Effective Student Conferences

Robin Wellford, Chapman University School of Law
Steven J. Johansen, Lewis and Clark School of Law

Why have student conferences
1. The value of student conferences:
  1. Improved communication.
  2. Immediate feedback.
  3. Interactive learning geared to individual student.
  4. Reinforces classroom learning.
2. Determine your objectives:
  1. Substantive discussion.
  2. Organization.
  3. Grammar and style.
When to have student conferences
1. Early in the project:
  1. Focus research.
  2. Encourage early planning and reflection.
  3. Clear up potential misunderstandings.
2. After completion of polished draft:
  1. Most common time for mandatory conference.
  2. Students should be well-versed in substance.
  3. Struggling students easy to identify and help.
  4. Use private memos to help students prepare.
3. After final project is completed:
  1. Allows for reflection on entire writing process.
  2. Provides direction for transfer of skills to next project.
  3. Use annotations to encourage student reflection.
Phase One: Establishing Trust and Rapport
1. A. Non-verbal Communication.
  1. Squarely face the student.
  2. Maintain open body posture.
  3. Lean toward student.
  4. Maintain eye contact while listening.
  5. Relax.
2. Verbal Communication.
  1. Listen from the inside out.
  2. Maintain goal of curiosity: seek to understand student concerns.
  3. Listen for feelings and acknowledge them.
3. The Process (Basic Listening Sequence: BLS).
  1. Ask open-ended questions: who, what, when, where.
    - Ask closed questions sparingly to clarify & encourage shy student
  2. Encourage student reflection: verbal prompts - "uh huh;" nodding head.
  3. Restate student's key words to encourage more disclosure - "anxious?"
  4. Make reflection statements that:
    - Repeat sentence stem; and
    - Attach a feeling label (sad, glad, happy, discouraged, angry, etc.)
  5. Allow for limited self-disclosure.
Phase Two: Defining the Problem
1. Using BLS.
  1. Ask open-ended questions to allow student to lead conference.
  2. Ask closed questions to clarify source of problem.
  3. Use encouragers and restatements to further explore issue.
  4. Paraphrase to summarize main ideas.
2. Dealing with the combative student.
  1. Strive for collaborative approach (coach, don't police).
  2. Find area of agreement to validate concern.
  3. Explore solutions that show flaw in student's understanding.
Evaluating and Resolving the Problem
1. Reinforce Student Strengths.
  1. Identify strengths and how they are useful for student.
  2. Praise student whenever possible.
  3. Use voice intonation and pauses to accentuate positive feedback.
2. Identify Types of Problems & Appropriate Responses.
  1. Request for information:
    - Answer the question.
  2. Reasoning/decision-making questions - help student resolve problem:
    - Respond to student question with open, non-leading questions.
    - Encourage student to think out-loud and target concerns.
    - Assess student's level of understanding.
3. Follow-up Responses When Student Struggles.
  1. Return to basic concepts as starting point.
  2. Use leading questions to reinforce key concepts that will help student solve the problem
  3. Link questions to classroom discussion.
Phase IV: Generate an Action Plan
1. Help Student Set Goals and Deadlines.
  1. Keep realistic and specific.
  2. Allow student to select details of the plan.
2. Set-up Future Conferences If Necessary.
  1. Meet again with students who are struggling or whose work is incomplete.
  2. Encourage all students to meet with you again.
  3. Be available for brief, drop-in conferences.