Conferring, "That Was Sooo, Helpful!"

After an exciting publishing party, the teacher and I were sharing how awesome the unit and the publishing party had gone.  "Beaming!" was the word for everyone involved, students, parents, and teachers!  Excitement was in the air and everyone couldn't have been more proud! 

In reflecting to just two weeks ago, when the teacher and I began co-teaching the unit, there was no conferring system in place.  This I could not understand, since over the past two years, I had presented various sessions on the importance of having daily writing conferences with students and having a conferring system in place.  I had done model lessons, like most coaches do.  Another teacher and I even made a couple of conferring folders that teachers could try, but two weeks ago, when we started this All About unit, it had been untouched.  It was absolutely blank! 

I personally, can't teach writing effectively without having a system in place, where I can jot down notes of how the student is doing with his or her writing.  In my conferring notes, I write down what the student has accomplished so far, what I taught the student in our (less than five minute writing conference), what the writing goal is, and what I will follow up the next time I see that student.  Without being able to do this, there is no vehicle by which I can quickly scaffold or move students along in their writing.  Without a conferring system, the teacher works blindly getting to some students more than others (maybe all the squeaky wheels), at times overlooking those that really need help, or that need to accelerate in their writing.  Besides, if I don't have a notation, conferring system in place, I end up wasting time having to re-read student work over and over again AND NEVER getting to all of my students.  Writing workshop, and teaching writing in general, without a conferring system in place, is frustrating for the students and for the teacher! 

With my conferring notes, it takes me three to five minutes to see each child, because when I look at my notes from his or her previous conference, I know exactly where to pick up!  I don't have to re-read his or her work all over again.  I don't have to ask all the same questions. I can see what was the writing goal the student was suppose to work on, so my conversation goes something like this:  "Susie, I am so happy to see you working so hard.  Tell me what you are working on?"  With training from the beginning of the school year, the child will be able to say, "I am working on writing my conclusion, or I am writing the body of my persuasive piece, or I am editing my work, etc."  For real!  Even little first graders will be able to do this. It is part of building that independence through consistency, TLC (tender, loving, care), and training at home or in the writing workshop (yes, I said at home too). 

Then I can say, "The last time we met, your goal was to add more details to your writing.  How did that go?  Can you show me where you added details?"  I  compliment the student on what he or she has accomplished.  Then, the conference can continue with something else I want to teach the child, and the setting of a new goal, which I will follow up next time. In this manner, I can confer with my students everyday or at minimum every other day.

Imagine this system with each child, everyday, like a well oiled machine!  What awesome writing we can accomplish!  It is no wonder, that today as the teacher and I (together with parents and guests) celebrated the hard work of the students, we also celebrated the hard work of our co-teaching.  The conferring folder is no longer empty.  Why not?  For two years I had delivered training on the same topic to teachers, because I knew writing conferences were not happening on a regular basis.  What made the difference this time?  "Me!"  Me being in the classroom, co-teaching and modeling what conferring is all about, not for one ISOLATED MODEL LESSON, but for two weeks straight, for one hour EVERYDAY, with the teacher's own students, and with real situations that came up each day.  "Not telling, but showing" - isn't that how we say it in writing workshop? "Show, Don't Tell!"

The conference folder is now full of notes completed by teacher and coach, as a record of the learning, scaffolding, and progress of each child and his or her writing, as a record of a skill acquired by that teacher to reach many little writers for a life time.  No wonder, she said to me today, with her eyes beaming, wide, "Conferring, That was SOOO, Helpful!"

Wonderful Writing Resources

Success Breeds Success

One by one they jumped in to share their little writers' success stories.  Some read students' writings they had bought. I could sense the enthusiasm and excitement building up in their voices.  I could feel their sense of pride in the air.  Chills ran down my spine, when for a second, I reflected upon the fact, that this was the same group of teachers from last year.  What had made the difference? 

My heart filled, at the realization that, "I had made the difference!"  I started with one teacher willing to open her classroom door to me.  We co-taught for six weeks and experienced success with our students.  The word spread.  Then, it was two teachers.  By January it was half of the grade level.  This year it was the rest of the grade level.  Today, almost in unison, they echoed their praises to our collaboration, planning, and hard work at building relationships.  They echoed their praises at excellent teaching!  The winners?  Ultimately, our students!  The children!  Success breeds success!  Coaching through co-teaching works!

The Rewards of Coaching Through Co-teaching

“Oh, my goodness you have to see Steve’s writing, Mrs. Snell!  Maybe this is one that you should read to the class during share time today.  It has amazing voice to it!  You know 'voice' is very difficult for young children to grasp.  Children need to hear other children’s writings to understand what we mean by “voice.”  Steve did an amazing job!  I am so proud of him.  Look!”  Mrs. Snell’s jaw drops, as she hears me bursting out of my skin, as I read Steve’s writing to her.   She then whispers in my ear, “Oh my, this is the child that usually hates to write.  He writes absolutely nothing most of the time! I can’t believe how motivated he has been!”

What made the difference?   Team work and collaboration between the coach and the teacher, and CONFERRING DAILY with this child, that’s what made the difference!  Children feel their work is valued when you encourage them EVERY DAY, and act like their writing matters.  When we make it a DAILY routine to have writing conferences with writers about their writing, they know we care, they want to please, and like Steve, they take pride in work that they never even knew they could produce.

Great Coaching / Co-teaching Day!

 I had a great co-teaching experience today, but I don’t have time to write about it tonight. I have to go to work in the morning.  You are invited to come back to my blog and hear all about it.

I Don't Hate My Job!

My husband, Miguel, and I







 At one point I thought I was beginning to really, not hate, but NOT look forward to going to work!  Hate is a strong word.  I am sure you have never felt that way.  Right now, it is late and I need to get to bed, so that I can go to work, but I can't wait to tell you how it all turned around for me and the teachers that I support, when I was able to bridge the world of coaching and co-teaching.  Now I can truly go home each evening and enjoy the time with my husband, because, "I just love my job!"