TBCS - Lessons from Life Education - Judy-Anne

It is always lovely having Ingrid visiting. While I sometimes think she has a fabulous job I am not sure I would like (or cope well with) having a number of  different classes and levels in a day and even potentially a number of schools in a week. She also gets to be observed for every lesson - ugh. Plus she gets to play second fiddle to a puppet!
Life Education has lots of resources to share so there always plenty of options for follow up work.
Ingrid uses lots of many positive teaching methods. She makes the rules fun- eg put up your brain aerial if you want to speak, but also sets very firm boundaries. She gives clear directions and checks they are understood. Everybody gets a chance to shine. The children are engaged by the activities, the songs and of course they adore Harold. William in particular loved the science and knew which way up to put the snorkel.
The children enjoyed telling me how they had swum underwater with Harold on Friday and the room was all blue. There is some great technology in that truck!


Reflections:
Ingrid was very good about involving everyone, getting them up and moving and using songs. While I do all those things maybe I should keep a bit more of a record to ensure I am doing it regularly. Maybe I include some children more than others and we probably don't move and sing as regularly as they did with Ingrid. Maybe the question is 'how much movement and singing do they need?' If they are happy and on task are they getting enough?

Next steps:
. Get the puppets out
. Ensure we follow up on some of the learning from our sessions. Check with the children and also check back to Ingrid's lesson plan for Friday as I was away sick.
.Complete at least some of the work books at school
.Make thank you cards
. Art work about Harold swimming underwater
.Maybe write a story about Harold's visit to Kelly Tarlton's, and use of the snorkel to breather underwater
vocab list- respiration, oxygen, carbon dioxide, lungs, trachea, mouth and nose

3. Engage in reciprocal, collaborative learning-focused relationships with:

·         learners’, family and whānau

·         teaching colleagues, support staff and other professionals

·         agencies, groups and individuals in the community.

• Appropriate and professional communication with colleagues, ākonga and whānau.

6. Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.

Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning.

• Observing other teachers’ use of resources and teaching strategies.