Since following the number agents blog I have begun to research and trial new ways of planning. Throughout my teaching career, I have always struggled with planning and have often felt it wasn't effective and often didn't reflect the learning that was occurring and the next steps. I have also felt that through working with a number of different teaching teams co-workers have also been struggling to make it effective.
Number agents have shown me a new way of planning which I have been trialling since the beginning of the term, through this planning I am able to gain a greater insight into tamariki and their learning, interests and schemas. By planning retrospectively I am able to document the learning as it is happening, support and extend their learning.
I have found the mind map tool extremely effective, each day after school I go through my notes and photos that I have taken that day. Document the learning that has happened, who it involved, next steps to support interests and so on.
I am also now keeping a weekly book about what has been happening throughout the week, this is displayed on the sign in/out table. Many parents regularly read this, tamariki enjoy showing whanau the photos in the book and it also helps whanau engage in oral language with tamariki about what learning has been happening. Once the week has come to an end I attach a copy of the week's mind map onto the back page of that week's diary. I also write a reflection of anything of the interests, concerns or what has worked/not worked well.
I am also able to make notes of anyone that needs extra support on both my mind maps and through my reflections so I can better support their learning.
There is also now a term display on the wall outside our classroom. I have created this in the hope that while whanau are waiting for the bell to ring they are able to look at the photos and see what has captured Ruma Tahi interests during each week.
I have also created an interests book where I can document more in-depth interests and learning that is occurring. Tamariki enjoy looking at this documentation and where appropriate I am able to photograph pages from this book and upload them on to Seesaw.
Overall I am feeling like my planning and documentation are finally effective and meaningful, I'm feeling really positive about my planning and have shared my ideas with the junior team. I have still been using my old planning format as well as I was concerned about what ERO may think of my new planning as I know it is probably not the 'norm'. But I am now going to stop it and use it more as a time table guide. I still use Reading and Math planning sheets to support my overall planning.
Showing posts with label -2 Professional Learning. Show all posts
Showing posts with label -2 Professional Learning. Show all posts
Friday, 8 March 2019
Monday, 25 February 2019
Seesaw PD
Today for our staff meeting we had a session on Seesaw. This was the basic version as there are a number of teachers who hadn't used it before. I found this session a little frustrating as the same information had been covered last year, so I used this time to add a few new posts to my class. I really want to know how to link learning skills to the posts that I am posting. In my previous job we used the sharing platform Storypark, this had great features that were useful for showing what learning was occurring in the posts. I have spoken to Aimee to see if she knows how to tag a skill and she suggested I Google it.
27.2.18
Today was whanau night and I had expected to get not many visitors as I see many of my tamariki whanau on a regular basis. So I decided my goal tonight inbetween visitors was to Google how to tag links. Im excited to say that I have worked it out and have added the Key Compenticies as tags. I was able to go back through the posts that I have added this year and tag the competencies that relate to the learning, hoping that this will make it clearer to whanau just what tamariki are gaining from activties. I have CRT on Friday and are hoping to create new tags relating to the curriculum areas.
27.2.18
Today was whanau night and I had expected to get not many visitors as I see many of my tamariki whanau on a regular basis. So I decided my goal tonight inbetween visitors was to Google how to tag links. Im excited to say that I have worked it out and have added the Key Compenticies as tags. I was able to go back through the posts that I have added this year and tag the competencies that relate to the learning, hoping that this will make it clearer to whanau just what tamariki are gaining from activties. I have CRT on Friday and are hoping to create new tags relating to the curriculum areas.
Sunday, 24 February 2019
Challenges at work
This week has been extremely stressful working with James and there have been a number of factors that have contributed to this.
- James has tendencies to hurt other tamariki in our class, often I cannot work out what has led to these incidents and often they seem totally unprovoked. I have worked hard since moving into primary teaching to create a calm and peaceful learning environment where tamariki can come and know that this is their special place, a place that is safe and caring and they know where they are loved. This to me is one of the most important aspects of my pedagogy. So I have really struggled these past two weeks seeing tamariki getting hurt, seeing how bewildered and upset they are when they don't know why James has hurt them. I have struggled to justify to them as to why the event has happened and have found it distressing as often the hitting is quite hard and to the face.
_ James is still toilet training and often won't co-operate to visit the toilet, resulting in accidents.
- James doesn't return after morning tea and lunch breaks. I did put on the white board a photo of James introducing him to the rest of the teachers asking that they please help him get back to class but it hasnt happened very often. James has also gone missing after the bell at 9.00.
- Our teacher aid situation has changed drastically this term. I have gone from having the support of a teacher aid two days per week to having none. James' support worker is Rebecca, she is great with him but has been away sick this week. Although I had replacements this confused James and his behaviour escalated and by Thursday and Friday the situation in class was almost unteachable and the new teacher aid who started on Thursday was questioning if the job was right for her.
