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I would work on my demo book

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I used to think conferring was telling students to do something. I now think that it is showing them how to be strong readers.

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I plan on creating demo pages based on skills and strategies being taught in my current unit. I also plan on meeting with my team and having us collaborate.

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Demo notebook time would be a gift!! The book money is a gift!! This district is so wonderful!! Get rid of the fire marshall and we'll be golden;)

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I will work on my demo book for next time. Moreover, I will work on asking other reading questions besides teaching point.

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During my next conference, I am going to take more time during the research stage. I feel like I would rush kids through this part. I need to take the time and listen to who they are as readers, this will allow me to be more intentional with my teaching point

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I used to think I was spending too much on conferring with each student. Now I know I can take
my time with each student.

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Creating and having a system in place for referring to a demonstration notebook

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I would love time to work on demo pages and collaborate with colleagues.

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For our next meeting, I would like to spend more time learning about demo pages and making some of my own. The demo books seem very intimidating to me!

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I would like to learn about how to tie what I learn in conferences into guided reading. Guided reading is very  overwhelming to me, even when using the yellow Jan Richardson book (although it is helpful).

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My immediate implications:

-use online features to keep track of conferences
-use the step process, I was not using them all before this PD

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1: I

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I used to think conferring needed to be perfectly planned out, now I think they can be more organic conversations that are really student centered.

Reflection 2:
Give myself grace and time to plan a teach for students who need a more planned teach.

Reflection 3:
Having the time to create demo pages. I have wanted to for some time and have just lacked the time during the day to create true demo pages.

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I would love time to work on demo pages.

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Create a conferring kit using the documents we were given today

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Reflection 1:  I used to think I had to do it all, and do it all well!  Now I know I can allow myself some grace and do one thing well before moving on to something knew.

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Reflection 1:  I used to think I had to do it all, and do it all well!  Now I know I can allow myself some grace and do one thing well before moving on to something knew.

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Reflection 2: I plan on implementing jumping with both feet without necessarily having a "completed" demo book.

Reflection 3:
My ideas for our next meeting in February is to be ready with ideas to create the demo book.

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I would like to learn more about demo pages, process of creating your first one, and idea pages for current units. Maybe we could split up by grade level and create some idea pages together.

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I used to think that conferences had to be planned perfectly like lessons, now I think conferences with students can be more organic conversations that are student guided. Teach can change as opportunities for need

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For my next conference, I want to implement each component of a conference. I want to be more purposeful in my research, compliment, and teach.

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In February, I would like to become more knowledgeable about how to create demo pages.

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My immediate implications for my next conference will be to have a binder with the basic tools I need for a conference. I will begin building my "library" of mentor texts.

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I plan on spending more time on the research aspect of the conference. I generally

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I used to think that I am spending too much time on conferring but I realize now that a quality conference is crucial to student success. Moreover, I realize I need to better assess their reading skills like fluency and not just the lesson being taught.

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In my next conference I will implicate spending more time on researching what the student is doing and what they need help with before going into my compliment and teach.

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I used to think that conferences were supposed to be solely focused on the teaching point. Now I know that it can be taken in different directions, depending on what questions the student has

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Reflection 1: I used to think conferring was scary, now I am more confident and have a better understanding of it.

Reflection 2: Immediate implications-I am going to take my time with researching with each of my students.

Reflection 3:ideas for February: I would like to work on demo pages for my notebook.

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I used to think that the conferences had to be perfectly planned. Now I know that your conference might not go in the direction that you anticipated and that's ok! It's important to take your time and really try to understand what the student needs the most. You can always come back to them the next day.

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1.I used to think I needed to give a conference off of my focus lesson. Now I think you conference about anything the student needs.
2. I would like to make sure I am including that research part with each conference.
3. I like the idea of time to create and share demo pages

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I used to think that I was not conferring correctly. I believe that I am, but can definitely improve

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I used to think that I wasn't doing conferring correctly, but now I realize that I was doing the components...just not in the correct order.
Immediate Implications- I want to create a way to write my conferring notes that will be useful for me and quick at the same time. I am thinking and a page for each student with the components outlined.
Ideas for Feb.- Demo pages are a must! I love having resources at my finger tips to help guide my conferring.

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During our February meeting, I would love to work on the share time of workshop---making it worthwhile and meaningful.

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I used to think I needed to have all the answers when conferring.

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In February, I would like to have a demo on how to build demo pages and but together an organized notebook.

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My immediate implications for my next conference will be to be more flexible with my time and focus more on the ability of my students and what I can provide for them to help them become better readers and writers.

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I will implement the organization piece of my conferring kit and start jumping in and trying out new things without worrying about messing up.

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My immediate implications for my next conference are to include implementing the 4 components of conferring into Reader's Workshop to facilitate the conversations and better help each student.

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I would like to learn how to tie Reader's workshop into Guided Reading.

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I used to think that conferring was incredibly confusing and time consuming. Now, I see how to start conferring effectively and can take these observations and apply them to my classroom.

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I used to think that a conference needed to hit every single component in under 7 minutes, I now know that it is okay to stop and think about what to move to next

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At our next meeting in February I would like to see the share component of the workshop model. What are different ways you can share? How do you teach students how to share skills that other students can utilize?

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What are immediate implications for my next conference? I will

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My immediate implications for my next conference:
-Incorporate all 4 components
-Don't rush through the research step, really find out what the student knows before I start teaching
-Have lots of mentor texts with me ready to teach from

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I will implement the 4 components for upcoming conferences. And have confidence in what I'm doing!

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I used to think that I had to rush from conference to conference to accomplish reaching as many students that needed me while simultaneously recording notes, but now I know that the conference times can be as simple as just having a conversation that can be facilitated by the 4 components.

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I used to think that every conference should look pretty similar, kind of like the stages in a mini-lesson. Now I know that every conference looks different. Each conference has the 4 components but they all look different from student to student. No two conferences will be the same.

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I used to think I wasn't able to give valuable feedback for my teaching points. Now I feel more confident about how conferring is simply a conversation and diving deeper into student thinking and using that information to leap into my next teaching point.

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What would you like to see at our next meeting in February?