On Tuesday 19 September we held a Health Expo within our team. This was the culmination of a terms learning. This was our teams first Project Based and Problem Based approach to learning. We planned the unit together and then we implemented it within our classrooms.
Each class then worked through find, collecting and displaying information in project form. One of the highlights of this approach was the many varied projects created and shared at the Expo. We invited whanau and friends to come into to view our projects in the hall from 10:30-2:00pm. All the other classes were invited to view and interact with our projects as well.
As a team, we felt that this Expo was a great success in that it focussed the learning on a specific outcome and was ultimately aimed at sharing learning with other learners.
On Wednesday we had our first Te Puawaitanga CRT day, which means our team were released together at the same time.
We had a great day together, collaborating, sharing, questioning, challenging, and learning all with the focus of accelerating achievement success for our learners.
So my registration finally came through. I'm fully registered up until 10 August 2020!
This time round I had some hold-ups in getting my application completed and sent off.
No.1 - We moved house and I couldn't find any of the documents I needed. No current passport! No birth certificate, only my drivers licence.
No. 2 - Had to apply for a new birth certificate, and wait 10 working days for it to arrive! Stress!
So finally got it done, waited, waited. Then finally received an email saying, yes we are processing your application and will be in touch. Choice! Then about a week after that, another email, opened it in anticipation only to read that my proof of identity did not match up!!!! Oh my goodness! Such a stupid mistake on my behalf! Didn't read the find print. Should have also included my marriage certificate as proof of name change! Oh no but wait! Can't find that either and have to apply for a new one - another 10 working days!!!!! Luckily I used my real me account, ordered online and then pay for a courier! It arrived in three working days!!!! I couldn't believe it!!!!
So, photocopied it, got it signed off again, sent it off to the Education Council. Got an email the very next day saying that my registration had gone through!!!! OMG! I could not believe it!
So, so, so happy - Note to self for next time! Keep your important documents in a safe place and don't ever move house again!!!!!
This year as part of our Discovery Time we will be baking and decorating Gingerbread horses in order to sell them to the tamariki at our school to raise funds for our local Riding for the Disabled Association (RDA).
I have done this previously a few years back. I find this to be a fun activity that our tamariki can be involved in whereby they are giving back to their community. The participate in baking, decorating and selling the horses - not for themselves but for the benefit of others.
With the help of the school leaders (who baked most of the biscuits) and Mrs White our teacher aide, we now have over 120 horses to decorate and sell.
I had a collaboration meeting the other day with two other teachers. One teacher was not sure what the next learning steps were for her learners in regards to reading. The other said, "Well what information, data do you have?" Some thought was given and then a variety of data forms were discussed although none were current and/or meaningful at this point in time. So the question was asked "Well why don't you do another easTTle reading test to gather new data?"
My initial thought was, well that's not scheduled to be done this term. We need to follow the schedule. This thinking was challenged. Why? If you need to know where your children are at, now, why not?
I honestly did not think 'we' could just make an easTTle test and give it to our tamariki. My experience has of easTTle has only been through following the Assessment Schedule, you do it at this time and that was that. How dumb am I not to have thought through this more up until now! Aue!
I am so used to following the schedule, making sure the deadlines are met, that I'm doing the right thing that I have 'almost' forgotten that the whole point of data collection is to inform teaching! It is not just about complying and getting the data handed in. Of course I've always used my data but have been remise my thinking that I have to do this now, get it anaylsed and uploaded to etap. Now this might seem a rather odd light bulb moment but ... shock horror ... I can do an easttle reading test (outside of the schedule) if I want/need up to date data to inform my teaching - especially in reading! Honestly I feel quite dumb in writing this but this is honest reflection. Don't get caught in complying and meeting deadlines - keep my learners at the forefront of my thinking at all times - their learning needs are the basis of everything I do! So hence, I did an easTTle reading test this week to inform my teaching of reading.
You might think well, what was informing my teaching before this?
Well, running records - how the children answered the comprehension questions mainly, observations of learning during guided reading lessons, past easTTle reading test data(now out dated), some use of ARB's and literacy progressions judgements made as to what the learning gaps/next steps were.
So now that the tests have been done and marked. The next step is to very quickly analyse the data in inform me of what the immediate next learning steps are for my tamariki. I'm also looking forward to seeing the growth of my tamariki since the initial test was done back in term 1.
So this week was the first time that I used the messaging function which is now a feature within Seesaw. It allows teachers to privately message students and the families. In turn, families can message the teacher back but only if the teacher has first messaged them.
I used this function to let a few parents know that they would be getting notices that night about camp. One parent responding with a minute or two of me sending the message. I could also see if the parent had seen the message although they did not specific write a response.
I think this method of communication between myself and parents is beneficial. I have always wanted to make more contact with my parents but do not want to use my own mobile number to do so. Using Seesaw messaging is safer for me as I get an email alert and a pop up notification on the app to let me know I have received a message. My personal mobile number is not being shared around which I am quite pleased about.