I am trying my best to support James, but feel that at present I'm not doing anyone in my class justice. I am acutely aware of my eight year one students who need extending. And also to the rest of the tamariki who have just started and are still settling into routines. I feel really torn as I am so often having to be pulled away from teaching to address issues that arise with James and by the time I get back to where I was working the teachable moment is lost.
On Friday I had a meeting with Bathsheba, Tina and Aimee. I said that I wasn't coping and that I feel extremely stressed and that my mental wellbeing is not good. That my mind is consumed by James, trying to work out a solution of how I can better support him. They asked what I thought a solution might be but I felt so overwhelmed that I couldn't even think straight and became upset. Bathsheba suggested I take the weekend to think things over and we would catch up next week.
28.2.19
Today Suzanne from Parkside came and spent time in Ruma Tahi even though James was away. She has been really supportive and offers suggestions and ideas to try and help me. I do however find it really difficult to have discussions about James while I am teaching. I was trying to work with tamariki who were working in their zones and in the end I had to stop as I couldn't support nga tamariki and talk to Suzanne at the same time. Next time she visits I'm going to ask Suzanne if we can have any discussions regarding James during break time so that I can concentrate fully on either my tamariki or the professional discussion and not juggle both.
5.3.19
Aimee told me last night via text that as from today James will be moving out of my class and into Ruma Rua. Later in the day when I asked Aimee how James Mum is feeling about this change she said she was fine about it and that she requested the move into either the Whare or Ruma Rua. I felt slightly left out of this process but feel it is for the best and I can now focus on my teaching rather than behaviour management.
- James has tendencies to hurt other tamariki in our class, often I cannot work out what has led to these incidents and often they seem totally unprovoked. I have worked hard since moving into primary teaching to create a calm and peaceful learning environment where tamariki can come and know that this is their special place, a place that is safe and caring and they know where they are loved. This to me is one of the most important aspects of my pedagogy. So I have really struggled these past two weeks seeing tamariki getting hurt, seeing how bewildered and upset they are when they don't know why James has hurt them. I have struggled to justify to them as to why the event has happened and have found it distressing as often the hitting is quite hard and to the face.
_ James is still toilet training and often won't co-operate to visit the toilet, resulting in accidents.
- James doesn't return after morning tea and lunch breaks. I did put on the white board a photo of James introducing him to the rest of the teachers asking that they please help him get back to class but it hasnt happened very often. James has also gone missing after the bell at 9.00.
- Our teacher aid situation has changed drastically this term. I have gone from having the support of a teacher aid two days per week to having none. James' support worker is Rebecca, she is great with him but has been away sick this week. Although I had replacements this confused James and his behaviour escalated and by Thursday and Friday the situation in class was almost unteachable and the new teacher aid who started on Thursday was questioning if the job was right for her.
I am trying my best to support James, but feel that at present I'm not doing anyone in my class justice. I am acutely aware of my eight year one students who need extending. And also to the rest of the tamariki who have just started and are still settling into routines. I feel really torn as I am so often having to be pulled away from teaching to address issues that arise with James and by the time I get back to where I was working the teachable moment is lost.
On Friday I had a meeting with Bathsheba, Tina and Aimee. I said that I wasn't coping and that I feel extremely stressed and that my mental wellbeing is not good. That my mind is consumed by James, trying to work out a solution of how I can better support him. They asked what I thought a solution might be but I felt so overwhelmed that I couldn't even think straight and became upset. Bathsheba suggested I take the weekend to think things over and we would catch up next week.
28.2.19
Today Suzanne from Parkside came and spent time in Ruma Tahi even though James was away. She has been really supportive and offers suggestions and ideas to try and help me. I do however find it really difficult to have discussions about James while I am teaching. I was trying to work with tamariki who were working in their zones and in the end I had to stop as I couldn't support nga tamariki and talk to Suzanne at the same time. Next time she visits I'm going to ask Suzanne if we can have any discussions regarding James during break time so that I can concentrate fully on either my tamariki or the professional discussion and not juggle both.
5.3.19
Aimee told me last night via text that as from today James will be moving out of my class and into Ruma Rua. Later in the day when I asked Aimee how James Mum is feeling about this change she said she was fine about it and that she requested the move into either the Whare or Ruma Rua. I felt slightly left out of this process but feel it is for the best and I can now focus on my teaching rather than behaviour management.
Tuesday, 5 February 2019
Number Agents: Holiday Readings
During the holidays I have been following two blogs which are Number Agents and Longworth Education. These posts have been extremely thought provoking regarding the education of our five and six-year-olds in New Zealand.
