
A6 It’s our natural inclination to talk even though we know the real power resides in NOT TALKING. We must hone our ability to listen since what kids have to say informs our thinking more than what we do. #G2Great
A6 The real power is not as much the “moves” as knowing WHEN each move is needed. When conferring becomes a checklist, we lose the responsiveness that keeps kids at the center. Conferring as a recipe is not student-driven. #G2Great
A6 #G2Great In the third part of a conference, I make the final conferring move: I teach the student how to do their writing work more powerfully. It’s important to take the time to teach—otherwise the student won’t learn from the conference.
A5: when I confer, I travel w/ my conferring bag...loaded w/ writing samples from many years...some my own, some from shared experiences w Ss & some independent S samples...most of the samples are still “in process”...making them even more useful to the striving writer #G2great
A4 #G2Great Another really common pattern is when students say, “I’m done!”—even when they’ve done no revision work. I respond to this pattern by introducing students to revision, usually by teaching how to add details to their drafts.
A6 I think listening to the writer and moving them where they are ready/want to go. Sometimes ts want to “fix” all the problems in an piece and tell ss what to do rather than guilde them. I really like using the if/then chart as a guide and focus my teaching points #G2Great
A7. Be crystal clear on diff between editing and revising.
Find classroom editors: for spelling, for punctuation. Pass power to Ss.
OUR job is to teach writer not FIX this piece!
Repeat it, say it, believe it!
#G2Great
A5: I love to keep student writing samples. (Some that are well written and others that need revision) students really connect with writers who have walked the same path. #G2Great
A6 The real power is not as much the “moves” as knowing WHEN each move is needed. When conferring becomes a checklist, we lose the responsiveness that keeps kids at the center. Conferring as a recipe is not student-driven. #G2Great
Oh I love this! My students also always announce when they are done even when I know they are far from it...I'm going to use this one tomorrow :) #g2great
A7 #G2Great The first step in “teaching the writer, not the writing,” as @lucycalkins says, is to decide that we’ll focus the conference on teaching just one thing, instead of trying to “fix” everything. This is very hard for many of us!
A7 We have to first make the shift from teacher to learner as our children become OUR teachers. This requires us to listen more than we talk so that when we do talk, it’s informed by their thinking. #G2Great
and I think that’s true of our own samples. We want them to know that we have the same struggling challenges and successes as they do. Very powerful to do a daily write aloud to make our process public.#G2Great
A5: I love to keep student writing samples. (Some that are well written and others that need revision) students really connect with writers who have walked the same path. #G2Great
Great idea. I've used the Confer app which is now Snapfolio. What I like about it is that it is set up to take notes using the compliment, strengths, & teaching points and you can sort & organize students' notes. We feature it in a chapter in From Pencils to Podcasts. #G2Great
A7: First, I think we can put away our pens (or even sit on our hands!) while we’re researching what the student is working on as a writer. This will help us focus on what the student says, not the piece of writing. #G2Great
A7 We have to first make the shift from teacher to learner as our children become OUR teachers. This requires us to listen more than we talk so that when we do talk, it’s informed by their thinking. #G2Great
Focus on one move at a time. Show the writer the power behind that move (ie quotation marks show your reader who is talking). Give purpose behind the convention #G2great
A5: Currently we are reading mentor texts with different kinds of introductions! Questions, facts, riddles, interesting facts, alliteration. I love watching students apply the ideas to their own writing! 💚 #G2Great
I love the phrase "teaching the writer, not the writing". What a great reminder to meet each student where they are at in their own writing process. #G2great#LitBankStreet
A7 #G2Great The first step in “teaching the writer, not the writing,” as @lucycalkins says, is to decide that we’ll focus the conference on teaching just one thing, instead of trying to “fix” everything. This is very hard for many of us!
A7. Focusing on what the writer needs next to develop skills for this and future writing pieces. If we only focused on that piece it doesn’t help anyone grow. #G2Great
A7: Lucy's wise words always at the front: "Teach the writer and not the writing." Whatever we teach has to be internalizable (is that a word?) and transferrable. Otherwise we're editors, not teachers. #g2great
A7: I think the shift can come if you frame your teaching moment around teaching Ss something that will improve their craft as a life-long writer, not just a writer for THIS writing piece. #G2Great
A7: Second, we have to think about how we’d feel if someone took a red pen to our work without our permission. We can encourage & teach kids without editing everything they write. #G2Great
I think teaching one thing at a time in a conference is what allows us to be effective. We're working with kids for an entire school year. It's not a 48-hour home renovation show where we need to go in and fix everything immediately. #G2Great
A7-Teach the writer NOT the writing!!! Sometimes easier said than done, but so important. We want our students to leave our conferences w a take away that they can apply to future writing experiences when we are not sitting by their side. #g2great#litbankstreet
A7: First, I think we can put away our pens (or even sit on our hands!) while we’re researching what the student is working on as a writer. This will help us focus on what the student says, not the piece of writing. #G2Great
A7: I think we can do this by making sure to focus on the bigger picture - our students growing as thinkers and writers. We need to support their creativity and use of language, not just fixing their spelling/grammar mistakes. #litbankstreet#g2great
A7: I always share my personal writing with my kids. Giving part of my writing to them shows that I'm in this boat, too! They aren't trying to write something for me to edit/revise. When they are ready to publish, they do it, and we celebrate writing like no other! #g2great
A7 It requires us to look at the writing through the eyes of the writer and to notice the wonderful things that children are already doing. We’re not there to “fix” but to celebrate their role as writer in every sense of the word! #G2Great
A7: Students don’t have the same kind of experience as professional writers. It’s unfair to edit kids as if everything they write should be perfect. (It shouldn’t be.) #G2Great
A7 #G2Great We can’t just make a suggestion about what students can do to make their drafts better. Instead, we need to take the time to teach them about what they need to learn-- by showing them a mentor text or demonstrating a strategy.
