#G2Great Joining in tonight for conferring about conferring with @ChristinaNosek and @Kari_Yates. Here's a beautiful flower growing near the bayou, trumpet vine.
Welcome #G2Great friends. We are delighted you’re helping us celebrate the immense role conferring plays in student centered teaching. Great to have Kari & Christina w/us tonight to share this wonderful book. @Kari_Yates@ChristinaNosek@stenhousepub
#G2Great Joining in tonight for conferring about conferring with @ChristinaNosek and @Kari_Yates. Here's a beautiful flower growing near the bayou, trumpet vine.
Trevor. Art and Literacy teacher from NJ. Conferring is the heartbeat of the classroom. Excited to be apart of tonight’s chat with the great @Kari_Yates and @ChristinaNosek! #g2great
We're thrilled to be here. We believe every student deserves a teacher who is committed to building a thriving conferring practice & we also believe that every teacher can build a joyful conferring practice that really works.That’s why we wrote the book. #g2great@stenhousepub
Trevor. Art and Literacy teacher from NJ. Conferring is the heartbeat of the classroom. Excited to be apart of tonight’s chat with the great @Kari_Yates and @ChristinaNosek! #g2great
Roman from Ontario, Canada. HS Teacher/Student Success Leader/Agent of Transformation. Exciting to be talking about nurturing readers on #g2great tonight!
#g2great Kasey, Literacy Coach, supporting KISD, Excited to chat and get a bit of a sneak peek for the treat myself and our district book club are in store for July 11th!
Hey #g2great friends! I’ll be in and out of tonight’s chat (kiddo bedtime) but this is a book, topic, and author team dear to my heart -I wouldn’t miss it.
Q1: A challenge can be deciding what to teach the reader at that particular moment! Sometimes it is clear and other times we have to dig a little more. #G2great
A1. Joys and Benefits: Conferring aids in REALLY knowing Ss - Likes, Dislikes, Hopes, Fears, Plans, Self Assessment and also their questions & concerns. What would S like to improve on?
#g2great
A1) The most joyful part of conferring for me is getting to know each one of my students not only as a reader, but also as a person with important thoughts, feeling, and questions #G2Great
#G2Great A1: Joys of conferring are making connections with Ss about reading. Challenges include finding that just right book that will make a lifelong reader.
A1 part 2: Challenges/Struggles: Getting to every S on a regular basis. Takes time. But so worth it bc ANY conversation about reading is
REAL Life work!
#g2great
A1 Conferring offers a zoom lens for understanding learners as we gaze into their eyes to glean the knowledge they have to teach us if we really listen! #G2Great
It ALWAYS makes me smile to think of all of these educators coming here for no other reason than pure love for this professional. Never ceases to inspire me! #G2Great
Howdy #g2great friends from Barbara, newly retired school counselor about to launch into my encore career. Today I turned in my keys and this Leadership Central space will soon belong to someone else. I know my superheroes will train the new counselor well!
#g2great A1: Joys = time spent with each student individually; insights into student thinking and learning I can’t get other ways; individualized assessment and instruction targeted to specific student needs, RELATIONSHIPS!
A1: What's the rest of the class doing? How to maintain focus on ONE student while still paying attention to the rest of the class? Sort of an oxymoron. #G2Great
A1 Conferring lets you know immediately, so much about the student as a learner and person. It is a personal formative assessment. Challenges can be time spent. I have 171 students...6-classes. #G2great
#g2great A1: Joys = time spent with each student individually; insights into student thinking and learning I can’t get other ways; individualized assessment and instruction targeted to specific student needs, RELATIONSHIPS!
A 1 so joyful to listen to a students’ thinking about reading and writing. Perfect way to understand where they are. Challenges are time to meet with all in a class. #g2great
A1: the joys are the insights you gain from chatting with a writer. The struggle (for me) is helping Ss apply feedback. They don’t always want to take advice or change anything #g2great
A1 Conferring offers a zoom lens for understanding learners as we gaze into their eyes to glean the knowledge they have to teach us if we really listen! #G2Great
A1 Conferring allows Ts to really know Ss & their needs. It helps personalize & tailor learning. It gives us insight into kids, their passions, their stories. The obvious challenge is time. It takes an innovative mind to reorganize schedule to allow it. Must be priority. #g2great
A1. The greatest joy of conferring is to sit next to a child and engage in conversation about books and reading! What could be better? #g2great@stenhousepub
A1: Joys are the one on one interaction between you and the S. Great book discussions and you can really tell where S are struggling.
Struggles-organizing and trying to meet with everyone. Sometime I know what to say and other times I dont #g2great
A1: Joys=connections, conversations, celebrations of what's happening and the exciting next steps ahead. It is selfishly, my most favorite time... love "seeing" each student and devoting some special time to each CR learner. #g2great
A1 Joys - listening and learning about Ss reading lives. Challenges - knowing who to see and when & how often so as to make it the most meaningful for each student #g2great
A1 Conferring allows Ts to really know Ss & their needs. It helps personalize & tailor learning. It gives us insight into kids, their passions, their stories. The obvious challenge is time. It takes an innovative mind to reorganize schedule to allow it. Must be priority. #g2great
#g2great A1: Joys = time spent with each student individually; insights into student thinking and learning I can’t get other ways; individualized assessment and instruction targeted to specific student needs, RELATIONSHIPS!
Being in the company of children should always be joyful Laura - and what a lovely way to personalize our noticings with kids eyeball to eyeball! #G2Great
A 1 so joyful to listen to a students’ thinking about reading and writing. Perfect way to understand where they are. Challenges are time to meet with all in a class. #g2great
A1 The joys of conferring are definitely the reader-to-reader conversations and connections. One of the challenges in secondary is finding time to connect with all of our readers when classes are less than an hour. #G2great
A1: The biggest joy is sitting down and having a conversation. So often during the school day things are so rushed, it is so peaceful and calm to just sit with a child and chat with purpose! #g2great
#g2great Hi from @PAWLPnews We're always looking for ways to make conferring sustainable for teachers in spite of challenges of large classes, distractions, etc.
A1: Joys: Getting to know and really understand what a student knows and is able to do as a reader. Teaching a differentiated and high-leverage strategy for that student. #G2Great
A1 Joys...learning about students ideas, interests. Real conversation. Slowing down the pace. Great conferring expands possibility. Struggles: giving time and consideration to each learner. #g2great
A1: Joys are getting to build that relationship with each student and see/hear their thoughts. Fears: Not knowing how to do it well... yet! Challenge is time and prep #G2great
A1: Joys are getting to build that relationship with each student and see/hear their thoughts. Fears: Not knowing how to do it well... yet! Challenge is time and prep #G2great
A1: Conferring also allows us to really see what and how is the child reading. It is a moment for us to be kid-watchers and just notice and observe. (Also, conferring will ALWAYS tell us way more than any computer program, just had to throw that out there!) #g2great
A1: the joy is getting to know the person behind the reader. The struggle seems to be showing students they are a person and not just a reader. #g2great
#g2great A1 pt.1 It is a gift I cherish to make room to be fully present in the presence of a child, to celebrate who they are and honor their experiences! I find joy in seeing what they can do with a little nudge, equipping and empowering them to continue moving onward, upward!
We try to take the pressure off by remembering a conference is a success anytime we learn about a child. Sometimes we teach. But sometimes we just learn! #g2great
A1: Joys are the one on one interaction between you and the S. Great book discussions and you can really tell where S are struggling.
