Conferencing

The part that struck me about this chapter is on page 112-113. I loved the dialogue that the teacher and the student were having about the student's writing. I was impressed that the student knew as a learner that she was "stuck" and knew that if she wrote things out she would get unstuck. I could definitely tell that the conferencing between the teacher and the student was not a new process. The student knew the writing process and talking through the process with the teacher left the writer independent and knowing the next step of her writing.

susans comments: Yes, I think that is true. Aren't you finding as we go along in this class and assign more writing, the students are more receptive and invested in the work?

Susan Ingerson's comments: I can't say that I am currently assigning more writing, but I have lots of ideas for next year or as the year progresses (students are in the middle of presenting body systems right now). I too liked this passage because he was trying to not influence her writing, but guide her in a direction that would let her move forward with HER own thoughts and ideas, not his. Students definitely get into the groove of trying to give the teacher what they think the teacher wants. This class has helped me find ways to incorporate writig that is ther own voice and eliminates the feeling of trying to catch **what I want**.