Reflection

Over the course of my action research, I have learned the value of data analysis on impacting student learning. I have also learned several research-based strategies to improve student writing as well as my own writing instruction. I learned that implementing writing conferencing provides the necessary support and differentiation students need to be successful writers. Conferencing allowed me to watch and note student growth over time. I also saw the effectiveness of writing checklists. The checklists helped my students to become more aware of their writing and gave them the necessary tools to self-monitor. I was able to come away from this experience as a better teacher.

I experienced both challenges and successes through this research project. A big challenge I faced was time. I found it difficult to conference with all students during the week. I found myself trying to balance time to meet with students while also managing behaviors in the class. I was fortunate to have support from my paraprofessional and Cadre mentor to help conference with students and assist with student behaviors. Although there were challenges, I also experienced many successes. Each and every one of my students showcased growth in their writing over course of the study. I noticed my students utilizing the writer’s checklist on their own and begin to self-monitor their writing. Another success I noticed was the overall increase in the students’ confidence. I saw how conferencing gave them the recognition they needed as writers. I have also seen success in myself as a writing instructor. At the beginning of the study, I lacked confidence in my ability. Writing was an area I struggled with most. I was new to the writer’s workshop model and lacked the needed experience in the art of conferencing. I can now say that I, along with my class, have gained confidence in writing.

While conducting my research, I found that my study fit into a bigger picture. I found that the writer's workshop model is best practice. The conferencing piece of writer's workshop aligns with several educational associations. Conferencing lends itself with 21st century skills, particularly the one that states, "today's students need to develop thinking skills, content knowledge, and social and emotional competencies to navigate complex life and work environments". Through conferencing, students learn to listen and accept feedback. This is a necessary skill they will not only take with them through their remaining school career, but also into their future jobs. Conferencing also aligns with many things I must do as a teacher. According to INTASC Standard 2, "The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards." Meeting individually with students allows me to tailor specifically to their needs as a writer. It gives me the necessary information to help them meet those high standards. Conferencing also ties into Proposition 3 which states, "Teachers are responsible for managing and monitoring student learning." I monitored student learning through multiple means. I used anecdotal notes, writing assessments, and observations of daily writing. Each piece helped me to monitor their growth and support their needs.

Going forward I am looking forward to utilizing conferencing and checklists in the future. I have seen the positive impact it has on students. Next year I plan on implementing these items at the beginning of the year. Starting in the middle of the year was a difficult task. I can see how making it a routine part of writing instruction could help increase writing success as well as decrease the time needed for managing behaviors.