Sincere, specific, recorded, reinforced
Next steps
Start a journal for each child- birthdays, interests, achievements...
Share achievements with other staff so that others can praise children too
Standard 2
Professional Reading
21 December 2018
TBCS - Praise Rules from Richard James Rogers - Judy-Anne
https://richardjamesrogers.com/2018/07/15/the-four-rules-of-praise/
Sincere, specific, recorded, reinforced
Next steps
Start a journal for each child- birthdays, interests, achievements...
Share achievements with other staff so that others can praise children too
Standard 2
Professional Reading
Sincere, specific, recorded, reinforced
Next steps
Start a journal for each child- birthdays, interests, achievements...
Share achievements with other staff so that others can praise children too
Standard 2
Professional Reading
TBCS - Techniques Every teacher Needs from Richard James Rogers- Judy-Anne
https://richardjamesrogers.com/2018/09/09/10-techniques-every-teacher-needs-to-know/
Next steps
Develop- and use- a teacher journal, for successes as well as failures!
Next steps
Develop- and use- a teacher journal, for successes as well as failures!
TBCS - The Prayer of Jabez - Judy-Anne
“Sign up to be a gimper for God.”
A gimper always does a little more than is required or expected.
(Which fits in beautifully with our recent sermon series where we have been talking about God doing more than we could ever ask or imagine.)
Ch 2
So Why Not Ask
Is it possible God wants us to be more “selfish” in our prayers - ie actually ask for blessings for ourselves?
To bless in the biblical sense means to ask for or impart supernatural favour.
We need to want for ourselves nothing more and nothing less than God wants for us.
God’s nature is to bless. We need to ask.
Ch 3
Living Large for God
...please expand my opportunities and my impact in such a way that I touch more lives for Your glory. Let me do more for you.
Leads to ‘Jabez appointments.’
To pray for larger borders is to ask for a miracle. (When you take little steps you don't need God. )
Ch 4
The Touch of Greatness
When it feels too much for you - that's dependence- and what God wants from us!
...for the Christian, dependence is just another word for power.
Ch 5
Keeping the Legacy Safe
We should pray for God to keep us away from temptation.
Sometimes we will need to stand confidently against the enemy with what Paul calls "the weapons of our warfare." (2 Corinthians 10:4)
Ch 6
Welcome to God's Honour Roll
God favors those who ask.
We need to remember we have an extraordinary, miraculous God and step out in faith to follow Him.
Ch 7
Making Jabez Mine
Pray the Jabez prayer daily, mark it on your calendar.
Put the prayer up where you can see it. regularly.
Keep a record of the changes in your life especially the divine appointments and new opportunities you can relate directly to the Jabez prayer.
When you act you will step up to God's best for you.
Next steps:
Print off the prayer and display it
Make a journal for keeping the record in
Pray the Jabez prayer daily
Standard 2: Professional Reading
12 December 2018
:max_bytes(150000):strip_icc()/2764587-article-types-of-play-5aa68d5a875db90037fc1198.png)
10 December 2018
TBCS - Craig - PLD - The 4 Language Arts
The 4 Language Arts
Listening - Speaking - Reading - Writing
Listening.
There is a difference between Hearing and Listening.
Listening is a Focus.
Ways to develop listening skills:
Listen to great music - It is the bridge between vibration and Language
- Take daily time - find a great piece of music and just listen to it.
- Don't be afraid to listen to the same piece of music over and over.
- e.g. Benjamin Britain's Young Person's Guide to the Orchestra.
- e.g. Peter and the Wolf
- e.g. The Classical kids - Mr. Bach Comes to Call
Read out loud above child's decoding level.
- Decoding is very dependant on hearing.
- You say words to yourself - if you can't hear, you don't know what the word is.
- Language must be in your head first before you can decode when you are young.
Take notes.
- Create opportunities to take notes while listening e.g. Church
Speaking skills
- Speaking is intentional.
- Recite poems or scripture.
- Memorize excerpts from famous speeches e.g. Fredric Douglas (U.S slave) - memorize and commit to heart.
- Write your own speech (speech and debate league)
- limited planning speech (say 2 mins to prepare)
- expository speeches on current events.
- dramatic speeches - it combines all language arts together.
- Tell back what has just happened - it increases powers of observation.
Reading Skills
- It's more a brain function than something that can be taught and learned on demand.
- Scandinavian countries don't push reading till about 9 yr.
- Audiobooks are great - what's the difference? you can read with your eyes or ears.
- A bigger font can help.
- When reading to your children, read above their level - it sets an example to move up.
Writing Skills
- To write, you need an idea from within or without you.
- Own experiences often aren't in words but in pictures and feelings, so can be harder to write from.
- To have an original idea would be very unusual - everything is already out there.
- The idea has to get into words - It's tough!