Struggles-organizing and trying to meet with everyone. Sometime I know what to say and other times I dont #g2great
A1 Many Ts say time is the challenge but if we view our schedule by the week rather than just day & stretch it across the day, there is always time. #G2Great
And always be watching and listening for the lessons they have to share. Andy they are ALWAYS there is we’re willing to be quiet enough to pay attention! #G2Great
A1 Conferring offers a zoom lens for understanding learners as we gaze into their eyes to glean the knowledge they have to teach us if we really listen! #G2Great
A big struggle is time for conferring. I never get as many in as I want to. I only see my students 4X in a 6-day cycle, so it’s hard. I just have to keep trying. #g2great
A1: conferring- true, relevant, in the moment, authentic assessment. Difficulty sometimes is knowing what to do in the moment, for me, at least. #g2great
Truth. No computer program can tell me the things I learn from sitting down with kids and talking with them or sitting back and watching them. #g2great
A1: Conferring also allows us to really see what and how is the child reading. It is a moment for us to be kid-watchers and just notice and observe. (Also, conferring will ALWAYS tell us way more than any computer program, just had to throw that out there!) #g2great
A1: Conferring is where we spend time one on one with Ss, build relationships, fine tune instruction for individual needs and coach in to Ss doing the work #g2great
A1: The joy is gaining insights into the minds of my Ss. Struggle is getting them to change what they’re doing- try new genres, push themselves, etc.,#g2great
A1: Conferring is where we spend time one on one with Ss, build relationships, fine tune instruction for individual needs and coach in to Ss doing the work #g2great
Conferring entails teachers meeting one on one with students to gain further understanding into learning. They consist of discussions between learners. #g2great (very simplified explanation)
A1: The joys of conferring are connecting to the reader! Getting to know a child takes time. We must be patient with children...if they know you care, wonderful conversations emerge and the teacher can help Ss grow! #G2Great
A1: The biggest joy is sitting down and having a conversation. So often during the school day things are so rushed, it is so peaceful and calm to just sit with a child and chat with purpose! #g2great
A1: Conferring is where we spend time one on one with Ss, build relationships, fine tune instruction for individual needs and coach in to Ss doing the work #g2great
I often recommend zooming out across the week to think about equity in conferring, and across a unit to think about using components with purpose intention. We can't get everything into one day: and don't need to. #g2great
A1 Many Ts say time is the challenge but if we view our schedule by the week rather than just day & stretch it across the day, there is always time. #G2Great
A1: Conferring is where we spend time one on one with Ss, build relationships, fine tune instruction for individual needs and coach in to Ss doing the work #g2great
A1- The joys are getting to know each Ss strengths,likes,
celebrating each small success, building confidence. Benefits-A trusting relationship is being built.Relationships are everything! It's the most important work we can do. #G2great
A1 We make time for what value and conferring should be high on the value list What better is way is there to know a reader than up close & personal? #G2Great
Truth. No computer program can tell me the things I learn from sitting down with kids and talking with them or sitting back and watching them. #g2great
A1: Conferring also allows us to really see what and how is the child reading. It is a moment for us to be kid-watchers and just notice and observe. (Also, conferring will ALWAYS tell us way more than any computer program, just had to throw that out there!) #g2great
A1 I find joy in that conferring helps build trust early on in the year and over time, a foundation of support that allows for reflection and growth for both students and their teachers. #g2great
#g2great A1pt.2 It is challenging in our sometimes chaotic world of education and schedules to allow yourself to be fully present. Ts worry the Ss will present a struggle we may not have the "answer" for or that we don't know how to direct. Ts also feel guilty not getting to all
A1: The biggest joy is sitting down and having a conversation. So often during the school day things are so rushed, it is so peaceful and calm to just sit with a child and chat with purpose! #g2great
Yes! And, as a teacher, it is OKAY to just sit and observe! That is the beauty of conferring. With only one student we don't have to feel on the spot. #G2Great
#g2great When I think about time as a challenge in conferring, it is often because I get so caught up in talking with kids that my conferences go longer than they probably should. I’m just so interested in what’s going on in my kids’ heads!
I often recommend zooming out across the week to think about equity in conferring, and across a unit to think about using components with purpose intention. We can't get everything into one day: and don't need to. #g2great
A1 Many Ts say time is the challenge but if we view our schedule by the week rather than just day & stretch it across the day, there is always time. #G2Great
I agree. When students get frustrated in a conference, or are caught fake reading, I don’t let it get them (or me) down. Instead I say, how can I help? Or, we will get this in time. They need to know we won’t give up on them. #g2great
Thinking back to last week with @EllinKeene and feeling engaged... I get so engaged in the conversation ("flow") with students! Truly my happy place. #g2great
A1: The biggest joy is sitting down and having a conversation. So often during the school day things are so rushed, it is so peaceful and calm to just sit with a child and chat with purpose! #g2great
A1 Getting to know kids up close and on their terms. *the child sits in the big chair* is the most powerful benefit from conferring. The joy of conferring is the huge learning that happens for me. Relationship learning. Teacher learning. Binding hearts. #G2great
We're so hard on ourselves, that sometimes Ts decide they can't confer because they worry they won't do enough or do it right. We have to trust ourselves and grow into it. #g2great
#g2great A1pt.2 It is challenging in our sometimes chaotic world of education and schedules to allow yourself to be fully present. Ts worry the Ss will present a struggle we may not have the "answer" for or that we don't know how to direct. Ts also feel guilty not getting to all
When I taught middle school, I found Nancie Atwell’s work to be helpful. Most things targeted for middle school can be easily translated for high school. #g2great
In reply to
@hsengteach, @Kari_Yates, @ShelfieTalk, @stenhousepub
A2. Use "readers" to refer to Ss. Go to Ss for conferring (NOT calling them to a Teacher table), Sit side by side/shoulder to shoulder.
"We are in this together!"
Also S talks more than T talks!
Trust, Respect, & Partnership
#g2great
I see a lot of conferences last too long because the Ss start of spending a TON of time summarizing. Have to move them out of just telling us what's going on. #G2Great
Many teachers struggle with finding a focus for their conference. It is too tempting to address a number of needs especially if the only see each student one time a week. I always suggest a few table conferences for this issue. #g2great
A1 I find joy in that conferring helps build trust early on in the year and over time, a foundation of support that allows for reflection and growth for both students and their teachers. #g2great
A big struggle is time for conferring. I never get as many in as I want to. I only see my students 4X in a 6-day cycle, so it’s hard. I just have to keep trying. #g2great
A2 We can start by listening more than we talk. I can’t think of a more important way to create an invitational framework for knowing kids at deeper levels! #G2Great
This is a common challenge for many teachers. It's one of the reasons why @Kari_Yates wrote our book. We believe every teacher can develop a joyful practice of conferring with a little heart and tenacity. #G2Great
A2 Simply put, we need to be truly present for our student in front of us. We need to not only listen, but hear what is being said, and not being said. We need to convey that this learning is a partnership. #G2great
#g2great The power of going to the students can not be underestimated. There is a lot of “second-hand” learning happening when neighboring kids listen in on conferences.
A2 Conferring need to constantly nurture the relationship between Ts & Ss. It always needs to be a partnership. We need to listen to understand. We need to work with heart. Share leadership, give learning decisions to students. Allow them to lead the way. #g2great
In order to gain our students’ respect, we need to stay calm, patient, and stick with it. We can’t give up or get frustrated. All readers are different, and thus have different needs. #g2great
Love table conferences and partner conferences! They help us to multiply ourselves. Also, sometimes just say to kids around, "You might want to listen in, I'm about to show (student) something you all might want to try." #g2great
Many teachers struggle with finding a focus for their conference. It is too tempting to address a number of needs especially if the only see each student one time a week. I always suggest a few table conferences for this issue. #g2great
A2) One of my favorite things to do in a conference is to ask my readers, “What would you like to discuss today in our conference?” This puts them in the driver’s seat and gives them ownership. #G2Great
A2: Have a few phrases to use until you're more comfortable:
Say more about that...
So you're thinking...
I wonder...
What if...
Those phrases help US say less and STUDENTS say more. #G2Great
Can I just say that I LOVE your courage rules and enjoy sharing your brilliance with educators all the time. You have so many appreciative educator "friends" in districts you may have not even visited. #g2great
A1 We can think we know kids and that we know how to "instruct", but when we confer with kids we truly get how to facilitate individual student learning. Big difference between the two. #G2great
A2: Meeting often, listen to students, and let the conversation flow naturally. One thing I have been reflecting on is not making each conferring session feel like there has to be a goal obtained each time. #g2great
A2:allowing Ss to control and guide. Ask Ss what they’d like to share, what are they proud of, ask them to tell you what support they’re needing. Use this knowledge to help plan how to move S forward. #g2great
#g2great A2: I think I earn kids’ trust by being open and genuine. Kids can spot a fake a mile away. They know I truly am interested in what they have to say or what they have written, and that we’ll work together to help them grow as readers and writers. They know I care.
