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How's It Going?: A Practical Guide to Conferring with Student Writers
Our one-on-one talks with students during writing workshop offer us perfect opportunities to zero in on what each student needs as a writer. As Lead Staff Developer for the Teachers College Reading and Writing Project, Carl Anderson has provided hundreds of teachers with the information and confidence they need to make these complex conferences an effective part of classroom practice. Finally, in "How's It Going?," Anderson shares his expertise with the rest of us. For Anderson, the key to a powerful writing conference lies in understanding that it is a conversation with a clear purpose and a predictable structure. This is the best lens through which to view the task of talking about writing. To that end, Anderson shows how we can take what we already know about having effective conversations and use that knowledge. Sample transcripts of conferences with elementary and middle school students in both urban and suburban settings walk us through the process step by step, providing new insight into how ambitious conferences unfold.
Above all, "How's It Going?" is a practical book. Written in a conversational style, it's filled with lots of useful advice, including an in-depth discussion of the teacher's role in conferences, strategies for teaching students to take an active role, ways to weave in literature, minilessons, classroom management strategies, and responses to the most frequently asked questions about conferring. Along the way, readers will learn new ways of thinking, develop effective techniques, and perfect straightforward strategies. At the same time, they'll grasp the art and logic of conferring, and with this learning in mind, discover for themselves how to confer well.
Above all, "How's It Going?" is a practical book. Written in a conversational style, it's filled with lots of useful advice, including an in-depth discussion of the teacher's role in conferences, strategies for teaching students to take an active role, ways to weave in literature, minilessons, classroom management strategies, and responses to the most frequently asked questions about conferring. Along the way, readers will learn new ways of thinking, develop effective techniques, and perfect straightforward strategies. At the same time, they'll grasp the art and logic of conferring, and with this learning in mind, discover for themselves how to confer well.
224 pages, Paperback
First published February 21, 2000
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293 people want to read
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Displaying 1 - 30 of 32 reviews
August 3, 2015
I thought this book was a helpful and very practical guide to improving my Writing Workshop practices. I appreciated the conference transcripts, ideas to solving problems within the workshop, and the author sharing his thinking and decision making during the many different conference situations a teacher can encounter. I highly recommend this book for any elementary teacher looking to improve his or her workshop time!
June 23, 2012
This is a WONDERFUL book for anyone that uses Writers Workshop. It has practical advice on management, as well as things like how to open up conversations, that it's OK to not have a teaching point already in mind. To use what the students are using, or not using, and guide them in their craft, not their story. It also promotes the use of mentor texts and mentor authors to guide students. Something I had not thought to do, but now will absolutely include in the repertoire.
I highly recommend this to anyone that uses Writers Workshop.
I highly recommend this to anyone that uses Writers Workshop.
February 11, 2015
The beginning of this book was a bit of slow-going for me, but once I got over the hump, I really liked some of the practical suggestions Anderson gave toward the end of the book for keeping your writing workshop running smoothly while the teacher conferences with students. I'll definitely be taking some of those suggestions with me into the classroom.
November 15, 2013
“If we can keep only one thing in mind-I fail at this half the time-is that we are teaching the writer and not the writing. Our decisions must be guided by "what might help this writer "rather than "what might help this writing.� [p.8]
“There's more to writing well, after all, then having repertoires of strategies and techniques. Good writers you strategies and techniques thoughtfully because they've learned to step back from their writing and reflect on what they are doing.� [p.9]
“My role and conferences to find out from students work they're doing a sweaters and how to do that work better. Instead of worrying about what I was going to talk about with them, I concentrated on learning how to conversations in which students tell me what they need, and I meet those needs.� [p.25]
“When I asked research questions, I try to remember that my job as a writing teacher is to help students become better writers, not to improve the pieces of writing a are currently working on. It's all too easy to ask leading questions that inadvertently direct students to develop content or to a private meetings that Olhar hours and not necessarily theirs.� [p.44]
“Finding away student made a particular decision-whether the student gives me an explanation himself in the course of our conversation about his writing, or I have to ask him myself-helps me understand how deeply understand the work he's doing.� [p.44]
“It's important to be crystal clear that our job in the second part of a conference isn't to try to fix up all that's wrong with the students piece. Because I'm a more experienced writer and the students I teach, it wouldn't be hard for me to read their pieces and tell them what changes they should make. If this were the way I conferred with students, then I would be teaching them to be dependent on me to tell them what their writing needs. I wouldn't be teaching them to have the intentions and strategies they need to write well in the future independent of me.� [p.56]
