Reading Conferences: The Golden Gate Bridge Method

If reading conferences leave you with a headache and vowing to never do that again, you’re in good company. I’d wager to bet that most middle school ELA teachers have felt frustrated and overwhelmed by reading conferences. In fact, I used to be one of them. That is, until I read Donalyn Miller’s book, Reading in the Wild.

Miller’s approach to reading conferences was one I hadn’t encountered before. Instead of rigid conference schedules that leave you rushed and overwhelmed, she took a laid-back approach (that still delivers results). I want to share this method from Reading in the Wild, and how you can incorporate it in your classroom.

What are reading conferences?

I want to back it up for a quick second. A lot of times, reading conferences and reading workshops are talked about synonymously, so I want to be clear on how I define reading conferences.

Reading conferences are 1:1 meetings with students to talk about reading. You can hold these during reading units or to check in on students’ independent reading. They can be formal with dedicated questions or casual, such as a simple check-in. 

Workshops have a larger format. They include mini-lessons and practice. A lot of times during reading workshops, teachers will also pull students aside for conferences. You can use this reading conference method with reading workshop, but it doesn’t replace the entire workshop model.

Reading in the Wild’s Approach

Let’s talk specifically about the reading conference method from Reading in the Wild. As I mentioned, before using this method, reading conferences were overwhelming for me. I felt pressured to get through X number of students in a day, and the conferences weren’t as productive as I wanted them to be.

Donalyn Miller’s approach to reading conferences is called The Golden Gate Bridge Method. What separates it from others is that it isn’t rigid or scheduled. The idea came from the Golden Gate Bridge maintenance workers. Every day, they paint as much as they can – simple as that. Sometimes they get a lot done, other days fog or bad weather slows them down. Once they finish painting, they simply start over.

The same goes for reading conferences with The Golden Gate Bridge Method. Some days you’ll meet with five students. Other days you might barely make it through two. That’s okay! You simply work through at the pace you can, and when you finish, you start over.

You might be thinking, “Really? That’s it?” Yep! Sometimes a simple approach to age-old classroom methods really is the easiest.

Using The Golden Gate Bridge Method

Let’s be realistic though: it’s easier said than done. You’ve likely pressured yourself for years to get through conferences. Slowing down can feel weird or like you’re doing it wrong. But I want you to think about it in another way. By slowing down, you make more room for thoughtful and meaningful conversations with students.

Here are a few tips for using this reading conference method from Reading in the Wild.

#1 Ditch the Expectations

In the beginning, there will be a voice in your head that will say, “If we get through four conferences this period, I’ll be happy.” Do your best to ditch the expectations or change the narrative. What if instead of it being how many students you meet with, it’s about the conversations you have? 

#2 Make a List

When you let go of the rigid routine, you might move through conferences a bit slower. That’s okay. I suggest meeting a list of your students and checking off when you meet with them, the date, and any notes from the reading conference. Don’t stress about how many people are checked off – this just helps you keep track of who you’ve met with.

#3 Celebrate the Wins

Trying anything new in your classroom means inevitably, at some point, it will flop. Some days, you won’t make it through a single conference. On other days, you’ll feel that pressure to rush. Try to celebrate your wins along the way. Maybe you finally got a shy student to open up, or met with a student who hates reading – but made it through a chapter. That’s what reading conferences are all about.

#4 Keep It Casual

In prior reading conferences, you were probably told to show up with questions and the process felt really formal. That adds pressure on you and can keep students from opening up. Instead, try walking into the reading conference as if you’re just there to chat. Ask students how their reading is going and give them a chance to guide the conversation around reading.

It’s ironic because by taking off the pressure and slowing down, you’ll naturally pick up the pace over time. Reading conferences will become less headache-inducing, and instead become a meaningful part of your classroom.