A2: Have a few phrases to use until you're more comfortable:
Say more about that...
So you're thinking...
I wonder...
What if...
Those phrases help US say less and STUDENTS say more. #G2Great
Simple starts. Humble beginnings. Be good to yourself. Just keep trying one more thing. Learn as you go. You can't wait to try riding a bike until after you know how! #g2great
A2: Listen and validate the students’ perspectives. Share your thoughts, guide them gently, meet them where they are, give Ss reachable goals so they feel successful... slow and steady wins the race! 😉 #G2Great
A2: Meeting often, listen to students, and let the conversation flow naturally. One thing I have been reflecting on is not making each conferring session feel like there has to be a goal obtained each time. #g2great
A1. A commit to confer is a loud and clear message to our students that says, “I care about you. I’m here to learn from you so I can help you grow in ways that matter to you” . #G2Great@stenhousepub
A2 TIME is a gift that we give kids. When we sit side by side with them to engage in a conversation around books or writing, we model that we value them as learners & humans! #G2Great
A2: Let go of the search for the RIGHT answer. Try to get out of the habit of asking questions that you already know the answer to. Authentically wonder and be curious. #G2Great
Yes! Also approach with a sense of WONDER. Wonder first and teach later. We can't teach unless we really know what a student needs. We only know when we wonder and listen #G2Great
A2. Go to readers. Smile. Get down to their level. Ask, “May I interrupt?” Let your words and your body language say, “I’m here as a partner.” Rather than, “I’m here as the teacher in charge.” #G2Great@stenhousepub
#g2great This was one of the most important things I learned while coaching, and it is the most important thing I brought back into the classroom with me. The kids’ voices are far more important than mine!
A1. A commit to confer is a loud and clear message to our students that says, “I care about you. I’m here to learn from you so I can help you grow in ways that matter to you” . #G2Great@stenhousepub
#g2great Don't be tied to a preset and possibly misguided agenda. Be open, responsive, reflective. Honor where they are and allow them to have shared ownership in goals and nurture next steps. Show that you too are a learner and benefit from partnerships and conferring.
A2:allowing Ss to control and guide. Ask Ss what they’d like to share, what are they proud of, ask them to tell you what support they’re needing. Use this knowledge to help plan how to move S forward. #g2great
A2: We can build respect, trust and partnerships in conferences by allowing the students to begin the conversation. If we have taught students how to analyze their work they can tell us where they would like assistance! #g2great
Yes! Also approach with a sense of WONDER. Wonder first and teach later. We can't teach unless we really know what a student needs. We only know when we wonder and listen #G2Great
A2 Get to know students and let them know you. Put them at center and use conferring to respond to their needs. Notice what’s working. Listen and watch. #g2great
My tongue has holes practically bit through . . . this is something I'm working on all day long . . . with students, with colleagues, with family. Conferring skills are life skills!! #g2great
A2 Learning cannot reside in a space where we do not feel safe and honored. Create a culture of respectful relationships and that will trickle down to conferring. #G2Great
Yes Jenny but I think we have to learn to pick our battles and put our time where it matters most. Conferring has to be carefully planted into the day wherever we can. The beautiful is that it doesn’t require a lot of time. #G2Great
There isn’t a better way! But, when 26 other Ss out of 30 need help; we jump to meet our immediate Ss needs. We know the power of 1:1 conferring but Ts can get distracted, & reading conferences may take a back seat. 😢
#g2great This was one of the most important things I learned while coaching, and it is the most important thing I brought back into the classroom with me. The kids’ voices are far more important than mine!
A2: Ask if now's a good time, ask students what they would like to talk about/work on together, provide choice & options in how things go. It is not about teaching "at" students... they are ready to speak up and run the show- we are there for support. #g2great
This is what stops many from conferring... there are many right answers. No teacher will approach a conference in the same way- let's embrace that idea! #G2Great
A2: Let go of the search for the RIGHT answer. Try to get out of the habit of asking questions that you already know the answer to. Authentically wonder and be curious. #G2Great
A2 It's so hard to do for me, but coming with an innocence and humility, letting go of assumptions and listening (really listening) to each child. The joyful burden is on us (the teacher) to learn as much as possible while conferring. #G2great
Kids are reading us every minute of every day. They pay attention to what we say to them and to others and more importantly, if our actions match our words! #g2great
A2: Mary's answer reminds me that establishing that space at the beginning of the year takes time, it can't be rushed. I usually wait several weeks until reading routines have been well established before I can start conferring #G2Great
A2 Learning cannot reside in a space where we do not feel safe and honored. Create a culture of respectful relationships and that will trickle down to conferring. #G2Great
A2. We offer three simple commitments that any teacher can make to help themselves thrive as a conferring teacher: Confer from the heart, confer with tenacity, and confer first to LEARN, only later to TEACH. #G2Great@stenhousepub
A3. "Readers" and use of "Student Name".
LOVE "What have you tried?"
Also name the parts of conference so it transfers when Ss do peer conferences.
#G2Great
A2. Listening is key — but so is some modeling of thinking and self-questioning. Students need a view into the minds of other readers to know what’s possible. #g2great
One of my favorite professors said: "Conferences are conversations not interrogations!" Conversations make the student feel valued and that leads to trust! #g2great
Absolutely! @Kari_Yates and I like to give a conferring mini lesson or two at the very beginning of the year so our students know what to expect- conferring should be something our kiddos look forward to! Let them in on the secret. #G2Great
A3 Caring, nurturing, and guiding words in a positive encouraging manner. Focus is on the positive in the process, and the growth much more than the outcomes. #G2great
A3 Conferring is grounded in a spirit of inspired professional curiosity. If we view it through that lens rather w/ an agenda in hand, we stand to learn so much. #G2Great
Don't rush to get to the teaching... Listening helps us both figure out what's next and the best "step" for today. If we don't listen, we may jump in on the first thing we see- and not what Ss want to discuss-or even what's most important #g2great
A3) A conference is about the reader, not the teacher, so framing language that avoids the phrase, “I like how you…” and instead uses phrases like, “As a reader you are doing something strategic. You are___” #G2Great
#G2Great A3: Intentional question words like who, what, when, where, how? How's it going? What's happening in your book? Who are you connecting to? Any problems?
