Reviewing Student-Teacher Writing Conferences

Too often kids think a ‘writing conference’ is where the teacher ‘fixes’ your writing... 


The notion of a conference as a 'conversation between two writers' needs to be at the heart of a conference. 

If we want provide our writing lessons with authenticity then as teachers we must encourage students writers to request a conference when needed rather than foisting one upon them.

There's little to be gained interrupting the flow of a writer deep in the act of composing a piece, just to conduct a writing conference.

On the other hand, there's little point in making a writer wait when they desperately need your support to deal with a perceived roadblock in their writing. 

It therefore makes sense to set up a system where the needs of the writer are placed at the centre of the action. Better to implement a conferring system where the writer is encouraged to identify a need to confer and is able to initiate some discourse around their writing. 

The student writer is asked to write their name up on a chart, board or designated space, indicating a desire to talk about their writing. Some teachers laminate name cards and these can easily be posted in the appropriate spot to alert the teacher that a writing conversation is needed. 

There will of course be those writers who may be reticent about putting their name up to request a conference. They may be inexperienced writers and lack the confidence to make a formal request. There are a couple of ways in which we can assist such writers.

A young writer once informed me, 'I have written my name up for a conversation about my writing, but my friend is a bit shy.'
'No problem,' I replied. 'Bring her with you and she will be able to see how it works. She can watch and learn how we talk about writing.'

It was a case of allowing the young writer to feel comfortable with the process and what it demanded of her. We must continue to scaffold and model learning at all stages of the writing process if we expect young writers to buy in.

I also encourage teachers to be proactive when they notice a writer is reticent about requesting a writing conference. Teacher conference notes may reveal that some writers are underrepresented when it comes to requesting conference time. It may be prudent to gently approach a writer who hasn't actively requested any assistance and suggest that they consider putting their name forward for a conference during the next workshop. This allows the writer 24 hours to prepare. Ask them to think about an aspect of their writing they may wish to discuss at that future time. Such an approach is gentle and provides an ice-breaker.

At the opposite end of the spectrum is the writer who exhibits anxiety and may be seeking writing conference too frequently without giving themselves sufficient time to implement a strategy recommended for them to try in their writing. It is important to be gentle with such writer and to build their self confidence as problem solvers.


* It is also important to set up protocols detailing some things writers can do while waiting for the conference to take place. Involve the students in identifying some suitable actions they could undertake while waiting. (write them up on an anchor chart and display this prominently). This encourages productive use of talents and time while waiting for an appointed writing conversation.

Empowerment of writers is the end game. If young writers come to a conference with a considered view of the help they feel they need, it's such a great way to open the ‘conversation.’ It means the teacher doesn't have to carry all the responsibility for identifying the needs of the writer. Teaching time is consequently more effectively used. The teacher does not have to undertake as much forensic work to identify what the individual writer may need. The writer provides tangible clues. 

Such an approach to conferring also encourages the writer to articulate their particular concerns and allows them to practice the language of writing. In time they become more skilled at talking about their writing lives. They also become more reflective about their own particular processes as writers.

Writing conferences don't just deal with writing roadblocks. The writer may come seeking clarification for a proposed action. The writer may be asking -'Is this okay?' They may come seeking advice. They may come seeking affirmation for an initiative they have taken. We must be open to assist with a range of possible reasons for a writing conversation.