Since joining the Primary sector I have begun to really question what value is the quality of work that is expected from teachers to teach our young tamariki. I have experienced huge amounts of testing and pressure put onto tamariki and things are being asked of them that developmentally they are just not ready for. Asking them to provide writing samples, math samples and reading samples that just put undue pressure on them.
I worry what impact this has so early on in their school learning journey, is this turning them off learning and coming to school and how does it effect their mental health. I am seeing stressed tamariki and then I begin to feel stressed which I believe is counterproductive. From my observations tamariki in my class are most open to learning and new experiences when they are happy, feeling secure and supported and engaged in play-based activities. This is when I see great learning happening. Play Based develops social skills, provides leadership opportunities, teamwork, problem-solving and huge oral language development to name a few. I have now spent over a year and a half in Room One and was guided by another Junior School Teacher when I arrived, she too could see that as the curriculum was it just was not working for our young learners. I struggle with the idea of 'School Wide' termly topics and feel new entrants would be more engaged in interest-based learning, things that were more relevant to them.
I also believe planning is restricting learning, having to learn to timetables and missing out on teachable moments and where they might take us, and what investigations could have been made. All the reading I have done in the holidays say that planning and play-based don't mix its like to trying to mix oil and water! I have begun looking at new ways to plan and track and hope to try some new strategies throughout the year.
This year I am going to make a stand, I am going to follow what my gut is saying, I am going to keep worksheets to a minimum and hopefully stop them altogether Through observations I am going to decide when tamariki are ready to read and write. I am going to stand up for my tamariki and be ready to articulate my beliefs if I am challenged.
I know I am only starting on the Play based journey and will take small steps to develop and refine my teaching practice, but I know what my class needs and will strive to give them what they deserve.
Through futher reading on the Number Agents blog I have discovered planning using a 'Mind Map' format. This really appeals to me and I can see it being a lot more authentic and useable. I think for me for planning to be a successful tool it needs to be fluid and adaptable and something that grows with the interests and progress of the tamariki in my class. I am going to trial it for a couple of weeks and have a discussion with Aimee about it. I have complete my first one for week one and enjoyed the process and feel it better reflects the learning and tamariki interests in my class. I will also beable to track individual tamariki better, bringing their interests forward into the following week and plan my provocations better. 10.2.19
During the holidays I have been following two blogs which are Number Agents and Longworth Education. These posts have been extremely thought provoking regarding the education of our five and six-year-olds in New Zealand.
Since joining the Primary sector I have begun to really question what value is the quality of work that is expected from teachers to teach our young tamariki. I have experienced huge amounts of testing and pressure put onto tamariki and things are being asked of them that developmentally they are just not ready for. Asking them to provide writing samples, math samples and reading samples that just put undue pressure on them.
I worry what impact this has so early on in their school learning journey, is this turning them off learning and coming to school and how does it effect their mental health. I am seeing stressed tamariki and then I begin to feel stressed which I believe is counterproductive. From my observations tamariki in my class are most open to learning and new experiences when they are happy, feeling secure and supported and engaged in play-based activities. This is when I see great learning happening. Play Based develops social skills, provides leadership opportunities, teamwork, problem-solving and huge oral language development to name a few. I have now spent over a year and a half in Room One and was guided by another Junior School Teacher when I arrived, she too could see that as the curriculum was it just was not working for our young learners. I struggle with the idea of 'School Wide' termly topics and feel new entrants would be more engaged in interest-based learning, things that were more relevant to them.
I also believe planning is restricting learning, having to learn to timetables and missing out on teachable moments and where they might take us, and what investigations could have been made. All the reading I have done in the holidays say that planning and play-based don't mix its like to trying to mix oil and water! I have begun looking at new ways to plan and track and hope to try some new strategies throughout the year.
This year I am going to make a stand, I am going to follow what my gut is saying, I am going to keep worksheets to a minimum and hopefully stop them altogether Through observations I am going to decide when tamariki are ready to read and write. I am going to stand up for my tamariki and be ready to articulate my beliefs if I am challenged.
I know I am only starting on the Play based journey and will take small steps to develop and refine my teaching practice, but I know what my class needs and will strive to give them what they deserve.
Through futher reading on the Number Agents blog I have discovered planning using a 'Mind Map' format. This really appeals to me and I can see it being a lot more authentic and useable. I think for me for planning to be a successful tool it needs to be fluid and adaptable and something that grows with the interests and progress of the tamariki in my class. I am going to trial it for a couple of weeks and have a discussion with Aimee about it. I have complete my first one for week one and enjoyed the process and feel it better reflects the learning and tamariki interests in my class. I will also beable to track individual tamariki better, bringing their interests forward into the following week and plan my provocations better. 10.2.19
Tuesday, 27 November 2018
Maths PD with Charlotte, looking at the strand Geometry and spatial awareness.
The study of spatial relationships.