I do that as well. Even though my kids have had literacy studio since kindergarten, I still start the year with these kinds of lessons. We’re building a new learning community together, so we all need to be on the same page. #g2great
A3 When I worked with 3rd graders I started by asking, "what are you reading today, why? " " what strategy are you working on, why?" What did you enjoy while reading today? #g2great
Couldn't agree more. If we get too forced in our "teaching" or "goal setting" we can sometimes detract from the reading experience rather than support it. #g2great
A2: Meeting often, listen to students, and let the conversation flow naturally. One thing I have been reflecting on is not making each conferring session feel like there has to be a goal obtained each time. #g2great
I want this on a T-shirt or poster! Beautiful. "Confer from the heart, Confer with tenacity, and confer first to LEARN, only later to Teach." #G2great@stenhousepub
In reply to
@Kari_Yates, @stenhousepub, @stenhousepub
A3) A conference is about the reader, not the teacher, so framing language that avoids the phrase, “I like how you…” and instead uses phrases like, “As a reader you are doing something strategic. You are___” #G2Great
A3: lots of “you” talk: What are YOU thinking, what do YOU notice, tell me about what YOU are doing to grow your brain today, etc. Take the “I” out of the conversation. #g2great
I like thinking of it in the same vein as teach the writer and not the writing. Teach the reader, and not just the book. They have to learn skills and strategies for other books! #G2Great
A3 I try to let the students lead the conversations. If anything, I try to lead with questions and get the students to talk. We need to empower student voice. Use language that is empathetic and compassionate. Let students shine with their thoughts! #g2great
A3: lots of “you” talk: What are YOU thinking, what do YOU notice, tell me about what YOU are doing to grow your brain today, etc. Take the “I” out of the conversation. #g2great
I do that as well. Even though my kids have had literacy studio since kindergarten, I still start the year with these kinds of lessons. We’re building a new learning community together, so we all need to be on the same page. #g2great
A3. Our language choices are the heart and soul of our conferring practice. Pushing ourselves to be increasingly thoughtful about our words raises the level of our conferring. #G2Great@stenhousepub
A 1 Students should do most of the talking in a conference. Language choices show my active listening and when to ask a question. Be positive! #g2great
A3: The CAFE book from @thedailycafe has been instrumental as I learn how to confer, especially with how I talk to students and guide the session. It provides an excellent model with language that includes open-ended questioning #g2great
A3 I love the reminder that conferring is a process of “NOT KNOWING” from Dorothy Barnhouse @dorobarn Sit sit side by side w/kids & prepare to be surprised! #G2Great
"Because you are.... now you are ready to..." These magic words from @drgravitygLLC have the power to validate student readers. I have seen them grow taller when I build conferences on their strenghts. #g2great
A2 Kids need to hear us say that we learned something new about them while conferring. "You showed me some new ideas about reading (writing) today." #respect#weareALLlearners#G2great
I love that Roman because they will let US know where they really need to go… a little professional nudge in the right direction is a blessing! #G2Great
A3 I try to let the students lead the conversations. If anything, I try to lead with questions and get the students to talk. We need to empower student voice. Use language that is empathetic and compassionate. Let students shine with their thoughts! #g2great
"Because you... I think you are ready for..." "Would you like to..." "What can I do for you today?" "You... because of this... I was thinking we might next work on...?" "What do you think about..." #g2great
It’s @EllinKeene’s terminology for how my district organizes our literacy block. I’ve loved the shift away from separate reading/writing workshops. #g2great
A3: lots of “you” talk: What are YOU thinking, what do YOU notice, tell me about what YOU are doing to grow your brain today, etc. Take the “I” out of the conversation. #g2great
A3: "Because you... I think you are ready for..." "Would you like to..." "What can I do for you today?" "You... because of this... I was thinking we might next work on...?" "What do you think about..." #g2great
#g2great A2 much like when we are teaching kids to swim, S standing on the edge of the pool, both of us a bit nervous yet excited for the big jump, we affirm but don't rush, they'll jump when ready, we stand ready to catch if needed but my words reflect confidence and calm
A3. I want to begin every conference with the language of exploration or WONDER. Ask thoughtful questions to get student talking and reflecting on their own reading life at this moment in time. #G2Great@stenhousepub
I first started paying extra-close attention to my language after reading Peter Johnston’s Choice Words. Changed me as a teacher AND a parent. #g2great
"Because you are.... now you are ready to..." These magic words from @drgravitygLLC have the power to validate student readers. I have seen them grow taller when I build conferences on their strenghts. #g2great
A2 Kids need to hear us say that we learned something new about them while conferring. "You showed me some new ideas about reading (writing) today." #respect#weareALLlearners#G2great
A3: Using open-ended questions is an entry point into Ss thinking. Peter Johnston’s book Choice Words changed the way I use language in all capacities. I highly recommend! #G2Great
A3: After a student reads: "What did you notice?" often times students will know what they need help with, and vice versa what they are working really well at! #g2great
A3 I love Kari & Christina’s use of the word NURTURE. Intentional conferring is invitational in nature. Less telling and FAR more inviting readers to share their thinking. #G2Great
A1 The benefits of conferring are priceless. The student gets your undivided attention to talk with you about reading and writing. Great time to build relationships so that if they need to talk with you about other things they can. #g2great
A2 Kids need to hear us say that we learned something new about them while conferring. "You showed me some new ideas about reading (writing) today." #respect#weareALLlearners#G2great
A3 When I think about conferring language, I am always transported back to the conversations I recall from one of my favorite books of all time, Choice Words by Peter Johnston. #g2great
I first started paying extra-close attention to my language after reading Peter Johnston’s Choice Words. Changed me as a teacher AND a parent. #g2great
"Because you are.... now you are ready to..." These magic words from @drgravitygLLC have the power to validate student readers. I have seen them grow taller when I build conferences on their strenghts. #g2great
#g2great A2 What are you thinking? Where does it feel comfortable/uncomfortable for you? What can you try? What has worked for you before? Where would you like to go next, what steps do you have in mind to get there? How can I help you reach your goals?
I absolutely love this. Our students need to learn how to drive their own learning. Having students set their own goals is so important in creating student-centered learning environments. #g2great
A4. How S handles easy text, hard, text & frustrating text.
Study Student
Passions
Likes
Dislikes
Ourselves - Check for patterns. How many Ss need this skill?
Tching Practices- Need for reteach, SG, try a different way
#G2Great
A3: Anything that shows I'm genuinely interested in hearing what the student has to say and learning from him/her. I probably say "Really? OMG" at least once during every conversation. #G2great
A4) Conferring gives our students uninterrupted individual time to show us what they are doing well as readers and what possible next steps they may be ready to take. #G2Great
A4 One powerful aspects of conferring is that it is not about having an agenda, but being willing to linger on the precipice of uncertainly. Trust yourself to take that journey. #G2Great
A3. Not just noticing, but also naming what readers are doing, saying "Readers..." and not "Good readers...", inviting readers to articulate what they need instead of us telling them. #g2great
A3. Taking the time to AFFIRM strategic actions we see readers already taking is something I want to do in every conference. Water the seeds that are already there so they can grow. #G2Great@stenhousepub
A3: Put students’ strengths first in our choice of language...help them to feel that anything is possible with a positive attitude and a growth mindset! #G2Great
Sometimes I get so caught up i the joy of watching a passionate chat conversation in action that I just have to step back and enjoy the view. We (me Fran Jenn Amy) are so grateful for each of you at #G2Great friends! @franmcveigh@hayhurst3@brennanamy
A4 It is our opportunity to truly know our students and their abilities first hand. We connect with them as learners, thinkers, and people. We learn about our teaching through them and their learning. How cool is that? #G2great
Q4. Pulling up alongside a reader provides one of the most authentic and real time assessments of all. Here we get to see how this reader is taking all that they’ve learned elsewhere and leveraging it to create a reading life. #G2Great@stenhousepub
So sorry joining late tonight! Susie from NYC, just weeks out of our staff party to join! So excited to be with @Kari_Yates and @ChristinaNosek and the #g2great family!!
#g2great A4: When I switched from being a very traditional English teacher to a workshop-based classroom, I realized how little I really knew about my kids. It makes me want to go back and apologize to all of the students I taught for the first 6 or 7 years of my career!
A4: You learn about Ss on a personal level. Beautiful! I learn more about my own reading gaps when I listen to a S tell me something I didn't know. Teachers are learners, too! All parties benefit from this simple interaction. #g2great
A3 "What are you thinking about as you read that you'd be willing to share with me? How has your thinking changed from the last time we talked? The last we met, we talked about __________, how is that going in your reading/writing? How can I help today?" #G2great
Agreed! I tell teachers it's totally fine to tell a student, "We'll chat again tomorrow after I spend some time thinking about our conversation." #G2Great
A3. Taking the time to AFFIRM strategic actions we see readers already taking is something I want to do in every conference. Water the seeds that are already there so they can grow. #G2Great@stenhousepub
A4: Ss-we learn what their thinking is , whether they can apply focus lesson. Us- we learn what we need to work on or where we need to focus future instruction. Conferences should inform our teaching. #g2great
A4 Checking in with students during the conference allow us to see how their learning in progressing and nudge them a little more. Love this time together. #G2great
I so agree! It's like it's just the two of you for that moment in time, and that's important in crowded schools. You're my focus. You matter most of all in this moment! #g2great
A4: Conferring allows the teacher time to connect with the students and learn their likes/dislike, hopes/fears, wants! I learned more about my children through what they read and the connections they made while reading. #G2Great
A4: So important to self-monitor in conferences.
Who is doing the talking?
How much am I teaching?
How much is the S learning?
How am I making the S feel? (They remember that much longer than they remember the teaching point.) #G2Great
Agreed! I tell teachers it's totally fine to tell a student, "We'll chat again tomorrow after I spend some time thinking about our conversation." #G2Great
Oh yes @ShelfieTalk I cheer your clarity for language. Not, "good readers," but "readers" is important language. All our students are readers and can embrace what we are introducing. #g2great
A3. Not just noticing, but also naming what readers are doing, saying "Readers..." and not "Good readers...", inviting readers to articulate what they need instead of us telling them. #g2great
#g2great A4: We learn about our students when we show we care about their choices about their own learning. The ball needs to be in their park. I always learn new things abt myself and my teaching from them.