“When we are up-front with our students from the beginning, and we tell them that in writing workshop we are going to give them critical feedback about their writing work, then students expect that's going to happen in conferences-and there's much less chance that there will be hurt feelings.� [p.59]
“Sometimes teachers asked me if I've taken away a child's ownership of his writing process when I decided not to get behind the work he has told me he is doing. I answered, "yes, I have. "Well Ivalu ownership, I also value teaching, and sometimes these two values conflict. Each conference is such a precious teaching opportunity, and I want to be sure to use it to teach a child what I feel he most needs to learn at this point in time.� [p.71]
“There's more to writing well, after all, then having repertoires of strategies and techniques. Good writers you strategies and techniques thoughtfully because they've learned to step back from their writing and reflect on what they are doing.� [p.9]
“My role and conferences to find out from students work they're doing a sweaters and how to do that work better. Instead of worrying about what I was going to talk about with them, I concentrated on learning how to conversations in which students tell me what they need, and I meet those needs.� [p.25]
“When I asked research questions, I try to remember that my job as a writing teacher is to help students become better writers, not to improve the pieces of writing a are currently working on. It's all too easy to ask leading questions that inadvertently direct students to develop content or to a private meetings that Olhar hours and not necessarily theirs.� [p.44]
“Finding away student made a particular decision-whether the student gives me an explanation himself in the course of our conversation about his writing, or I have to ask him myself-helps me understand how deeply understand the work he's doing.� [p.44]
“It's important to be crystal clear that our job in the second part of a conference isn't to try to fix up all that's wrong with the students piece. Because I'm a more experienced writer and the students I teach, it wouldn't be hard for me to read their pieces and tell them what changes they should make. If this were the way I conferred with students, then I would be teaching them to be dependent on me to tell them what their writing needs. I wouldn't be teaching them to have the intentions and strategies they need to write well in the future independent of me.� [p.56]
“When we are up-front with our students from the beginning, and we tell them that in writing workshop we are going to give them critical feedback about their writing work, then students expect that's going to happen in conferences-and there's much less chance that there will be hurt feelings.� [p.59]
“Sometimes teachers asked me if I've taken away a child's ownership of his writing process when I decided not to get behind the work he has told me he is doing. I answered, "yes, I have. "Well Ivalu ownership, I also value teaching, and sometimes these two values conflict. Each conference is such a precious teaching opportunity, and I want to be sure to use it to teach a child what I feel he most needs to learn at this point in time.� [p.71]
January 17, 2016
There is a lot of useful information in this book. I will admit that the first two chapters, while useful, did not especially grab me. The second chapter about the teacher's role in a writing conference is particularly long, and some of the information in both chapters seemed repetitive, even though it rang true and showed explicitly how to conference with students. It was missing humour that might have added a bit more readability to what is essentially a collection of transcripts of various student writing conferences. That said, it was worthwhile to keep reading.
I very much liked the third chapter, which is about the student's role in a writing conference, and think it would have made an excellent first chapter. The chapters about mentor texts and what the other students are doing while the teacher has individual conferences were also very helpful. I wish the "Afterw0rd" had been the introduction - he reflects about seeing a student from his sixth grade class years later, and how meaningful writing is to both of them - how it provided a bridge to show students how much he cared about them as individual people.
I very much liked the third chapter, which is about the student's role in a writing conference, and think it would have made an excellent first chapter. The chapters about mentor texts and what the other students are doing while the teacher has individual conferences were also very helpful. I wish the "Afterw0rd" had been the introduction - he reflects about seeing a student from his sixth grade class years later, and how meaningful writing is to both of them - how it provided a bridge to show students how much he cared about them as individual people.
February 23, 2014
Great book on conferring. Carl Anderson is a great writer and teacher. You can really connect with him as a teacher. He shares real experiences that are common to teachers. This book really is very 'practical' and gave me many ideas for immediate application in my own classroom. It was an easy read. Carl Anderson has a gift for making things very clear and understandable (which is probably why he is probably such a gifted writing teacher). Writing is one of the more difficult subjects to teach, especially to students with disabilities (I am a Special Education Teacher), but Anderson makes the principles of effective instruction and conferring in writer's workshop more tangible. A must-read for elementary/middle school teachers teaching writing.
One of the best, if not the best, books on writing to kids that I have read. (Although I haven't read TOO many).
One of the best, if not the best, books on writing to kids that I have read. (Although I haven't read TOO many).
June 12, 2012
Perhaps it's because I teach an older audience than Anderson that I found this book so disappointing, but I feel I can safely say I won't be returning to it for advice any time soon.