Maths topic overview
The study of spatial relationships.
Geometry can be described as the study of spatial relationships involving properties of shape, space, and position
I need to remember to introduce irregular and regular geometric shapes.
Work on positional language.
Use precise vocabulary
Eg. triangles
Precise: right angled, equilateral, isosceles, scalene triangle.
Should teach 3D shapes and then move onto 2D shapes.
Concept maps: background information
Math PD
Tuesday 6 November
Was involved in discussions with Aimee, Cara and Charlotte around how to make OTJ's on our tamariki. We looked at examples of tamariki work, to see where we thought they were at.
Wednesday 7 November
Charlotte introduced us to our new assessment tool, talked us through how to use it and what equipment we will need. It looks easy to use and I can see how this will be a more effective way of gaining data on chns learning.
Tuesday 6 November
Was involved in discussions with Aimee, Cara and Charlotte around how to make OTJ's on our tamariki. We looked at examples of tamariki work, to see where we thought they were at.
Wednesday 7 November
Charlotte introduced us to our new assessment tool, talked us through how to use it and what equipment we will need. It looks easy to use and I can see how this will be a more effective way of gaining data on chns learning.
Today I am going to begin the Yolanda Soryl phonic programme. I am feeling a little apprehensive about implementing this and are still struggling a little to have a clear picture in my head. I am hoping that once I begin things will start falling into place. For the past two terms I have been running the letterland programme focusing on one letter a week which has worked well with tamariki but I can see that one letter a week takes too long to get a grasp on letter sounds. I feel I am going from one extreme to the other with the YS programme focusing on a letter a day. But I can see the tamariki will gain a quickerunderstands
ING of letter sounds using this method. The other challenge I am facing is that my teacher aid left at the end of the term and I have a relieving TA for four weeks, she has had no experience with new entrance and I have also had four new Chen start.
Today I introduced the letter L to tamariki using YS I felt like I muddled my way through it and it felt really disjointed and challenging even though I had everything prepared I am hoping that tomorrow will be better and that I can make it more fun for tamariki.
ING of letter sounds using this method. The other challenge I am facing is that my teacher aid left at the end of the term and I have a relieving TA for four weeks, she has had no experience with new entrance and I have also had four new Chen start.
Today I introduced the letter L to tamariki using YS I felt like I muddled my way through it and it felt really disjointed and challenging even though I had everything prepared I am hoping that tomorrow will be better and that I can make it more fun for tamariki.
Friday, 14 September 2018
Play-Based Course
I was really looking forward to this course in the hope of gaining clarity on just what learning through play looks like within a school environment. I was hoping I would get some reassurance about what I believe we should be offering compared to expectations of traditional learning environments.
Lots of my questions were answered today and what really resonated with me the most was how crucial loose parts resources and open-ended play were to tamariki learning through play. That these resources are fundamental in a learning through pay environment and that without these resources it is virtually impossible to run a learning through play programme.
The course also made me question how valuable is the learning that comes from sitting at the assembly for five year olds, what are they getting out of it?
How school-based enquiry doesn't work with play based, that learning through play is the enquiry. This is something Aimee and I have really struggled with and hope that this view of a school-wide enquiry changes for us next year.
I now know what my next steps are going to be as I understand transitioning to a learning through play environment cant be rushed and that by taking small steps will help sustain an effective programme.
I found the information around literacy and numeracy empowering, I am going to greatly reduce worksheets and encourage the same learning through different mediums in play.
I am going to do a wall display linking play-based learning to the curriculum, this will be added to so it becomes a working document throughout the year.
When taking pictures of tamarik work to put on Seesaw I am going to add a sentence or two about how that learning links to the curriculum so that learning is more visible to whanau.
For reading I am going to trial stopping phonics during reading time and instead do it when we are writing. I will try and condense my reading groups into four and maybe make the range in each group slightly broader and maybe link them to the colours for reading levels. I will do what Mandie showed me and just do two reading groups per day.
Writing will be trialled in the morning first thing with phonics as a whole group. I will model a story and tamariki will copy for the younger ones.
I will begin to build up our loose parts selection both inside and in the bush area and water play with spouting offcuts, tyres, pallets, stumps and planks and rope. I will let tamariki outside lots more.
Challenges to overcome
Funding for the sandpit
Storage
Space
Aimee moving next to Room One so we can share resources
Gaining support and understanding from management
Lack of loose parts
I was really looking forward to this course in the hope of gaining clarity on just what learning through play looks like within a school environment. I was hoping I would get some reassurance about what I believe we should be offering compared to expectations of traditional learning environments.
Lots of my questions were answered today and what really resonated with me the most was how crucial loose parts resources and open-ended play were to tamariki learning through play. That these resources are fundamental in a learning through pay environment and that without these resources it is virtually impossible to run a learning through play programme.