A4: In the age of scripted lessons and strict pacing guides (sadly), conferring allows us to slow down and truly understand the needs of this specific child. #G2Great
A4 One powerful aspects of conferring is that it is not about having an agenda, but being willing to linger on the precipice of uncertainly. Trust yourself to take that journey. #G2Great
A4: Conferring allows the teacher time to connect with the students and learn their likes/dislike, hopes/fears, wants! I learned more about my children through what they read and the connections they made while reading. #G2Great
A4 One powerful aspects of conferring is that it is not about having an agenda, but being willing to linger on the precipice of uncertainly. Trust yourself to take that journey. #G2Great
I love that and also knowing that there is not one size fits all lens that we can use in conferring. When we know the learner in front of us & follow their lead then we have student centered conferring #G2Great
A3. Not just noticing, but also naming what readers are doing, saying "Readers..." and not "Good readers...", inviting readers to articulate what they need instead of us telling them. #g2great
Sometimes I get so caught up i the joy of watching a passionate chat conversation in action that I just have to step back and enjoy the view. We (me Fran Jenn Amy) are so grateful for each of you at #G2Great friends! @franmcveigh@hayhurst3@brennanamy
Q4.Conferring can bring us face to face with some of our own demons and uncertainties as teachers. But if we honestly reflect on where we ARE and ARE NOT currently equipped to move readers forward, it can be the engine of tremendous growth in our practice. #G2Great@stenhousepub
A4) Making a commitment to conferring is my own daily reminder that I became a teacher and remain a teacher to help kids become their best selves- one book and one conversation at a time. #G2Great
#g2great A4: When I switched from being a very traditional English teacher to a workshop-based classroom, I realized how little I really knew about my kids. It makes me want to go back and apologize to all of the students I taught for the first 6 or 7 years of my career!
A4 I like to record my conferences to listen to how I approach them. You can learn a great deal about yourself as a teacher – and who is taking ownership of the process. #G2Great
A4 One powerful aspects of conferring is that it is not about having an agenda, but being willing to linger on the precipice of uncertainly. Trust yourself to take that journey. #G2Great
A4: Students can reflect on what they are doing and how it is going (Is it helping & worth it to keep doing this? Should I try switching things up?") Honestly, we can do the same! #g2great
A4 Observing, discussing gives us the opportunity to get a quick snapshot of the S reader. Allows both participants to reflect and plan for the future #g2great
Each child brings a unique opportunity to each conference. By listening closely and asking good questions, we can help guide students and ourselves as we navigate the waters of our amazing and varied experiences. #g2great
A4:I find conferring allows me to be very self reflective. Not so much in the moment, but after digesting notes and anecdotals. I can see S patterns and teaching patterns, too. #g2great
Sometimes I get so caught up i the joy of watching a passionate chat conversation in action that I just have to step back and enjoy the view. We (me Fran Jenn Amy) are so grateful for each of you at #G2Great friends! @franmcveigh@hayhurst3@brennanamy
A4: Great conferrers (us that a word) lean on learning progressions and can travel left and right to support students and maximize the power of a conference. #G2Great
A4: Conferring allows me as an educator to see if my students can transfer the strategies and skills that they have been taught into their independent reading. #G2great
A4 I like to record my conferences to listen to how I approach them. You can learn a great deal about yourself as a teacher – and who is taking ownership of the process. #G2Great
Sometimes I get so caught up i the joy of watching a passionate chat conversation in action that I just have to step back and enjoy the view. We (me Fran Jenn Amy) are so grateful for each of you at #G2Great friends! @franmcveigh@hayhurst3@brennanamy
#g2great A4 we learn about Ss background knowledge, experiences or lack thereof, beliefs and attitudes about the value of reading, behaviors and that propel or hinder their understanding, interests and motivations, learning styles, and how they perceive us and our relationship
A3 INTENTIONALLY planning wait time or think time during conferences provides students with opportunities to process, translate and come up with their responses. #g2great
A4: Conferring allows me as an educator to see if my students can transfer the strategies and skills that they have been taught into their independent reading. #G2great
A4- Conferring is the most powerful in the moment, authentic, meaningful way to learn about our Ss, ourselves, and our teaching practices IF we bring a curious mindset. #G2great
Sometimes I get so caught up i the joy of watching a passionate chat conversation in action that I just have to step back and enjoy the view. We (me Fran Jenn Amy) are so grateful for each of you at #G2Great friends! @franmcveigh@hayhurst3@brennanamy
A4 Conferring allows us to really hear student voice. It gives us that rare opportunity to have authentic conversations on a regular basis with students. It also allows us to see if our pedagogical practices are working for kids. Conferring is a must. #g2great
A4 Conferences that nurture and invite readers to truly share who they are as learners from deeper levels of understanding. This close-up view is powerful. #G2Great
A4: Students can reflect on what they are doing and how it is going (Is it helping & worth it to keep doing this? Should I try switching things up?") Honestly, we can do the same! #g2great
Yes! A chapter in our book called 'Take Note' addresses this. It focuses on what to write down and think about for the purposes of later reflection. @Kari_Yates and I firmly believe in the power of self reflection and spotting patterns #G2Great
A4:I find conferring allows me to be very self reflective. Not so much in the moment, but after digesting notes and anecdotals. I can see S patterns and teaching patterns, too. #g2great
I have always been amazed when I go back and listen to conference recordings. It's been a long while though since I have done so. I am going to have to make a point of doing so again next year! #g2great
Oh yes -- look at my dear friend @suzrolander so good to introduce herself and join formally. I just jumped on! It's me @pranikoff so happy to join, even if for 1/2 of the chat! #G2Great
So sorry joining late tonight! Susie from NYC, just weeks out of our staff party to join! So excited to be with @Kari_Yates and @ChristinaNosek and the #g2great family!!
I LOVE teaching third. I also loved teaching 7th. I did not love coaching. Honestly, the hardest part of the switch was giving up my beloved YA and getting used to the transitional chapter books and early MG books. #g2great
A4 sitting side by side & conferring is super powerful with #ELLs. It builds relationships and can send students a message that their literacy is valued #G2Great
#g2great A4 I think Ts often discover things about themselves as much as their Ss. They are challenged as to whether or not they've built capacity as a reading teacher, as a listener, as a nurturer, encourager, confidant
A4: Conferring allows the teachers to analyze individual learners, whole class practices, and small group instruction. The Ss responses allow the teacher to look for patterns and trends, meet students where they are, as well as plan instructional moves. #G2Great
A5 One-on-one time with students is our professional responsibility & reflect our commitment to kids. Anything frivolous/time wasting must be alleviated for what matters. #G2Great
I agree! It's powerful. As we made videos for the companion site we had lots of opportunities to reflect on our own strengths and stretch areas as conferring teachers!! #g2great
I have always been amazed when I go back and listen to conference recordings. It's been a long while though since I have done so. I am going to have to make a point of doing so again next year! #g2great
A5) Our belief (and what research says) on student agency is why conferring is a focus for us. We want self-monitoring learners. Conferring facilitates that with good questioning. #G2Great
A4. The Spontaneous conversations that occur during conferring allow for the teacher and student to find unexpected, unplanned, exciting paths forward. Each conference fosters the possibility of discovery and learning both for the teacher and student. That’s exciting! #g2great
A5 Making connections and individualizing the learning for each student drives me desire to confer. I have arranged it where nothing takes a back seat...it is the front seat and the entire car. #G2great
#g2great I use a binder with a page for each kid. Notes on shipping labels. I tried digital notes, but I felt like my computer was a wall between my student and myself. I prefer handwritten notes.
A5 If school is about learning, then it is about kids. That means that conferring needs to be a priority. Listen to students, their hearts, voices, stories. Formal teaching (the passing of knowledge) cannot work if we really want to respond to student needs. #g2great
There is such power @palmeram and @jerhende in showing students that sometimes we need to take time to really think before we respond. What a powerful model to teach breadth over speed. #G2Great
Agreed! I tell teachers it's totally fine to tell a student, "We'll chat again tomorrow after I spend some time thinking about our conversation." #G2Great
#g2great A5 I honestly cannot think of a more important practice, I don't think anything can equate the benefits of conferring. We prioritize and protect what we value.
