Critical to the success of our experience with personal inquiry is the role of the teacher in conferring with learners. Far from being a routine that allows learners to simply “go off on their own” , teachers are working the room as coaches, guides, observers and co-researchers. Scheduled and spontaneous conferences are the mainstay of the teachers’ role during iTime.
Kath Murdoch discusses the importance of conferring during the inquiry process. These conversations can contribute to formative assessment, getting to know students building trust, providing feedback and learning about learning. To support all this, Murdoch provides a list of tips and questions, such as providing multiple ideas if suggesting solutions or articulating what the child has taught you. I have found one of the biggest challenges with conferencing is to support students in owning this. In a different post,Tom Whitby discusses the power associated with communicating and conferring with parents and explains how this can influence our knowledge of students and the way they learn.