I think teaching one thing at a time in a conference is what allows us to be effective. We're working with kids for an entire school year. It's not a 48-hour home renovation show where we need to go in and fix everything immediately. #G2Great
A7: Just like anything we are trying to get better at, focusing on one thing is crucial. Give writers the chance to work on one aspect of their writing at a time #G2Great
A7 #G2Great As a new UofS workshop T, it is paramount that I make realistic goals for myself and my Ss. @LannyBall had a great post about checklists on #TWTBlog today. I need to free Ss to focus on just one chunk at a time per sitting. We can all get overwhelmed so easily!
A7: It IS hard to not "fix" writing. Ask questions that will help Ss with revising (Add, delete, change, restate, find a new word, sequence, word play, etc). Make sure to compliment the tries/efforts! #g2great
A7: We can move from editor to supporter by NOT teaching editing moves in every conference. Teach into the content—focus, structure, elaboration. #G2Great
A7: Similarly, I heard @ConferringCarl say this (at #TCRWP last summer): “Our job as teachers isn’t to judge kids like we’re Olympic judges. We need to be supportive of kids.” #g2great
A7 Point out what was done well and go to what comes next. You added spaces between your words that helps your readers to understand your writing and if you add a endings to your sentences that will help them understand how to read your words with expression. #G2Great
A7 I have to admit I borrow this from @ConferringCarl all the time. It's a mind shift because it is so different from the way we were taught to write (well, it is for me). It is about teaching writers strategies they can take with them across other types of writing. #g2great
#G2Great Exactly, Mary. We need to look at children's work with the assumption that they are doing some wonderful things--however tiny the steps--and then celebrate those things.
A7 It requires us to look at the writing through the eyes of the writer and to notice the wonderful things that children are already doing. We’re not there to “fix” but to celebrate their role as writer in every sense of the word! #G2Great
A7: Just like anything we are trying to get better at, focusing on one thing is crucial. Give writers the chance to work on one aspect of their writing at a time #G2Great
I recently heard a colleague tell about a student who said to her, "Let's save ourselves both a lot of work. Why don't you just write in the first place, and then it will be written the way you want it." We're not fixers. We're teachers. #g2great@Uselady
A7 #G2Great The first step in “teaching the writer, not the writing,” as @lucycalkins says, is to decide that we’ll focus the conference on teaching just one thing, instead of trying to “fix” everything. This is very hard for many of us!
A7: Conferring is perhaps the most powerful part of WW. It is where teachers truly differentiate instruction based on a S's desires and needs therefore, it has the most impact on stu writing #g2great
A7: keep your pencil off of their writing...focus on next steps to deepen their work and process...work together to set “next-step” goals...when I leave a conference, I ask if they’d like me to “stop and jot” what we talked about on a post-it...some want that, some don’t #G2Great
A7 This shift begins by knowing the child at a deeper level. We can’t just use this ONE piece of writing as our writerly informant but draw from all we know about this child as a learner within and across the conferring experience. #G2Great
A7: always keeping close the power we have as teachers to teach the writer and her growth, not the piece of writing. I need to remind myself of that #g2great
A7 #G2Great Finally, we’ve made the shift from editor to supporter when we can answer this question after a conference: “What did I teach this student to do today that she can use in a future piece of writing?”
A7: We can move from editor to supporter by NOT teaching editing moves in every conference. Teach into the content—focus, structure, elaboration. #G2Great
A7 timely, specific feedback that helps move writers one step closer to mastery. I like giving ss the checklists and showing them how to “level-up” #g2great
I recently heard a colleague tell about a student who said to her, "Let's save ourselves both a lot of work. Why don't you just write in the first place, and then it will be written the way you want it." We're not fixers. We're teachers. #g2great@Uselady
A7 #G2Great The first step in “teaching the writer, not the writing,” as @lucycalkins says, is to decide that we’ll focus the conference on teaching just one thing, instead of trying to “fix” everything. This is very hard for many of us!
#G2Great This has been great fun, everyone. I'm a bit dizzy after reading all these tweets. Such wisdom in everything you've said tonight! I'm inspired.
A7. It's important to remember where students are in the process. revising vs. editing It changes what we teach. There is no reason to teach them to add commas correctly if they are still revising. #g2great
The checklist can be so intimidating! Since ea S is unique, it's impossible to predict on exactly which line a S wants to focus. Partner 1 may be different from Partner 2...etc! Fun! #G2Great
