 One thing I am asked about often is how to grade the work students complete in Socratic seminars. I like to think of it more as tracking and assessing rather than grading. It’s more important to track progress than it is to give students a grade because Socratic seminars are designed to meet students where they are in terms of the many different skills needed to have a successful seminar. In order to monitor progress, I track student participation. For a more traditional sense of grading, I use a rubric to score their writing responses (to the seminar). Using both of those methods, I am able to really assess a student’s understanding of our class novel and identify areas in which they need more support.
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 One of the biggest struggles I’ve had in the past and (it still comes up now and then) with students is getting them to respond authentically to each other. I know that when we first start teaching kids how to have a group conversation, we tell them that it’s important to always recognize the person who just spoke. I practice this all the time with my students, until they get it right. In the past, I have given them sentence starters such as, “I agree,” or “I disagree”, etc.
I noticed that yes, it does help to provide those, but then I started to have kids saying things like, “I agree” and start talking about something completely different or even agreeing to an opinion that, after they start talking, I realize they didn’t actually agree at all! I remember feeling like I failed in a way because the kids were just spitting out the responses I told them to say. They didn’t really know how to respond to each other authentically and the conversation wasn’t a conversation at all. 
One of the biggest struggles I've dealt with during Socratic seminars was getting students to discuss the book at the beginning, before anything interesting or important has happened yet. It always felt like there wasn’t much to say until about a third of the way through the story after already meeting for a few weeks. The conversations were dull until the main character started to be developed more or the problem/plot started to build.
Below is a list of strategies to get the Socratic seminar going before the book becomes really engaging: 
Today was an interesting and good reminder for me that I need to explicitly be teaching students that Socratic seminars are not a place for debate, but discussion.
My 6th graders are currently reading Maniac Magee, by Jerry Spinelli. If you haven’t read this book, I highly recommend it for all students between the ages of 10 and 12. It tells the story of Jeffrey Lionel “Maniac” Magee whose parents died and he was forced to live in the most unhappy of places - with his Aunt Dot and Uncle Dan who hate each other. One day, Maniac can’t take it anymore and he runs away! He crosses the racial lines that divide the city of Two Mills and quickly becomes a legend or a myth. No one is really sure.
We’ve only just begun the story, but my classes have been studying the civil rights movement, so they are already making connections and some good predictions. There is a part at the beginning of the story, where Maniac is being chased by bullies and he heads in the direction of the side of town that no white kid has ever gone. At night and for no reason, nonetheless! The bullies comment that they are going to just let him go because he will end up in worse shape, heading into a part of town that he doesn’t belong. In the book, the author writes: “He headed to a part of town that white people are afraid to go to.”
In October, students in my class prepare for their student-led conferences by reflecting on how their school year is going so far and a goal they want to achieve. During the conference, the parents and I (along with the student) create a plan for the goal to be met.
So many of my students recognized that they do not speak enough or at all during Socratic seminars. I was proud of them for noticing this struggle and I started to notice a pattern as to why they were having so much trouble sharing during the seminars. There were two most prominent reasons as to why this was occurring; one reason was because most students were lacking the confidence in their ideas and take-aways from the reading. The other students didn’t feel like they had anything to say. After speaking with over 58 of my students in these student-led conferences, I felt like a pro at troubleshooting, strategizing and formulating solutions. I was emotionally and mentally drained by the end of that week, but it was so great. I learned a lot about my students and I learned a lot about how I can support many of them in participating more in Socratic seminars. 
Today was an interesting and good reminder for me that I need to explicitly be teaching students that Socratic seminars are not a place for debate, but discussion.
My 6th graders are currently reading Maniac Magee, by Jerry Spinelli. If you haven’t read this book, I highly recommend it for all students between the ages of 10 and 12. It tells the story of Jeffrey Lionel “Maniac” Magee whose parents died and he was forced to live in the most unhappy of places - with his Aunt Dot and Uncle Dan who hate each other. One day, Maniac can’t take it anymore and he runs away! He crosses the racial lines that divide the city of Two Mills and quickly becomes a legend or a myth. No one is really sure. 
I am a huge believer in integrating as much learning as possible when I plan lessons, activities, etc. This also pertains to Socratic seminars. I keep the same structure each time students meet and discuss their seminars as far as how the conversation goes - Students ask questions they had during reading which usually generates a conversation.
Then I present a central question. The central question ALWAYS relates to life in some way. It is not directly related to the story. For example, when students were discussing Nine, Ten - A September 11th Story by Nora Raleigh Baskin, the father always told his family to never stop on the side of the road as it’s very dangerous. One day, the father is driving alone and sees a man broken down on the side of the road. He stops to help and they both get hit by a truck and die. When the police came to the boy’s house to tell him and his mom what happened, the officer stated that the boy’s father was a hero. The boy then faces an internal conflict as to whether his father was truly a hero. The central question I presented to students was, what is a hero.  When I talk with teachers about doing Socratic seminars with their students, the most asked question is, how will I grade them? This is a fair enough question because if the seminar is going as it should, then essentially, to an outsider it would look like just a conversation about a text between a bunch of 6th graders. But, there is so much more going on and as teachers, we need to be aware of it all. I don’t want to freak you out and make you think that right away you need to be super cognizant of all the academics the students are demonstrating as well as the social learning that is happening, but eventually, you will be. With time, you will start to recognize certain behaviors and responses that will trigger a comprehension strategy or social skill and in even more time, you will remember the things that stick out as important without necessarily having to look back at your notes! Just as the students are learning to have a conversation with each other and think deeply about the text, you are learning how to navigate the analyzation of each child’s understanding. That’s a lot! However, it’s more than doable. Once you start the process, I promise you will never look back! It beats grading papers each day, I will tell you that much!
The structure of a Socratic seminar is pretty easy to establish and keep up with in the classroom. It includes student preparation, two circles (inner and outer), keeping time, a writing reflection and a tracking sheet.
A big part of making Socratic seminars work in my classroom is explicitly teaching kids how to have a conversation with a group of people. The more specific I am about how to do this, the better it ends up being in the long run. The last thing you want to do is try to jump into Socratic seminars without giving them any guidelines and just assuming they will get it. They won’t. It will end up being a giant mess and it’s way harder to go back and try to redo something like this after it goes wrong rather than taking the time and setting the students up for success. Plus, if that is all you have planned for the period and it crashes and burns within the first 10 minutes, your stuck with nothing left to do the rest of the period.
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Julia Graham6th grade Humanities Teacher, Writer, Resource Creator, Curriculum and Course Developer 
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