Conferencing Tips1 Content Develop a self-evaluation checklist that students complete before the conference. Discuss their responses during the conference. Develop a checklist with recommendations for further study and give a copy to students. Discuss areas of strength and areas of weakness and make recommendations of ways to improve their English. At mid-cycle ask students what types of class activities they like and don’t like. Give students a challenge or goal for the rest of the cycle. At mid-cycle, discuss their progress toward the next cycle. Ask students how they think they are doing. Ask students what they need and want to study. Ask students if they are planning to continue their study at REEP. When applicable (e.g., student has excellent attendance), discuss scholarship opportunities. At the beginning levels, keep the information simple and minimal. Use smiley face visuals to indicate good, so-so, and needs improvement to discuss their progress in listening/speaking and reading/writing. Have writing samples on hand and discuss progress and areas that need improvement. Review a portfolio of student’s work to show progress. Logistics Manage expectations – explain the conference to students ahead of time so that they know what to expect. In applicable, conduct conferences on days when you have a volunteer in the class. Conduct conferences on lab days and provide students with computer activities that they can do independently. Be sure to check with the lab assistant and let them know your plans. Set up a schedule so that students know when their conference will take place. Prepare activities that students can do independently or with a partner. Conduct the conferences in a place with some privacy. Set up self-access stations in the class so that students can work independently on a variety of skills and activities during conferencing. 1 Developed by REEP teachers, September 2008 In-service: Meeting All Learners’ Needs, Part 3.