The course also made me question how valuable is the learning that comes from sitting at the assembly for five year olds, what are they getting out of it?
How school-based enquiry doesn't work with play based, that learning through play is the enquiry. This is something Aimee and I have really struggled with and hope that this view of a school-wide enquiry changes for us next year.
I now know what my next steps are going to be as I understand transitioning to a learning through play environment cant be rushed and that by taking small steps will help sustain an effective programme.
I found the information around literacy and numeracy empowering, I am going to greatly reduce worksheets and encourage the same learning through different mediums in play.
I am going to do a wall display linking play-based learning to the curriculum, this will be added to so it becomes a working document throughout the year.
When taking pictures of tamarik work to put on Seesaw I am going to add a sentence or two about how that learning links to the curriculum so that learning is more visible to whanau.
For reading I am going to trial stopping phonics during reading time and instead do it when we are writing. I will try and condense my reading groups into four and maybe make the range in each group slightly broader and maybe link them to the colours for reading levels. I will do what Mandie showed me and just do two reading groups per day.
Writing will be trialled in the morning first thing with phonics as a whole group. I will model a story and tamariki will copy for the younger ones.
I will begin to build up our loose parts selection both inside and in the bush area and water play with spouting offcuts, tyres, pallets, stumps and planks and rope. I will let tamariki outside lots more.
Challenges to overcome
Funding for the sandpit
Storage
Space
Aimee moving next to Room One so we can share resources
Gaining support and understanding from management
Lack of loose parts
Thursday, 13 September 2018
Reading advice from Mandie
I have been wondering about my reading group techniques for some time now so asked if Mandie could come and model what she does with one of my reading groups.
Mandie came this morning and demonstrated how she takes a reading group. Mandie gave me some great tips and pointers. No one had told me to stop finger pointing once chn have 1:1 sorted so this was great to find out. Mandie suggested I get chn to keep their hands under the table while they read and tell chn to read with just their eyes.
I liked how Mandie started the session with the alphabet cards and asked chn if they could spell a certain word on the whiteboard, they were allowed a quick look then Mandie covered the word with her finger. Chn responded really well to this technique and were excited with the new challenge and I could see the benefits of it straight away. I think I will use shape words for this activity, and use a list relevant to the group.
Mandie then went through the reader with chn turning the pages of their book as she went through each page, pointing out words, discussing the story and text so they were familiar before they started reading.
Once they started reading Mandie and chn read together, Mandie asking different chn to read a page every now and again but mostly together. If there was a word they didn't know Mandie would write the first letter on the whiteboard and ask chn the sound if they couldn't get the word she would do the next letter and so forth.
I found this visit so helpful and supportive, Mandie gave me great feedback on chn and also demonstrated a running record for me. I wish I had Mandie's help when I first started, I feel I have been really doubting myself and have been worried I wasn't doing my chn justice which has been stressful. Mandie told me that the chn in the group that worked with her are all where they should be for reading ability and will be moving up a level soon. This was really reassuring to hear. Im feeling much better now and have a clear direction to take and new techniques to try. Next term Mandie said she can visit again and this time I have asked her to model writing, Im looking forward to it already!
Reading update
I have trialled Mandie's reading techniques for a week now and can really see how well they are going to work. I have noticed in this short time an improvement in fluency by keeping hands under the table. Children are also really enjoying using the whiteboards to spell out words.
19.9.18
I have been wondering about my reading group techniques for some time now so asked if Mandie could come and model what she does with one of my reading groups.
Mandie came this morning and demonstrated how she takes a reading group. Mandie gave me some great tips and pointers. No one had told me to stop finger pointing once chn have 1:1 sorted so this was great to find out. Mandie suggested I get chn to keep their hands under the table while they read and tell chn to read with just their eyes.
I liked how Mandie started the session with the alphabet cards and asked chn if they could spell a certain word on the whiteboard, they were allowed a quick look then Mandie covered the word with her finger. Chn responded really well to this technique and were excited with the new challenge and I could see the benefits of it straight away. I think I will use shape words for this activity, and use a list relevant to the group.
Mandie then went through the reader with chn turning the pages of their book as she went through each page, pointing out words, discussing the story and text so they were familiar before they started reading.
Once they started reading Mandie and chn read together, Mandie asking different chn to read a page every now and again but mostly together. If there was a word they didn't know Mandie would write the first letter on the whiteboard and ask chn the sound if they couldn't get the word she would do the next letter and so forth.
I found this visit so helpful and supportive, Mandie gave me great feedback on chn and also demonstrated a running record for me. I wish I had Mandie's help when I first started, I feel I have been really doubting myself and have been worried I wasn't doing my chn justice which has been stressful. Mandie told me that the chn in the group that worked with her are all where they should be for reading ability and will be moving up a level soon. This was really reassuring to hear. Im feeling much better now and have a clear direction to take and new techniques to try. Next term Mandie said she can visit again and this time I have asked her to model writing, Im looking forward to it already!
