I think conferring , like Kate Ray states, can help build learning relationships between students and teachers. Students are able to open up and explain how and what they are thinking. Even though we, as teachers, cannot prepare ourselves for what students might say, it can be a raw and honest time with a student. This aspect of writing keeps it interesting and unpredictable.
When I have my own classroom, I plan to implement writing workshop and make it evident to students that I care about their writing and what they have to say.
During traditional writing teacher, students raise their hands for help and the teacher will answer their question. During writing workshop and conferring, most teachers keep a running record of which students they have conferred with. This record allows the teacher to keep control to provide equal opportunities for the students and their conferring time.
In my current field experience, my mentor teacher does not use writing workshop with the students. I am in a fourth grade classroom and I feel that at this age the students can be very successful with writing workshop. I think when a teacher uses conferring in the classroom, it allows all the students to become more independent with their writing. For example, Katie Ray states, "I always have students who come up to me while I'm conferring with other students . What I say to them is, Is this something you can take care of yourself? Because I really need you to do that." I think this is an excellent strategy to instill confidence and independence in the students and create an environment without disruptions.
Your comment about conferencing building relationships is one of the most important aspects / benefits of the whole approach. With conferencing, we really get to know the students as writers and can encourage them individually. Your point about independence is right on, too!
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