His "suggestions" were so vague and obvious that they seemed almost pointless. Really, I should ask questions? I should identify what they need and then teach them that skill? I didn't need a $20 book to figure that out. I felt there was very little practical advice here, and now that I'm done, I certainly don't think I learned anything valuable about how to have better writing conferences.
Hopefully I'm more successful with my next text.
His "suggestions" were so vague and obvious that they seemed almost pointless. Really, I should ask questions? I should identify what they need and then teach them that skill? I didn't need a $20 book to figure that out. I felt there was very little practical advice here, and now that I'm done, I certainly don't think I learned anything valuable about how to have better writing conferences.
Hopefully I'm more successful with my next text.
August 17, 2011
This book is invaluable to teachers of writing. He explains clearly what should happen during conferences, why these steps are important, and how to make them happen. Information about mentor texts and mini-lessons are also included, but I never felt as if he were over-reaching. It is also not one of those PD books that you think, "Really? Where's the rest?' Anderson gives ample examples and refers to them throughout the many points he makes in the book. He thinks deeply about his teaching and it shows. He helps us to think deeply about our teaching too.
February 7, 2013
I read this book for a professional development online class. It definitely served the purpose of enriching the writing conference experience in my classroom. Good, workable book with lots of insight and teaching points for teachers wanting to dig deeper in their writing conferences with children.
June 29, 2014
4.5 if I had the option. Very practical ideas and descriptions of basics of the writing workshop and more depth about the ins and outs of conferring. I would like to reread next fall once I am a couple months into my writing workshop to remember all the things that I was nodding my head and writing sticky notes about. Read June 2014
July 2, 2015
I will use this book's ideas in my 5th grade writing workshop this fall -- MOST of them! I love that it offers concrete, clear suggestions for conferencing in particular & writing workshop in general, always with several specific examples given so you can picture EXACTLY what the author means. Very helpful.
May 26, 2009
Sure wish I would have had this one about 12 years ago as I set up my own writing workshop for students. It's been out since 2000, how could I have missed it? It is right on target for conferring with students. Anyone teaching in a workshop format should read this.
January 25, 2011
A great one to read no matter how far along you are with writing conferences. Good review, but he also introduces the content well so that a new teacher to conferring will be able to understand. I enjoyed how he tied in personal stories and connections throughout the book.
August 3, 2013
Great ideas and helpful advice for improving conferences during the Writing Workshop. Highly recommend this for teachers looking to improve their conferring and help focus their teaching during the Workshop.
May 23, 2015
Great resource with lots of practical tips and ideas around conferring. Not just of value to classroom teachers but anyone interested in getting a better understanding what the writer's workshop looks like.
June 12, 2018
I'd highly recommend this book to anyone who wants to be able to have better one-on-one conferences with their students. The methods are for writing feedback but could work for any area of the curriculum.
August 1, 2010
This is a great book about writing conferences.
Currently reading
June 14, 2010Great book for ELA teachers looking to manage paper-flow and time in a workshop environment.
May 12, 2011
Easy to read book, filled with plenty if practical, good advice. All teachers will find something applicable in this common-sense how to conference book.
July 31, 2011
This book is a big help for conferring. I am looking forward to using the information I gathered and trying it out. It doesn't read too much like a text book.
July 22, 2013
Great resource about how to effectively confer with students--will definitely be implementing the strategies from this book into my conferences with students.
July 1, 2014
This book is packed with great ideas on how to conference with students in easy and effective ways.
March 22, 2013
Nice mix of practical and pedagogical ideas to create realistic ideas behind conferring with students.
July 4, 2014
I recommend Chapter 4- Matchmaker, Makermaker: Teaching Students to Learn from Authors to my school library peeps. How's It Going reminds all of us that- oh boy, teaching is hard work! #bookaday
January 1, 2015
Good resources for working on conferring with student writers. This can be one of the more challenging parts of the workshop model.
November 22, 2015
Helpful tips for conferring with readers. Easy and straightforward.
December 2, 2018
I reread this book this year and was AMAZED at how much I learned from it...again.
January 30, 2019
It doesn't really break new ground but it's one of those books that articulates sensible conference techniques in a way that helps clarify and focus good practices.
September 2, 2019
3.5 stars. Having read a bunch of similar books by Serravallo and Calkins, I didn't find a whole lot of important information in here, but I tabbed enough pages to say that reading this book was a good use of my time and that it's a text I'll be returning to.
July 18, 2022
Detailed examples of workshop conversations. Suggest to use things writers do anchor charts to make sure students can work independently.
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