Reading update
I have trialled Mandie's reading techniques for a week now and can really see how well they are going to work. I have noticed in this short time an improvement in fluency by keeping hands under the table. Children are also really enjoying using the whiteboards to spell out words.
19.9.18
Tuesday, 19 June 2018
Math PD Follow up
Today we had our math follow up session. Aimee and I were able to work out our long term planning for math using one of Charlotte's templates. It was great having Charlotte to support us through this session, guiding us and helping to make sure we made an extensive planning document that would also be usable. Charlotte's template was easy to follow, clear and easy to read at a glance. I am looking forward to having this planning sheet visible in my cupboard for easy reference.
I will review this planning at the end of the term three to see how I feel it is going and whether I need to change/adapt anything.
I will review this planning at the end of the term three to see how I feel it is going and whether I need to change/adapt anything.
Math PD
Maths Pd 28 May 2018
Measurement- vocab all the words associated with
- How much, How many longer?, how many more, how much shorter, how many more/ how many less.
- Remembering all the number concepts
- Working on fractions this term
From todays session I am taking away how important math vocab is with tamariki, especially at new entrant age. Using lots of describing words and using comparisons.
I am looking forward to my math PD tomorrow when we will be discussing planning.
Today we had a class session on Te Reo with Marion. The schedule was running late so we only had her for 15 mins once the the computer glitch was sorted.
The session was really rushed and I felt it didn't really engage our tamariki, it wasn't interactive and because it was rushed didn't capture their interest.
I felt our previous session on feelings was much more effective, our tamariki were able to interact with Marion and it was fun.
I hope next week when we are making kawakawa balm that it is more to a five year old level and it is interactive to hold tamariki interest.
The session was really rushed and I felt it didn't really engage our tamariki, it wasn't interactive and because it was rushed didn't capture their interest.
I felt our previous session on feelings was much more effective, our tamariki were able to interact with Marion and it was fun.
I hope next week when we are making kawakawa balm that it is more to a five year old level and it is interactive to hold tamariki interest.
Sunday, 27 May 2018
I have been really struggling to find a planning format that works for me, I have looked and tried a couple and adapted some but haven't used them because they just didn't feel right.
So this week I asked Katrina to talk me through how she does her planning and what works well for her. Katrina was so kind and made a lot of the planning fog become clear, she has kindly offered to let me use her planning format and adapt it to suit my needs.
Update:
I have been using Katrina's planning template for two terms now and it is working well. I have made changes to work in with my daily routines and add links where necessary. I am finding the links really useful when using my planning each day, having everything in one spot has made my planning more effective. I would like to look at a way of incorporating a reflection of the week section. in the side panel. Aimee is also keen for me to give her planning format a go so I might look at trailing that next year, though I am really happy with my current format and wonder if it's worth changing.
So this week I asked Katrina to talk me through how she does her planning and what works well for her. Katrina was so kind and made a lot of the planning fog become clear, she has kindly offered to let me use her planning format and adapt it to suit my needs.
Update:
I have been using Katrina's planning template for two terms now and it is working well. I have made changes to work in with my daily routines and add links where necessary. I am finding the links really useful when using my planning each day, having everything in one spot has made my planning more effective. I would like to look at a way of incorporating a reflection of the week section. in the side panel. Aimee is also keen for me to give her planning format a go so I might look at trailing that next year, though I am really happy with my current format and wonder if it's worth changing.
Pokeno school visit
Visit to Pokeno School
Today I went to visit Pokeno School to visit one of their New Entrant classes. I was really interested to see how they do their Yolanda Soryl program but sadly we had to leave before they did it. I found it really interesting to see how their morning routine progressed and how their writing program worked. I gained some ideas that I could bring back to my class, ideas around introducing a writing topic to the group and how to draw ideas from tamariki.
I discovered that they have a writing goal at the back of their writing books and they regularly revisit these. I am going to try this in my class but put it at the front of their books so their goals become visible to them. I will develop a format and two forms one to start with and then working towards the next.
I have wondered if I could also make one of these for math and reading also. I will see how well I get on with the writing one.
I have been continuing to struggle with my planning, it was great to have the opportunity to see Karen's planning and what works for her. I was able to pull some ideas from her planning that I look forward to seeing how they may work for me.
Update:
I have created my own versions for tamariki goals to put in their math and writing books. Tamariki have enjoyed looking at their goals and receiving a sticker to place beside a goal when they reach it. We revisit the goals that they are working on at the start of each session so they know what they are working towards.
