5 Myths About Conferring in the Reading Workshop Classroom and the Truths You Need to Know

Conferring with students is one of the most powerful tools in a reading workshop, yet there are many misconceptions about how to do it effectively. Some teachers shy away from conferring due to these myths, missing out on the opportunity to deepen their students' reading skills through personalized, one-on-one interactions. In this blog post, we’ll clear up the five most common myths about conferring and explore the truths that can help you maximize this crucial instructional strategy.

Myth 1: Conferring is Only for Struggling Readers

Truth: Conferring is for every student, not just those who need intervention.

Many educators believe that conferring is only necessary for students who are struggling with reading. However, this could not be further from the truth.

Conferring is a tool that can benefit all readers—whether they are excelling or needing support. For struggling readers, it provides targeted interventions to address specific issues, but for proficient readers, conferring offers opportunities for enrichment, goal-setting, and refining their strategies. Every student, no matter their level, can benefit from personalized feedback, goal-setting, and reflection during a conferring session. By making conferring a regular part of your routine, you create opportunities for all students to advance at their own pace.

Myth 2: Conferring is Time-Consuming and Hard to Manage

Truth: Conferring can be streamlined and effective with intentional planning and organization.

A common myth about conferring is that it’s too time-consuming to be effective in a busy classroom. Teachers often worry about finding the time to confer with each student individually, especially in a classroom with 20 or more students.

The truth is that conferring can be highly efficient if you are strategic about it. Here’s how:

• Use a Conferring Schedule: Plan your conferences ahead of time, focusing on one group or individual at a time. This ensures that everyone gets the support they need while keeping things manageable.
• Group Students by Similar Needs: Instead of meeting with each student individually on different topics, group students based on similar challenges or areas for growth. This way, you can meet with several students in one session, making your conferring time more efficient.
• Keep Conferences Short and Focused: Conferring doesn’t need to take 10-15 minutes for each student. Focus on one or two key points and give students actionable steps to work on.

Myth 3: Conferring is Just a Conversation, Not an Instructional Strategy

Truth: Conferring is an intentional, data-driven instructional strategy.

Some teachers view conferring as just a casual conversation where they ask students what they’re reading and how it’s going. While building relationships is important, conferring should be more than just a chat—it’s a targeted, instructional moment where you gather data, give feedback, and set goals.

Here’s how conferring can be more than just a conversation:

• Use Student Work to Guide the Conference: Whether it’s a running record, journal entry, or reading response, use student work as the foundation for your conversation. This allows you to give specific feedback and actionable next steps.
• Set Goals for the Student: Every conference should end with clear, achievable goals. This helps students take ownership of their learning and provides direction for their reading.
• Track Progress Over Time: Use conferring as an ongoing data point. By keeping records of your conferences, you can track student progress and adjust your instruction based on what’s working and what needs attention.

Myth 4: Conferring is Only About Fixing Problems

Truth: Conferring is also about celebrating successes and encouraging growth.

While it’s true that conferring helps address student challenges, it’s just as important to celebrate successes and acknowledge growth. Many teachers may only focus on areas where students need improvement, but this approach misses an opportunity to build students’ confidence and motivation.

Here’s how conferring can be used to encourage growth:

• Acknowledge Progress: Celebrate improvements, whether they’re small or large. Recognizing progress builds a student’s self-esteem and reinforces their effort.
• Encourage Reflection: Ask students to reflect on what they’ve learned and how they’ve grown. This self-awareness can be a powerful motivator.
• Focus on Strengths: Even when discussing areas for growth, make sure to highlight what the student is doing well. This balanced feedback helps students see that learning is an ongoing process.

Myth 5: Conferring Can Be Done Spontaneously Without Any Structure

Truth: Effective conferring requires structure, planning, and reflection.

While conferring may feel spontaneous, without a clear structure, it’s easy to lose focus and miss important learning moments. To maximize the impact of conferring, you need to approach it with intentionality and a plan.

Here are a few tips for structuring your conferring time:

• Use a Conferring Template: Create a simple template that helps you focus on key areas of each conference, such as what the student is working on, what challenges they’re facing, and what next steps are needed.
• Reflect on Each Conference: After each conference, take a moment to reflect on the student’s progress. Document what strategies were helpful and plan your next steps accordingly.
• Track Student Data: Use data from previous conferences to inform your future sessions. Tracking progress allows you to adapt your instruction and help students stay on track.

Conclusion

Conferring is an essential part of the reading workshop that can greatly enhance student learning, but it’s important to move past these myths and embrace the true potential of this strategy. When done thoughtfully and strategically, conferring provides valuable insights into each student’s growth, allowing you to tailor instruction and support in a way that truly meets their needs.

By using conferring to celebrate growth, set goals, and track progress, you’re not only helping your students become better readers—you’re empowering them to take ownership of their learning.

Reflection Question:
What strategies can you use during conferences to make them more meaningful and actionable for your students?