Strategy

Student-Teacher Conference

Learning Conversation, Student-Teacher Conference, One-on-One Meeting, Student-Led Conference

A student-teacher conference is a one-on-one meeting between a student and a teacher. The most effective conferences ensure that each member is both an expert and learner during the conversation. Both the student and the teacher identify strengths and areas of growth during their discussion and then collaboratively select specific strategies that will support the student’s progress. The teacher should model selected strategies and participate in guided practice with the student during the conference. This type of meeting helps increase motivation and leads to higher achievement as students use it as an opportunity to build their self-monitoring skills and reflect on their growth and how they can continue to improve.

Ready-to-Use Resources

Progress Monitoring Tool

Goal-Setting Student-Teacher Conference Form

A form that can be used during student-teacher conferences to guide students in reflecting and setting goals.

Grade 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 · Behavior & SEL · 1 pages


Progress Monitoring Tool

Student Led Student-Teacher Conference Form

A form that can be used to help students prepare for student-led conferences. Students can also use the form during the conference to record ideas discussed with the teacher.

Grade 5, 6, 7, 8, 9, 10, 11, 12 · Behavior & SEL · 1 pages


Progress Monitoring Tool

Student-Teacher Reading Conference Form

A form that can be used during reading conferences to guide students in reflecting on their strengths and challenges as a reader.

Grade 3, 4, 5, 6, 7, 8 · Reading, Behavior & SEL · 1 pages


Progress Monitoring Tool

Picture-Based Problem-Solving Conference Form

A form that can be used during student-teacher conferences focused on social or behavior goals. Use this form to guide students in creating action plans to meet goals. In order to further support students, visual representations for student and teacher responses have been provided in this graphic organizer.

Grade 2, 3, 4, 5 · Behavior & SEL · 1 pages


Progress Monitoring Tool

Problem-Solving Student-Teacher Conference Form

A form that can be used during student-teacher conferences focused on social or behavior goals. Use this form to guide students in creating action plans to meet goals.

Grade 4, 5, 6, 7, 8, 9, 10, 11, 12 · Behavior & SEL · 1 pages


Implementation Tips

Preparation
Have a student complete a pre-conference form to formulate their discussion items and questions. Use this information to establish the agenda with the student in advance. Doing this will help keep the tone of the conference positive and optimistic, focusing on the student’s strengths as well as providing clear steps for further growth.
Scheduling Time
Be creative when determining how to fit conferences into your class schedule (e.g. during center rotations, class warm-up activity, independent work time, etc.). In order to best utilize time, choose only two or three key points to discuss during the conference, and limit each conference to about ten minutes.
During a Conference
Provide students with a [[https://drive.google.com/a/goalbookapp.com/file/d/0B4HtsyCcV-qad28tTzFibjRXSDg/view | feedback form or checklist]] during the conference. Students can use this as a helpful reference or guide for future work. Check out these two examples of feedback forms from [[https://drive.google.com/file/d/0B-zPd837yVcwMFZYR3J5QmhMdDA/view | Scholastic]] and the [[https://drive.google.com/file/d/0B-zPd837yVcwOTk3aks0NVdLeFk/view| Intel Teach Program]].
Developing Independence
During the meeting, encourage students to identify and establish their own goals. As conferences and the value for feedback become more integrated into the classroom culture, students will be more motivated, engaged, and independent in their ability to monitor their own progress.
Increasing Engagement
For students who need more support, it may be helpful to have a pre-identified list of areas of growth and possible strategies from which students can select. This teacher-generated list can be represented in various formats (e.g., written list, pictorial representations, etc.).

Examples

Academic
This strategy can be targeted at skill-specific or activity-specific tasks (e.g., a research paper, test-preparation). A conference can be used to identify the student's specific area of need by asking [[https://drive.google.com/a/goalbookapp.com/file/d/0B-zPd837yVcwQzhYYVhBTnBCdDQ/view | open-ended questions]] that encourage students to honestly articulate their thinking (e.g., "Tell me about how this week’s writing assignment is going?"). The teacher can suggest one or two strategies based on the student’s learning preferences and needs. During this time, the teacher helps the student understand when to apply the strategy, why it is important, and model the skill (e.g., "Let's practice Metacognitive Note-Taking to help identify examples from the text.") In subsequent conferences with the student, check in about how the student used the strategy and how it has helped.
Behavioral
Student-Teacher conferences can be used as an opportunity for a teacher to understand the function of a student’s behavior and for a student to reflect on the impact of their behavior on their learning and the learning of others. The student and teacher work together to identify the root cause of the behavior (e.g., “I talk to my friends in class when you’re talking because I'm asking for help”) and brainstorm strategies the student can use to meet the same need (e.g. raise hand, write it on a post-it, etc.). Help the student set a goal to use one of the strategies a certain number of times per day. Follow up with the student in future conferences to discuss their progress.
Self-Monitoring
Teachers can use student-teacher conferences to help learners monitor their own progress and make adjustments to their learning goals, as needed. Prior to the end of a unit or grading period, teachers can schedule conferences with students to evaluate and reflect upon their academic progress, with regards to both content and skills. Teachers can ask students to complete a pre-conference form identifying strengths and areas of growth that they would like to discuss. Conference time can then be used to discuss both teacher and student-generated topics, create short-term goals, and brainstorm possible strategies according to the student's individual needs.

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