Today I went to visit Pokeno School to visit one of their New Entrant classes. I was really interested to see how they do their Yolanda Soryl program but sadly we had to leave before they did it. I found it really interesting to see how their morning routine progressed and how their writing program worked. I gained some ideas that I could bring back to my class, ideas around introducing a writing topic to the group and how to draw ideas from tamariki.
I discovered that they have a writing goal at the back of their writing books and they regularly revisit these. I am going to try this in my class but put it at the front of their books so their goals become visible to them. I will develop a format and two forms one to start with and then working towards the next.
I have wondered if I could also make one of these for math and reading also. I will see how well I get on with the writing one.
I have been continuing to struggle with my planning, it was great to have the opportunity to see Karen's planning and what works for her. I was able to pull some ideas from her planning that I look forward to seeing how they may work for me.
Update:
I have created my own versions for tamariki goals to put in their math and writing books. Tamariki have enjoyed looking at their goals and receiving a sticker to place beside a goal when they reach it. We revisit the goals that they are working on at the start of each session so they know what they are working towards.
Thursday, 22 March 2018
visit to Ramarama School
Today I visited Ramarama School to see a play based class room in action. I came away feeling pretty disappointed in what I had seen, I felt many of the children weren't really engaged in meaningful play and that the environment wasn't really set up to capture children's interests and extend their strengths. This visit helped to affirm my practice and did trigger a few ideas from what I had seen and how I felt I could refine what I am currently doing. I think in would be really valuable to my children if I could provide more of a play based environment by offering sand and water play. I would also like to build up my literacy and math asctivities and to be able to provide more construction type activities. I was able to come away with a few ideas around phonics such as introducing letter sound songs to my class. Aimee and I were able to talk to the principal about her Friday morning tea incentive that she runs school wide which is based around the school values. Each week teachers choose two students each and their names are put in a hat. At the end of the week the 8 children's names are pulled out of the hat and they get to have morning tea with the principal. I could see how this is a great incentive for tamariki and liked the way it focuses on good behaviour and could see it having a positive effect in our school.
Tuesday, 23 January 2018
Teaching Portfolio 2018
This a a space for me to collect and present the evidence needed to show that I am meeting the NZ Practising Teacher Criteria. The twelve criterion are listed on the right side of the page and have a number to show how many pieces of evidence I have collected,. An initial post was needed to set up the 'label' needed to make the list. With each post of text or photo/video, I can add a date and a label to show when the criteria was met.
Monday, 20 November 2017
I revisited Katrina's class last Thursday to bounce some ideas around with her about my zones as I had been noticing that our tamariki weren't engaging in activities for as long as they had been and we were having to rotate every ten minutes and we often only made it to 10.00
I knew Katrina took her zones right through to lunch time and thought i was ready for some fine tuning. Looking around Katrina's class I was able to think of new ways to tweak my zones, Katrina offered some great ideas and encouragement and I was ready to give things a try. The next day I shared my ideas with Angela and with her encouragement we redesigned the zones for Monday with lots more choices and we also introduced maths activities within the zones too.
New introductions included the maths area, play dough, floor puzzles, whiteboard activities, tamariki led writing table and a number of other activities. We wanted them to have a greater choice that captured their interest longer and encouraged group interaction and problem solving and teamwork.
On Monday Angela and I was amazed at how things went, after introducing tamariki to the new zones they were excited to make a start and were so engaged in their activities that we didn't rotate zones until after 30 minutes! There was great cooperation and a greater focus group-wide. There was only one zone that didn't work as well as we hoped but with the introduction of a couple of extra activities, it worked just as well as the others.
These two terms have been an enormous learning curve for me and I am finally feeling more comfortable and confident in what I am doing. I am excited and so looking forward to next year as I will know what works well and how I like to 'run' my class, I will be able to continue to build upon my resources and will continue to streamline my zones and will trial a way of recording them in term one next year.
I knew Katrina took her zones right through to lunch time and thought i was ready for some fine tuning. Looking around Katrina's class I was able to think of new ways to tweak my zones, Katrina offered some great ideas and encouragement and I was ready to give things a try. The next day I shared my ideas with Angela and with her encouragement we redesigned the zones for Monday with lots more choices and we also introduced maths activities within the zones too.
New introductions included the maths area, play dough, floor puzzles, whiteboard activities, tamariki led writing table and a number of other activities. We wanted them to have a greater choice that captured their interest longer and encouraged group interaction and problem solving and teamwork.
On Monday Angela and I was amazed at how things went, after introducing tamariki to the new zones they were excited to make a start and were so engaged in their activities that we didn't rotate zones until after 30 minutes! There was great cooperation and a greater focus group-wide. There was only one zone that didn't work as well as we hoped but with the introduction of a couple of extra activities, it worked just as well as the others.
