Tips on Conferencing

Judy Hofer
World Education / National Center for the Study of Adult Learning and Literacy
Amherst, MA

Conferencing is a one-on-one meeting between the learner and the teacher. If conducted at the beginning of a cycle, conferencing can enable the learner to privately share with the teacher his/her hopes and fears about the class and any special considerations s/he may have, as well as to help the learner develop goals for the class. Conferencing at this stage is also a good way to establish a supportive, open relationship between the learner and teacher. When used mid-way and at the end of a cycle or semester, conferencing is a way to help the learner see his/her progress, to review and revise the learner’s goals, to help the teacher get feedback for classroom and program improvement, and to plan for next steps.

Points for the Teacher
• Conference with learners three times during the cycle or semester: at start-up, mid-way, and at the end.
• Keep the conference to 30-45 minutes. Shorter than that may be too superficial; longer may limit time to meet with other learners.
• Talk about the purpose of conferencing with your learners during class time. Explain what conferencing sessions are, their purpose, and how much time they tend to take. Explain that the conference is a two-way conversation designed to inform both the learner and the teacher on ways to continue to grow and improve. Discuss the kinds of questions you ask and ask learners if they have any suggestions to make the conference a valuable one.
• Conferencing done at the start-up of a cycle may best be conducted outside class, to make a special connection with each person, to really hear what s/he has to say, to answer questions, and to help them determine what they need and want to do.
• Incorporate mid-way and end-of-semester conferencing sessions during regular class time so that neither of your schedules are overburdened. Schedule them ahead of time so that learners are expecting them, and conduct them when the class is engaged in a learning activity when your presence is not needed (when they are writing in their journals, quietly reading, working in groups on a project, etc.).
• For mid-way and end-of-semester conferences, you and the learner can prepare by having materials ready which could show learners’ progress (portfolios that should include writing and reading that is important to the learner, initial goal-setting lists, learning contracts, etc.). Let the learner know beforehand the kinds of questions you will be asking (such as ways the class could be improved). Also consider any key points or critical events that you want to make sure you have time to discuss with the learner.
• If you find that you really do not have the time to meet individually with learners even during class time, consider using dialogue journals. The journal can be adapted for assessment purposes by engaging the learner in written conversations about their goals and how their goals may have changed, their thoughts about how they are meeting their goals, progress that you see, ideas about how the class or the program could be improved, etc.

Originally published in Adventures in Assessment, Volume 11 (Winter 1998),
SABES/World Education, Boston, MA, Copyright 1998.

Funding support for the publication of this document on the Web provided in part by the Ohio State Literacy Resource Center as part of the LINCS Assessment Special Collection.