One other benefit is that for my parents that work and can't necessary come into to see me, now they can message me through the Seesaw Families app. I was very pleased to receive an unexpected message from one of my parents regarding how they feel regarding their child being in my class.
This made my heart flutter and my face smile as wide as it could. Such great, positive feedback which often comes unexpectedly but oh so timely.
This afternoon Te Puawaitanga and Te Whanaketanga headed out to Camp Waiotapu to carry out our first camp orientation visit.
Due to the main entrance road to the camp being closed because of logging operations, we had to go the long way around to get there.
Upon arrival we spoke with Monica (Custodian) who gave us a brief outline of the camp. We then roved around taking photos etc.
My reflections of the visit are that the camp is by no means a 'flash' camp. It is quite basic, not luxuries, simple 6bed cabins, no carpet etc. This will be an authentic bush camp experience for our tamariki.
Once we finalise the camp activities and organisation it's going to be a great camp. I'm quite looking forward to it!
This term I have decided to implement the Daily 5 literacy framework as per The 2 Sisters—teachers Gail Boushey and Joan Moser wrote The Daily 5 and The CAFE Book their method for accelerating literacy and learning.
My reasoning behind implementing this is to give my learners greater choice in what, when and how they go about predominately learning to read and write. It enables learners to develop agency, time management skills, decision making, problem solving, self management, stamina, love for learning.
I brought the book at the beginning of the year but put off implementing it for a few different reasons. Having completed the Modern Learning Practices Core Education I can see how this framework can support me in my pedagogy and classroom practice. This also tied in with my thoughts and wonderings about how I can cross group/multi level my instruction lessons into workshops that my tamariki opt into based on their learning needs and interests. Given time to set up this framework and work through management issues I believe that I will be better equipt to move into this typing of 'non-grouping'.
I also read a a Sabbatical Report written by Sue Allomes (Principal of Terrace End School) in Term 2 of 2014 entitled “Does a Daily Five Literacy Programme support future oriented learning and teaching within literacy?”
These are the conclusions of the report ...
I believe Daily Five and CAFÉ does enable children to self manage, to co construct learning, but it also ensures children are specifically learning skills that will set them up for a future of learning.
Hattie indicates evidence shows that for maximized learning impact some factors positively influence learning more than others; Instructional quality, direct teaching and effective
feedback, student to teacher, teacher to student.
Daily Five and CAFE strategy teaching fits well into the positive key influences for maximized learning impact but Daily Five and CAFÉ are just formats programs.
It is the passionate, accomplished, inspired teachers who use Daily Five and CAFÉ to make a
difference, by relentlessly pursuing maximum learning for their students, they are the ones preparing students for the future.
I have only just begun this journey. I have much more to explore. My intent is to take from the Daily 5 framework what works for my teaching practice and my learners. I look forward to developing this pedagogy further as the weeks roll on.
This is our final challenge presentation. I found this particular challenge to be more relevant as I was able to contribute a lot more in regards to the online learning environments having been using chromebooks now for approx two years or so.
This challenge brought together a lot of the knowledge gained throughout the whole learning process. I think it shows a clearer picture of where we are at as a school and the potential for development and improvement upon what we are already doing. For me, this is now a go to resource/reflection tool/reminder to focus my teaching in order to enable and establish the learning environment and conditions that my learners need.
I did really enjoy this challenge.
And I am please to say that for this challenge, the marking rubric came back with both areas marked in the 'refinement/renewable' column which basically means ... top marks!
This is our third challenge presentation which focussed on Rethinking Learning. Click on the setting clog to view the speaker notes. Click her to see our marking rubric for this challenge.
This is our teams challenge presentation for the second module, Rethinking Teaching. Click on the settings clog if you would like to see our speaker notes that align with each slide. Click here to see the marking rubric for this challenge.
An inspiration teacher - Qualities of an inspirational teacher ...
dispositions, traits -
Kate's - happy, shared herself with her students
Delwyn - never compared to siblings, fun - jokes,
Moving from inspirational teacher to What makes an effective teacher?
Rules? Do we have rules? Rules v Expectations? - Deeper thought required here.
Independent work - re Module 2.
Our Beliefs - notes, keywords and points from
PART ONE: What Makes Great Teachers Great?
What makes a great teacher?
They care - people who listen, who care, who take an interest in me as a person not just as a learner in this class.
Natural, confident - self confident, care, develop relationships, empathy,
Can you tell if a teacher will be great?
You can tell when someone has a heart for teaching. Great teachers become great. They start with something. Eagerness to make a difference.
You can see a teachers passion - you can see the relationship the interaction between teacher and students.
'It' factor?
When you walk into the room you truly feel special - great teachers realise that everything isn't about control, it isn't about over planning, it isn't about a delivery, it's about a truly interactive experience. Great teachers often learn as much from their students as they give to their students back.
3 dimensional reality to learning - learning is a sensory experience - great teachers create learning experiences not just plan lessons.
Create and provide valuable learning experiences
Great teachers are remembered
Quality teaching and Quality learner come from a Great teacher
Children know who is a great teacher
Great teachers connect beyond the classroom - parents, whanau etc.
