Conference Part Deux...Where Do We Go From Here?

Friday was the second round of report card conferences; the last set of the year barring any serious downturns in academic progress by individual students.  It's sort of nice to have them done (except two that needed to be rescheduled for this week).  I feel like the parents have a better idea of what/how their children are doing in class.  To me, the first report card conferences are kind of a wash, because unless you have a kiddo with serious behavior and/or academic issues, there isn't a whole lot to report.

Now before you get upset, here's what I mean:  First quarter, for the most part, is pretty much review of what students have learned in the previous year.  In my school, the first two weeks are used to establish routines and give diagnostic testing like DIBELS and Guided Reading Levels. (The upper grades also have their own form of standardized test practice/assessments.) Then we have our own grade-level testing (math prowess, sight word recognition, etc.).  Only in the third week do we really get into working (without interruptions).  By then, one-third of the quarter is nearly gone.  Then you review all of the things your students learned in the previous grade for another two or so weeks.  Then, and only then, do you get into the skills that help define your grade level.  By then, it's time to start gathering together the report cards and accompanying sheets for conferences.

To me, second quarter is a better indication of how a student is going to do for the rest of the year.  By the time second quarter is over, you have gotten into the "meat and potatoes" of grade-level skills and the students are working more independently.  You can really begin to see what your students are capable of.  Does that mean that you've sat back and took it easy first quarter?  Not at all.  If you teach small (K-2) children, you know that a lot of that time during the first quarter is spent trying to make them less dependent on you.  Sure, you do a lot of hands-on, helicopter-type teaching and you go step-by-step with them through most things, but by the time the second half of second quarter rolls around, you realize they can do more things on their own.  They are reading directions for themselves.  They can write more than a few words for responses.  They're starting to develop those critical thinking skills.  Their attention spans are longer than three to five minutes.  They know where the free time (i.e. "I'm done.  What can I do now?") materials are--and use them appropriately.  You can see their growth and are excited for what the future quarters hold (because you already know the projects and things you have planned for them, now that they have matured a bit and can handle the task at hand.)

In my conferences, I always give a newsletter that highlights what we will be covering in the next quarter.  (If you're new to the blog, check out this link and this link for examples.) This quarter will see my students doing two research reports: one on Black History and the other on animals.  These are not projects I would have attempted earlier in the year; the skills just weren't there.

I can't wait to see what happens!