1 Relationships for Learning
The first set of questions ask you about Conferring.
Conferring plays several important roles: it helps the teacher get to know students, provides time to build learning plans, creates a space for student-led assessments, and makes room to check-in on student social and emotional learning needs.
How often do you schedule time to confer with students?
I rarely confer with students.
I schedule some conferring meetings, but usually when there is a problem that I find or that the student raises.
I arrange my time to confer with each student regularly.
My students and I work together to ensure that we confer regularly.
For each of the following how often do you confer with students?
We discuss the student's learning needs.
Rarely
Monthly
Weekly
Daily
For each of the following how often do you confer with students?
We discuss the student's learning interests.
Rarely
Monthly
Weekly
Daily
For each of the following how often do you confer with students?
We discuss a learning plan by selecting activities and goals for learning.
Rarely
Monthly
Weekly
Daily
For each of the following how often do you confer with students?
We discuss the student’s learning and they explain or demonstrate what they learned.
Rarely
Monthly
Weekly
Daily
For each of the following how often do you confer with students?
We discuss strategies for learning like finding resources and time management.
Rarely
Monthly
Weekly
Daily
For each of the following how often do you confer with students?
We discuss the student's social-emotional health.
Rarely
Monthly
Weekly
Daily
Who sets up the agenda for conferring sessions?
I don’t do conferring as a regular process.
I set up all the meetings and invite students to join in.
I set up most of the meetings, and sometimes the student will set up a conferring session to, for example, to address a problem with a lesson, or to talk about another issue.
I work with my students to create an agenda that best serves their needs and interests.
Who does most of the talking during a conferring session?
I don't do conferring as a regular process.
I do most of the talking, and the student responds.
Talking is evenly shared between myself and the student.
The student does most of the talking.
You can automatically generate a "Base Needs Report" report by clicking this link. You will be taken to the Custom Report page that will show the top needs for your school. On that page you can remove data points by "un-starring" them or you can add data points to that Needs Report in the full report.