What I learned long ago is that reading in front of my students isn’t necessary. My book talks, think alouds, and sharing my book titles in various displays prove I read. #g2great
A5. I became an educator because I believe in the potential of every child. Conferring is a the surest path I know to recognize, empower and build on individual aptitudes, passions, and choices. #G2Great@stenhousepub
Q5: Students should enjoy reading! I should provide a literacy rich environment that develops that love. Therefore long teacher focused mini-lessons have to do so that I can spend time with students! #G2Great
A5: Core beliefs - school is about the Ss, not the program or fidelity to the curriculum guide. Backseat Basals! Backseat worksheets, "bell ringers", grading other things while Ss are supposed to read. #g2great
A5) The knowledge that daily independent supported reading helps kids grow personally and in every single other school subject drives my decision making in the classroom. Honestly, everything else takes a backseat. #G2Great
#g2great I use a binder with a page for each kid. Notes on shipping labels. I tried digital notes, but I felt like my computer was a wall between my student and myself. I prefer handwritten notes.
A5: Teaching everything at once has to take a backseat. And sometimes what WE want to teach has to take a backseat, letting STUDENT own what they're working on. #G2Great
A5 Conferring can’t be merely relegated to a reading block. Even 5-minute pockets of time across the learning day can add up to a huge POWER IMPACT. #G2Great
It's the frame of mind that makes it so powerful, right @Kari_Yates and @PamKou Reflection is good for all things at all ages. It's how we push our own learning. #G2Great
A4: Students can reflect on what they are doing and how it is going (Is it helping & worth it to keep doing this? Should I try switching things up?") Honestly, we can do the same! #g2great
A5: Conferring has to be the priority- it’s where your lesson plans originate...it’s the (in)formative that drives your teaching. Ditch less meaningful activities. #g2great
A 4 if we listen and let students talk, we learn about their reading and writing lives. Conferring lets us know what students absorb from our think-alouds, mini-lessons, and impact our practices. Students help us know what they need as readers and writers. #g2great
A5: Core beliefs - school is about the Ss, not the program or fidelity to the curriculum guide. Backseat Basals! Backseat worksheets, "bell ringers", grading other things while Ss are supposed to read. #g2great
Developing a true love of reading and desire to read is what keeps the reading legacy alive after they leave us. Developing a love of reading is not fluffy work! It is THE core work. #g2great
Q5: Students should enjoy reading! I should provide a literacy rich environment that develops that love. Therefore long teacher focused mini-lessons have to do so that I can spend time with students! #G2Great
I never really thought about this before but I can see the benefit. Will be thinking about doing this more regularly outside the reading block next year. #G2Great
A5 Conferring can’t be merely relegated to a reading block. Even 5-minute pockets of time across the learning day can add up to a huge POWER IMPACT. #G2Great
A5. The belief that the relationships built through conferring will transcend standards and programs. Ss need to feel valued and conferring is a great way to show them they are important. #G2Great
.@trevorabryan I love your mention of discover. That is the power of conversation through conferring. The student AND teacher are in the process of discovery. #G2Great
A4. The Spontaneous conversations that occur during conferring allow for the teacher and student to find unexpected, unplanned, exciting paths forward. Each conference fosters the possibility of discovery and learning both for the teacher and student. That’s exciting! #g2great
Yes and that why we have to make room for a sense of spontaneity since you never know when those powerful moments will beckon you into passionate action #G2Great
A5 The core belief that drives my commitment to conferring is that we teach KIDS not GRADES. We make time for what matters and that matters deeply. #G2Great
A4 I often learn through conferring about the gaps in my own instruction. It's a great time for supporting students, but conferring is also great time to gather bits that make me reflect. #goodstuff#G2great
And I think it makes it feel more doable for teacher while also allowing us to look for PATTERNS across varied texts and experiences. That’s so important! #G2Great
I never really thought about this before but I can see the benefit. Will be thinking about doing this more regularly outside the reading block next year. #G2Great
A5 Conferring can’t be merely relegated to a reading block. Even 5-minute pockets of time across the learning day can add up to a huge POWER IMPACT. #G2Great
A5: that discussing our reading molds minds and opens hearts - and that S learn best when they own their thinking and sometimes they don’t know what they know until asked!#g2great
Conferring allows us to spot patterns and common needs to inform our small group and whole group instruction. It drives the wheels of the whole framework. It's where we see what actually stuck! #g2great
A5: Conferring has to be the priority- it’s where your lesson plans originate...it’s the (in)formative that drives your teaching. Ditch less meaningful activities. #g2great
#G2Great A5: One of my core beliefs is that students need to be the center focus. If we take time to confer with them, they are at the center. Lessons can be built in and are certainly more impactful when given during a conference.
A5 I believe independent reading, access to amazing books, and consistent conversations create a foundation in which reflection and growth flourish. #g2great
Mirror worthy @Kari_Yates “recognize, empower and build on individual aptitudes.” So many times as educators we can forget the strengths, we just go to what the child needs. Such a huge part of conferring is gleaning info about strengths too! #G2Great
A5. I became an educator because I believe in the potential of every child. Conferring is a the surest path I know to recognize, empower and build on individual aptitudes, passions, and choices. #G2Great@stenhousepub
A5: Core beliefs - school is about the Ss, not the program or fidelity to the curriculum guide. Backseat Basals! Backseat worksheets, "bell ringers", grading other things while Ss are supposed to read. #g2great
A5: that discussing our reading molds minds and opens hearts - and that S learn best when they own their thinking and sometimes they don’t know what they know until asked!#g2great
I think this is something important to keep thinking about too because it helps us stay "accountable" to our students by really finding out if what we are teaching is working. It helps us adjust and change accordingly. #G2Great
Conferring allows us to spot patterns and common needs to inform our small group and whole group instruction. It drives the wheels of the whole framework. It's where we see what actually stuck! #g2great
A5: Conferring has to be the priority- it’s where your lesson plans originate...it’s the (in)formative that drives your teaching. Ditch less meaningful activities. #g2great
A6. Teach Ss the structure of conferring so they can have
Peer Conferences and Confer w/ students in other grades, schools, etc. Equip them with the language to help w/ book reviews, explore passions leading to more reading!