- You have to hear what you just said to yourself and remember it long enough to get it down on paper - from your spelling database.
- Copy work is valuable - That's how you learn to write.
2019, We are changing the bell times to increase the length of the first period. Within the extra time, I plan to add time to listen to great works of music. I plan to teach the recorder, get my students to memorize their memory verses, establish a system for my students to practice and test spelling words each week, and memorize some poems over the year. I will also keep up the reading of a class book aimed at a decoding level above my students.
- Professional Learning
- School Goal (Writing)
6 December 2018
Teaching writing genres that dont exist in real life
https://www.tes.com/news/writing-genres-dont-exist-real-life-so-why-teach-them?fbclid=IwAR1vMI4uBr4OhnKMd1ESynxnG70KK3J4HwEmE45L13yH6XjNUN8rlyQzlJs
Since returning to teaching one of the noticeable differences is the move away from teaching specific writing genres and being more focused on how to write well over a whole range of styles. I have seen this in action in Steve's class as we taught first how to write proper sentences (simple and complex) and used whatever was happening at the time - camp experience to recount, Pobble 365, Armistice Day reports, Seesaw posts etc for practicing these base skills for writing. I much prefer this way as it is more relevant to students as it is being done daily which increases their motivation to write instead of spending a term just doing newspaper reports for example and having all our writing having to fit into that style.
Writing for purpose and audience is now the main focus as when students write to a structured format it looses any sense of personality and enjoyment while reading. Most of what we read online follows no set structure though striking a balance in there somewhere where writing is correct(spellchecked/edited) without loosing that creativity.
Next steps: It came out in the asstle writing test that students next steps are expanding on their ideas including complex ideas related to the wider world beyond themselves and writing for an audience. Many seem to assume the reader knows what they are talking about already so miss half the details. Next year we are signed up for the Get NZ Writing where students will write postcards to another school which will be ideal to work on explaining things to others from scratch.
Link to Standard - Teaching
Provide opportunities and support for learners to engage with, practice and apply learning to different contexts and make connections with prior learning.
Strategies
- Monitoring of ākonga learning during the implementation of a programme of learning, so that the programme can be adapted where needed to better achieve desired outcomes for ākonga.
- Using feedback from classroom observations to improve learning programmes.
- Observing other teachers’ use of resources and teaching strategies
5 December 2018
TBCS - Genres - Judy-Anne
https://www.tes.com/news/writing-genres-dont-exist-real-life-so-why-teach-them?fbclid=IwAR1vMI4uBr4OhnKMd1ESynxnG70KK3J4HwEmE45L13yH6XjNUN8rlyQzlJs
This is what you were looking for Margaret.
Steve - 5/12/18 - God's Girls - Devotions - PLD
A report from the Leaders of God's Girls.
God’s Girls – Report
to End of 2018
God’s Girls began after the Christian Schools Conference
last July when God prompted me to begin a lunchtime group with our Senior Girls
(Year 6,7 and 8) and talk about issues relevant to them. The focus is on being
secure in who they are in Christ and being “Gritty Girls” – girls with purpose,
diligence and passion. Sandra Clark and I began meeting with the girls weekly
over their lunch break.
I have used some resources from Vanessa Gatman from Kingsway
School in Orewa who runs an organisation called “You-are”. Their aim is to equip teenage girls to be the
best version of themselves through conferences held in Auckland and Hamilton.
To date we have discussed issues such as influences of
social media, characteristics of Gritty Girls that we would like to develop,
looked at Biblical and modern day women displaying these characteristics.
Personal matters such as resilience, positive self-talk, anxiety, modesty,
friendship, forgiveness, gratitude, power of our words have been discussed;
along with physical health – sleep, exercise, healthy eating etc.
Once or twice a term I email the Mums to let them know what
we are chatting about, and have had numerous positive messages back from them,
and the occasional suggestion of things we could cover in our time.
Most of the girls commented in their recent report
reflections on how much they have enjoyed our group, and gave specific things
they have learned. I was surprised by some of the comments as it showed that
God is doing beyond what I think we are setting out to achieve – isn’t that so
like our God?!
What a privilege it has been to meet with these girls and share
life with them. Sandra and I look forward to next year with a new bunch of Year
6 girls joining us.
Thinking: Professional Development Outcomes.
The drive and emphasis of our school is not restricted to what the Education Department requires, nor is it what we (staff, proprietors, BOT) seek. This is an example of Professional Development of our Spiritual selves, including all staff, to go beyond what we see as an outcome.
Next Steps: Ensure we (I) provide opportunities for each of us to grow in our Spiritual walk, noticeably PLD among other Christian Teachers.
This is the result of an enquiry led by support staff. Never undervalue the resources we have.
Subscribe to:
Posts (Atom)