Student-Led Conferences

"The work of the adolescent during the period of valorization will shift the plea of the child from “Help me to do it myself” to the plea of “Help me to think for myself.”  ~ Dr. Maria Montessori

Imagine you are a seventh grade student at Quest...

You have had a busy fall adjusting to the new routines and expectations of Middle School, and you have worked hard during the first units of study. You have stretched yourself in many ways. Some work has been successful beyond your expectations while other endeavors are ongoing. You have had discussions with your parents about how the first term is going, and you have received feedback and had conversations with teachers about your work. It is now a Friday in mid-October...

Scenario One: You have the day off from school, and your parents have scheduled a meeting to confer with your teachers about your progress so far this year. You may have a sense of what will be discussed, but it is a conversation between the adults, so you decide to make the most of the free day. 

Scenario Two: You have spent time over the past two weeks preparing for your student-led conference. You have chosen work samples and written reflections that emphasize how your skills and abilities have developed. You have also reflected on your positive role in the classroom and how you might choose to contribute more to this community in the coming months. Finally, you set a goal for yourself that requires you to step into courage, or to “be brave, not perfect.”

In the Montessori environment, independence and agency are fostered from the first days in Toddler and built upon in developmentally appropriate ways throughout successive years. In Middle School, an important part of taking ownership of one’s own learning is the student-led conference. In this model, the student presents work and guides discussion. Everyone at the conference table has a voice, but the students have determined for themselves what direction that discussion will take and therefore have ownership in assessing progress and determining objectives for future work. The parents’ role is to give their child time and space to own the process at the beginning of the conference and then to enter the conversation with comments and questions about strengths, growth, and goals. Teachers assist in facilitating the process, especially in preparing for conferences as work samples are chosen and reflections are written.