#G2Great
Agree! Agree! Agree! These are our most powerful tool and ones that are habit-forming and allowing for internal growth and change. Agree! @ChristinaNosek#G2Great
It's the frame of mind that makes it so powerful, right @Kari_Yates and @PamKou Reflection is good for all things at all ages. It's how we push our own learning. #G2Great
A4: Students can reflect on what they are doing and how it is going (Is it helping & worth it to keep doing this? Should I try switching things up?") Honestly, we can do the same! #g2great
When I realize I don't know where to go in a conference, it's usually an opportunity to think how I could grow my practice as a reading teacher. #g2great
A4 I often learn through conferring about the gaps in my own instruction. It's a great time for supporting students, but conferring is also great time to gather bits that make me reflect. #goodstuff#G2great
A6 Confer with an eye on tomorrow & the potential for kids to stay on a trajectory of learning success. We want to glean from today but then teach for tomorrow. #G2Great
A6) Conferring is leveraged past a student's year with us by posing questions and letting the student do the thinking. We can't do all the thinking for them. #G2Great
A6 Conferring allows us to tweak the skills to build a love for reading while increasing student confidence and reader-esteem. Readers need this to continue beyond the classroom. #G2great
A6: Have a passion and let the flame burn! Ss remember that you cared and you read together. Ss remember that you recommended that book that hooked them...#g2great
A6) I said goodbye to my 5th graders last week... they're off to middle school. During the final 2 weeks of school, I conferred with each and every one of them about their future with reading. It's a commitment more important than any other. #G2Great
A4 I often learn through conferring about the gaps in my own instruction. It's a great time for supporting students, but conferring is also great time to gather bits that make me reflect. #goodstuff#G2great
And there is @NowakRo as always with the quote to hold on to -- Yes to all. You always have the best messages. We can make such positive change if we GIVE THANKS and LAUGH LOUDLY. #G2great
A6) Conferring is leveraged past a student's year with us by posing questions and letting the student do the thinking. We can't do all the thinking for them. #G2Great
#g2great A6: Conferring also gives students agency when we let them drive the conference. They eventually can carry that language and conversation over to peers. Hopefully this community of reading and conversation sets a foundation for a lifelong love of reading
A5. Before making a conferring a priority, we have to make high volume independent reading a priority. To do that we have to let go of worksheets, workbooks & teacher driven accountability tasks We have to trust in the real benefits of reading real texts. #G2Great@stenhousepub
A6: Establish early and often that the skills we're teaching are universal and transferrable to other parts of the same book, as well as other books. The skills are about reading and not just the current book. #G2Great
#g2great A6: Conferring also gives students agency when we let them drive the conference. They eventually can carry that language and conversation over to peers. Hopefully this community of reading and conversation sets a foundation for a lifelong love of reading
A6: When we confer often, we can help them with new strategies and skills that can be taken with them to any text, any time. For me, part of conferring is helping them (if needed) with a strategy they can go and use on their own. #g2great
A6: Help them realize that they can learn ANYTHING THEY WANT - teach them how. Never stifle them. Encourage them to read for pleasure AND to find information that they crave. #G2Great
A6: Establish early and often that the skills we're teaching are universal and transferrable to other parts of the same book, as well as other books. The skills are about reading and not just the current book. #G2Great
If students know that we value reading and provide them with time to read, feedback about their use of strategies, support when they need it, and great books, they will be lifelong readers! #G2Great
A5 I also believe conferring can happen informally at anytime. Lunch room, bus line, hallway at break, etc are all opportunities for us to chat with kids about their reading. #g2great
A6. I think conferring can show Ss what it can feel like and sound like to talk about our reading lives with someone else. Helping them learn the art of introspective, reflective, social reading. #G2Great
A5. Before making a conferring a priority, we have to make high volume independent reading a priority. To do that we have to let go of worksheets, workbooks & teacher driven accountability tasks We have to trust in the real benefits of reading real texts. #G2Great@stenhousepub
A5. Before making a conferring a priority, we have to make high volume independent reading a priority. To do that we have to let go of worksheets, workbooks & teacher driven accountability tasks We have to trust in the real benefits of reading real texts. #G2Great@stenhousepub
A6 Use conferring to help build a love for reading. To really know your students, to let them express ideas, share their passions, their interests. If we help build a passion & love for reading with us, they will keep that passion growing all their lives. #g2great
If students know that we value reading and provide them with time to read, feedback about their use of strategies, support when they need it, and great books, they will be lifelong readers! #G2Great
A3 So important to ask questions and not give directives. I think of conferring with kids like I collaborate with teachers. It's not about my agenda. It's about creating learning together based on what I'm hearing the child relate about their reading/writing work. #G2great
#g2great Q6 By celebrating each student's passions and curiosities as they drive reading choices, questions, noticings, and supporting this reading journey that is being led by the student.
A6) Conferring is leveraged past a student's year with us by posing questions and letting the student do the thinking. We can't do all the thinking for them. #G2Great
THIS! Is what I feel passionately pulled toward @Kari_Yates . Reading legacy... it will not keep going because of extrinsic rewards...it is the passion for reading itself, that keeps kids reading. If we can cultivate this, we have come the closest to doing our job. #G2Great
Developing a true love of reading and desire to read is what keeps the reading legacy alive after they leave us. Developing a love of reading is not fluffy work! It is THE core work. #g2great
Q5: Students should enjoy reading! I should provide a literacy rich environment that develops that love. Therefore long teacher focused mini-lessons have to do so that I can spend time with students! #G2Great
.@ellenspired@ChristinaNosek Naming what students are doing well also allows them to learn from each other, repeat positive strategies and feel good about their progress. We need to value the thinking of our students. It's what counts the most. #G2Great
A5: that discussing our reading molds minds and opens hearts - and that S learn best when they own their thinking and sometimes they don’t know what they know until asked!#g2great
A6: conferences show students how readers talk about books. It’s authentic conversation that they can carry on for life. No adult book club writes responses in a journal at their meetings. They talk about the books! #g2great
#g2great Case in point on the power of ind reading: my daughter (now a HS sr) was a voracious reader and writer in JH. She STOPPED doing both for pleasure her first 2 years of HS because of assigned reading/writing. She’s just now finding her way back. She has a foundation.
A6 Conferring must be viewed from a broader scope of creating life-long readers who will lead readerly lives beyond our four walls. That should always be in sight. #G2Great
A5 I also believe conferring can happen informally at anytime. Lunch room, bus line, hallway at break, etc are all opportunities for us to chat with kids about their reading. #g2great
💚💚A6: “People will forget what you said. People will forget what you did. But people will never forget how you made them feel” -Maya Angelou 💚💚 #g2great
You'll be excited about the resources in the book. Lots of one page conferring reference tools including questions in each of the 4 directions, a map for decision making and more. We had fun making tools you'd want to carry right with with you! #g2great@stenhousepub
Conferring provides a great opportunity to help students be reflective about their reading identities. Let them name what they notice about their own reading and set goals for who they want to be as readers in the future. #g2great
A6: After I read a good book, I look forward to discussing it with a colleague or friend. I appreciate other perspectives, that’s how I learn & grow. If we treat conferences as an uplifting conversation, Ss will also crave that interaction in their everyday lives. #G2Great
A6) Consistently conferring with the goal of helping students see themselves as readers with a purpose- as people who read to enjoy, learn, explore, and question the world around them will help carry their reading lives outside the classroom. #G2Great
A6- The experience of conferring can build confidence, resilience, and joy for both Teachers and Students. It works both ways. I've learned so much from my students. They open a world of possibility for me! #G2great
Conferring provides a great opportunity to help students be reflective about their reading identities. Let them name what they notice about their own reading and set goals for who they want to be as readers in the future. #g2great
A6. Conferring is our opportunity to make sure students have the skill and the will to keep reading long after they’ve left us, out in the real world. #G2Great@stenhousepub
A6 I think part of our conversation throughout the year needs to be about the "Wild Reading" conditions each child needs now and in the future! #g2great
#g2great Q6 By celebrating each student's passions and curiosities as they drive reading choices, questions, noticings, and supporting this reading journey that is being led by the student.
A6 When we put aside a deficit lens and approach conferences as a way to find out what readers can already do so that we can nudge them forward, we help students see themselves as readers. #g2great
.@vrkimmel This is so well stated. It's the collaboration of conferring that is important. It's the process of learning together that has value. #G2Great
A3 So important to ask questions and not give directives. I think of conferring with kids like I collaborate with teachers. It's not about my agenda. It's about creating learning together based on what I'm hearing the child relate about their reading/writing work. #G2great
A6: When my teacher conferences with me I felt valued and supported as a reader bc she listened to my ideas and thoughts about the book and they were accepted! When I conference with students about their reading the goal is to do the same! #G2Great
Love thinking about it as skill AND will. We have a responsibility to teach them skills, but the real gift is teaching them to love reading and the magic of having books change lives #g2great
A6 When we view conferring as an act of understanding learners rather than school compliance, then professional knowledge & celebrating kids will pave the way. #G2Great
These are the same types of authentic response we want to offer students . . . connecting with other readers is what real readers do . . . we talk, we recommend, we ask opinions. . . #g2great
A6: After I read a good book, I look forward to discussing it with a colleague or friend. I appreciate other perspectives, that’s how I learn & grow. If we treat conferences as an uplifting conversation, Ss will also crave that interaction in their everyday lives. #G2Great
A6- The experience of conferring can build confidence, resilience, and joy for both Teachers and Students. It works both ways. I've learned so much from my students. They open a world of possibility for me! #G2great
A6.We offer 4 intentional directions for nurturing vibrant reading lives & signs a reader might benefit from moving in each direction. Knowing these 4 can be extremely helpful. But there’s no right or wrong way to go. Trust yourself & follow your intuition. #G2Great@stenhousepub
Can't wait to get my hands on this book @Kari_Yates@ChristinaNosek It seems essential for teachers of all stages of development. So excited to use it! #G2great
You'll be excited about the resources in the book. Lots of one page conferring reference tools including questions in each of the 4 directions, a map for decision making and more. We had fun making tools you'd want to carry right with with you! #g2great@stenhousepub
Developing a true love of reading and desire to read is what keeps the reading legacy alive after they leave us. Developing a love of reading is not fluffy work! It is THE core work. #g2great
Q5: Students should enjoy reading! I should provide a literacy rich environment that develops that love. Therefore long teacher focused mini-lessons have to do so that I can spend time with students! #G2Great
A7. Always like to know:
"Who else should read this book?"
