SLCs are like parent-teacher conferences in many aspects in that they are meetings between the three stakeholders (parents, students and teachers) in response to a student's needs. In the parent-teacher conferences, the dialogue is primarily between the parent and the teacher, who attempt to find a way to address the issues the student is facing.
Student- led conferences, or SLCs, are a type of parent-teacher conference that is student-led, meaning that the student is in charge of the meeting, and explains his or her progress (or lack thereof) to the other stakeholders in a face-to-face meeting using a portfolio they assemble containing examples of their own work. The student is also in charge of determining their SMART goals and how to achieve them.
The move toward SLCs is prompted by a failure of many students to take ownership of their education (low self-efficacy) and a growing tendency to under-perform (low motivation). By including the student in the evaluation process, there is a greater likelihood that they will grow both academically, and socially.
SLCs are different in that they are designed to accomplish several things:
While all of those are good reasons for conducting SLCs, some educators have observed that there are disadvantages: " Although attendance is high for student-led conferences, should a parent fail to attend a student-led conference, it can lead to a great deal of disappointment for a student who has worked hard to prepare (Sheppard, 2007)." Despite that drawback, which can be substantial, the overwhelming consensus is positive and if SLCs are used in conjunction with traditional parent-teacher conferences, student achievement should increase.
Sheppard, Rick; A Few Minutes At the Millenium. Retrieved from http://freedom7school.blogspot.com/2007/02/student-led-conferences.html
Student- led conferences, or SLCs, are a type of parent-teacher conference that is student-led, meaning that the student is in charge of the meeting, and explains his or her progress (or lack thereof) to the other stakeholders in a face-to-face meeting using a portfolio they assemble containing examples of their own work. The student is also in charge of determining their SMART goals and how to achieve them.
The move toward SLCs is prompted by a failure of many students to take ownership of their education (low self-efficacy) and a growing tendency to under-perform (low motivation). By including the student in the evaluation process, there is a greater likelihood that they will grow both academically, and socially.
SLCs are different in that they are designed to accomplish several things:
- Show stakeholders that student experiences and opinions are valued;
- Empowering stakeholders, especially the student;
- Provide time for the student to express their views on their progress to other stakeholders;
- Provide support for the student;
- Provide accountability for the student;
- Provide a positive environment for stakeholders to interact;
- Place responsibility for student achievement on the student.
While all of those are good reasons for conducting SLCs, some educators have observed that there are disadvantages: " Although attendance is high for student-led conferences, should a parent fail to attend a student-led conference, it can lead to a great deal of disappointment for a student who has worked hard to prepare (Sheppard, 2007)." Despite that drawback, which can be substantial, the overwhelming consensus is positive and if SLCs are used in conjunction with traditional parent-teacher conferences, student achievement should increase.
Sheppard, Rick; A Few Minutes At the Millenium. Retrieved from http://freedom7school.blogspot.com/2007/02/student-led-conferences.html