Re-wire - creative, relaxed teachers - need to reconnect - find the passion that they had - teachers need to feel confident and comfortable in what they know and do
The Courage to Teach - think globally - broadly - the big ideas - meaningful - engagement
Great teachers understand that learning evolves - chn will thrive
Compassionate, need to care about the kids - but need to be firm at the same time - expectations
Motivate children to explore, engage learners
Great teachers ensure consistency - take an interest in the child - they feel they are being nurtured, cared for, given opportunities to
Great teachers provide an oasis - a sanctuary for their learners
Great teachers see the child at the centre of the matter
Community time? - communication, openness to share, to be listened to, to have a voice
Parents know a teacher is great - if the child talks about their day it is a sign - if they come home and they want to share their achievements and - joy and positivity
Great teachers instil in children the understanding of what they can do!
Be yourself - Give of yourself and give of your heart - Look into your heart - utilise your strengths
PART TWO: Changing our beliefs
How does this video challenge any of the beliefs you have about teaching?
Why do you feel challenged? What are the things you agree/disagree with?
Are there any actions you feel you'd like to take - areas of your teaching you want to change or try to do differently as a result of watching this?
This is my teams first Challenge presentation. It was quite challenging to get my brain back into 'study mode' but it was well worth it. I feel inspired by this new learning journey. It's also great to be working collaboratively with others and is teaching me to be a good listener, thinker and collaborator. Some of the readings have been challenging and the time commitment required is a lot but I feel this new learner will benefit my teaching and therefore have a positive impact on my learners and their learning outcomes.
Here is the link to the marking rubric and feedback we received for this challenge.
This term I was lucky enough to have Natalie Stone who is a trained teacher in my class for four weeks. She is completing the Teacher Education Refresher course which she was required to do because although she has graduated, she has not been in the classroom for five years and therefore she was not a registered teacher.
Natalie was a very capable teacher. She readily took on board all suggestions, she listened carefully through learning conversations and readily reflected on her own practice.
Natalie began with teaching one reading, writing and maths group each for the first three weeks of her practicum. She then had a visit and observation by one of her course facilitators. The following week Natalie took full control of the class.
Having such an eager and enthusiastic teaching in the class with me and our tamariki was quite refreshing for me as I was able to support her in her learning. Natalie was also able to provide another view of my class and our learners. Our learning conversations and discussions of children and their learning needs were indepth and purposeful. I believe this helped me to rethink some of the strategies and approaches that I was using and I also got to see and be inspire by some of the strategies, approaches and resources that Natalie used.
Overall it was a highly positive experience. Natalie was fantastic.
At the end of last year I began organising for my team (Te Puawaitanga) to be involved in a week long swimming session at the Rotorua Aquatic Centre. This was organised predominately via email with Megan from the Rotorua Lakes Swim School.
Our tamariki thoroughly enjoyed every lesson and the Swim School instructors were amazing with our tamariki. We were also able to be involved in one Deep Water safety lesson of one hour.
These lessons and the bus transport to and from the pools by provided free to us as Megan was able to source funding via the Rotorua Lakes Council!
The learning outcomes for our tamariki have been immense especially water confidence and safety.
Setting up e-asTTle reading test papers - the in's and out's of creating, assigning, marking and reporting - Woah!
Leading Te Puawaitanga
Glitches - online testing
Prior to establishing this blog in 2017, I had a blog which documented my teaching and learning journey at James Street School in Whakatane. Click here to view Whaea Kiri's Teaching Portfolio (2014-2015). Note: 2016 I did not continue my blog as I moved to a new school and was introduced to the schools Learning Management site which was a one stop shop for Teacher recording of teaching, learning, planning, RTC and Teaching as Inquiry. Here is the link to the site which is a google site not blog.
Tangata Whenuatanga
Place-based, socio-cultural
awareness and knowledge
Whanaungatanga
Relationships (students, school-wide,
community) with high expectations
Māori learners achieving
educational success as Māori.
Each one clearly links to one or more of the twelve Practising Teacher Criteria. As I document my teaching journey this year, I intend to link both the Cultural Competencies and PTC's to each of my posts using hash tags.
This year I am undertaking study via Core Education. This is the first time I have done any formal study for approximately 15 years or so. There are 10 staff members from my school who have signed up. This page is where I will document my new learning journey as I work my way through the course modules with my MLP colleagues.
On Wednesday 8 February we held an Open Evening for our parents, caregivers, whanau and wider community to come in to firstly meet their child's teacher. It was also a chance for our visitors to have a look around our school and inside our classrooms. The tamariki were encouraged to show their whanau around and share with them what they were currently learning and/or had already learnt and done so far in the term.
This was a lovely evening and was great to develop new relationships especially with the parents of my new children.
It is my intention to continue to develop the home-school-parent-teacher-whanau relationships in order to support of our learners to achieve success. A personal goal of mine is to ensure I formally invite my learners' whanau members into class at least once a term in this informal way to share and celebrate the achievements of tamariki in Te Puawaitanga 11.
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