These two terms have been an enormous learning curve for me and I am finally feeling more comfortable and confident in what I am doing. I am excited and so looking forward to next year as I will know what works well and how I like to 'run' my class, I will be able to continue to build upon my resources and will continue to streamline my zones and will trial a way of recording them in term one next year.
Monday, 21 August 2017
I have been struggling with a morning routine that works well for our class. I started doing a morning mat time with our tamariki similar to what I was doing at kindergarten, my starting with a welcome karakia to start the day, then doing a chart on how we arrived at school to tie in with enviroschools and then a talk about the day ahead.
It felt really messy and disjointed, it felt like it didn't have much meaning to the tamariki and the chart just wasn't working so I decided to change things.
Through a bit of research on line I came across the idea of the 'daily news' which is a piece of paper on the teaching station with missing words about the day that tamariki help fill in, it goes over the day of the week, the weather and the days mystery which could be related to either maths or letter.
This worked much better, we now start the day in a circle with candles lit in the middle and we sing our karakia, the best four singers are invited to blow out one of the candles, we then move on to the daily news and then discussions about our letter and number of the week and then move off to our zones.
Tamariki have really taken ownership of our morning routine, help get it ready and are often sitting on the mat waiting when the bell goes. I has also been heartening to see that on the odd occasion when we have had a computer malfunction this has not fazed tamariki and we just sing the karakia without the music. They have come such a long way and are now confident with all the words, so proud of them!
It felt really messy and disjointed, it felt like it didn't have much meaning to the tamariki and the chart just wasn't working so I decided to change things.
Through a bit of research on line I came across the idea of the 'daily news' which is a piece of paper on the teaching station with missing words about the day that tamariki help fill in, it goes over the day of the week, the weather and the days mystery which could be related to either maths or letter.
This worked much better, we now start the day in a circle with candles lit in the middle and we sing our karakia, the best four singers are invited to blow out one of the candles, we then move on to the daily news and then discussions about our letter and number of the week and then move off to our zones.
Tamariki have really taken ownership of our morning routine, help get it ready and are often sitting on the mat waiting when the bell goes. I has also been heartening to see that on the odd occasion when we have had a computer malfunction this has not fazed tamariki and we just sing the karakia without the music. They have come such a long way and are now confident with all the words, so proud of them!
Monday, 14 August 2017
I have been struggling getting through my reading groups as Katrina had suggested doing each child individually, but I was finding that by the time I did letter sounds, shape words then a reader with each individual child it was taking right up to morning tea time twice a week.
I decided to ask for some advice from Tina and she suggested taking small groups of three or four as this work well for her when she taught new entrants. I could see if I could get this to work it would be much better so began trailing it. What I found was it was much better and tamariki were able to learn off one another and encourage each other and strive to keep up to each other and set them selves goals like trying to get to the next shape word group because they wanted to be like their friends. I have continued to use this method, working out who within the groups work well together and being flexable to change things when needed. So I might have some groups of four some of three and some of two and if someone needs extra support I am able to offer that too. I am now going to focus on how I can extend tamariki reading experiences and get them progressing up the reading levels by carrying out running records and regrouping where necessary.
I decided to ask for some advice from Tina and she suggested taking small groups of three or four as this work well for her when she taught new entrants. I could see if I could get this to work it would be much better so began trailing it. What I found was it was much better and tamariki were able to learn off one another and encourage each other and strive to keep up to each other and set them selves goals like trying to get to the next shape word group because they wanted to be like their friends. I have continued to use this method, working out who within the groups work well together and being flexable to change things when needed. So I might have some groups of four some of three and some of two and if someone needs extra support I am able to offer that too. I am now going to focus on how I can extend tamariki reading experiences and get them progressing up the reading levels by carrying out running records and regrouping where necessary.
Monday, 24 July 2017
Starting at Tuakau Primary
This term I start a new teaching position at a New Entrant Teacher at Tuakau Primary School. I am looking forward to all the new challenges it will bring and feel lucky to have such great support and encouragement from Tina and Margaret. I know that there will be big hurdles to overcome and a period of adjustment as I find my way on this new journey. I am looking forward to discovering what it is like for tamariki transitioning to school from an early childhood centre and feel fortunate to be having three tamariki from Tuakau Kindergarten in my class so I will see this transition from centre to school first hand.
Update, August:
What a shock to the system! So much to take in, so much to learn, so overwhelming! I realise that this is a learning journey that will take time, I need to give myself time to find my feet, to discover teaching strategies that work for me by trialling what I learn from others, time to adjust to this new environment, and time to reflect.
Update, August:
What a shock to the system! So much to take in, so much to learn, so overwhelming! I realise that this is a learning journey that will take time, I need to give myself time to find my feet, to discover teaching strategies that work for me by trialling what I learn from others, time to adjust to this new environment, and time to reflect.
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