"What will X-- find in this book?"
"Will you read another book by this author?" (I'm totally a binge reader/author follower!)
"What kind of music did you hear in the background while reading?"
#g2great
#g2great Q6 Conferring says to Ss, I'm committed to walk alongside you on your journey. The journey will be paved w/ delightful discoveries, adventures beyond imagination. Though challenges may lie ahead, you're never alone. The effort is worth the reward, let's see where you go
A6: When my teacher conferenced with me I felt valued and supported as a reader bc she listened to my ideas and thoughts about the book and they were accepted! When I conference with students about their reading the goal is to do the same! #G2Great
A7 Tasty tidbits of professional surprises. I never know where a co conference will lead but that's the point. Powerful conferring should take us to unexpected places. #G2Great
In the past we've done way too many things that make Ss into DEPENDENT readers . . . we tell them what to read and how . . . this doesn't set them up to carry on without us! #g2great
A7 I learn more from my students than I can ever teach them. They teach me how to teach them better every day. They are my guides in helping them to grow. #G2great
Conferring with teachers and peers develops students inner conferring voice and they begin to confer with themselves. In-the-head conferring is a lifelong delight! #g2great
I think about the WILL to read so much at this time of year. Those who head into summer without it won't pick up a book for three months. We have to help them find reasons to WANT to read! #g2great
Love thinking about it as skill AND will. We have a responsibility to teach them skills, but the real gift is teaching them to love reading and the magic of having books change lives #g2great
A7) Our readers can lead us in many different directions during a conference. The key thing to keep in mind is to follow their lead- follow it wherever it may guide us. #G2Great
Yes, and what I didn't realize at the time is that this ties into Social Emotional Learning (SEL) We model this through our conferring practices. Relationships, Resilience, Reflection and Responsiveness. #G2great
A6: After I read a good book, I look forward to discussing it with a colleague or friend. I appreciate other perspectives, that’s how I learn & grow. If we treat conferences as an uplifting conversation, Ss will also crave that interaction in their everyday lives. #G2Great
a7: Leads me to think about which readers might work well together and how I can match kids up NOT by ability but by interest and the way they think. #g2great
A7: Sometimes it leads me to recommend that book to another student, or even to read it myself! It also helps me reflect on my own teaching and thinking. #g2great
A7. Books are the magic fairy dust of engagement. So, until I’m sure kids are finding one great text after another, much of my conferring time is dedicated to understanding their book choices and stretching skills and sense of possibility in this area. #G2Great@stenhousepub
.@franmcveigh that last question, "What kind of music did you hear in the background while reading?" It BRILLIANT. Can't wait to try it out tomorrow. Talk about an accessible way to get at mood and tone. WOW! #G2Great
A7. Always like to know:
"Who else should read this book?"
"What will X-- find in this book?"
"Will you read another book by this author?" (I'm totally a binge reader/author follower!)
"What kind of music did you hear in the background while reading?"
#g2great
A7: The strategic actions thatbrhey are using as they process text and also a focus on the book. They Whys-Why they chose it? Why is it a good book? Why did the author___? #G2Great
A7. Sometimes we assume kids know how to carry on with habits that will lead to high volume reading, when in fact many Ss need our partnership in making concrete plans for keeping the reading going, especially outside of school. #G2Great@stenhousepub
Students constantly veer down the I-don’t-know-what-to-read-next path. I share how to pick books, but try to encourage independence by asking for a fav and then questioning why that one was a hit. #G2Great
A7: Sometimes it leads me to recommend that book to another student, or even to read it myself! It also helps me reflect on my own teaching and thinking. #g2great
#g2great YES! There should be no “Guess my right answer” questions. These types of questions drive my daughter CRAZY in her high school English classes.
A7 We don’t just listen for what kids understand but also what confusions could be thwarting our readers if unaddressed. Everything is a potential informant so we pay attention! #G2Great
You'll be excited about the resources in the book. Lots of one page conferring reference tools including questions in each of the 4 directions, a map for decision making and more. We had fun making tools you'd want to carry right with with you! #g2great@stenhousepub
A7: Sometimes it leads me to recommend that book to another student, or even to read it myself! It also helps me reflect on my own teaching and thinking. #g2great
A7 As an art educator,when I confer with my students they lead me to styles, techniques, skills, artists, scales, and materials that might help them to explore and strengthen their voice. Through conferring we expand possibility by exploring paths-some known/some unknown #G2Great
You'll be excited about the resources in the book. Lots of one page conferring reference tools including questions in each of the 4 directions, a map for decision making and more. We had fun making tools you'd want to carry right with with you! #g2great@stenhousepub
#g2great Books ARE the magic fairy dust. Which is why I committed myself to building an A+ library when I switched from middle school to 3rd grade. Kids (and teachers) know I’m the Book Lady of the third floor. My classroom library is my nonnegotiable. Always growing.
Supporting book choice is not just some light filler for the fall. Learning to find a steady stream of worthy texts is serious work for the entire year that will make or break the readers we sit next to. #g2great
A7 Conferring is grounded in the art of kidwatching. Our key role is to pay attention to everything the child says because these are the signs that offer next steps. #G2Great
A6 I know when I do something with a measure of success and someone affirms that work, I'm absolutely hell bent (pardon the #$%^) on repeating that experience. It's the same way for our kids when we confer with them about their reading. #G2great
A7 Conferring is grounded in the art of kidwatching. Our key role is to pay attention to everything the child says because these are the signs that offer next steps. #G2Great
#g2great Books ARE the magic fairy dust. Which is why I committed myself to building an A+ library when I switched from middle school to 3rd grade. Kids (and teachers) know I’m the Book Lady of the third floor. My classroom library is my nonnegotiable. Always growing.
A7 All of the above. I also find students who really latch on to the idea of their own personal identity as a reader as they reflect throughout the year. These intrinsic conversations are among my favorites. #g2great
A7: The strategic actions that they are using as they process text and also a focus on the book. The Whys-Why they chose it? Why is it a good book? Why did the author___? #G2Great
#G2Great A7: Ideally, students will lead you to where they need to go. Follow and you will discover the path to a solid relationship that celebrates reading.
A6 I know when I do something with a measure of success and someone affirms that work, I'm absolutely hell bent (pardon the #$%^) on repeating that experience. It's the same way for our kids when we confer with them about their reading. #G2great
A7. Leads me to a deeper understanding of SS motivations/preconceived ideas about reading and their personal connections to their book choices #g2great
THANK YOU @Kari_Yates and @ChristinaNosek for guiding our chat tonight! It's so nice to be able to "see" you again! Congrats on the book! Fabulous! #g2great
Conferences lead me to think about giving kids authentic ways to share their books and their lives as readers. When you notice similarites between students, the natural next step is to pair them with others who share their passion. #g2great
#G2Great A7: Ideally, students will lead you to where they need to go. Follow and you will discover the path to a solid relationship that celebrates reading.
#g2great A7 I find that when they've had access, time, & choice they are waiting on the edge of their seat to share about their choice, strategies they've used, are anxious to have help for the tricky parts they've identified, & like we do w/ a good friend enjoy the conversation
Thank you #G2great and the wonderful guest hosts, regular hosts, and fantastic participants. This topic and chat validated what I do and made me excited for things to come!
#g2great Book choice is a conversation that happens all year in my room. Kids are growing as readers, and their needs change. We talk about “stretch books” - how is the book you’ve chosen stretching you as a reader? There are so many ways! (ideas, vocabulary, structure, etc)
#G2Great A7: Ideally, students will lead you to where they need to go. Follow and you will discover the path to a solid relationship that celebrates reading.
