TBCS - Craig - Marae Hosting

On the 8th September 2017 the school was asked to host the Nelson Christian Academy who were visiting the Marae.
Matua Shawn had been teaching Kapa Haka at school and the students had several waiata ready.

Those of us who had not been to the Marae were welcomed when we arrived. We bought some kai with us for a shared time of food and songs.
We were told what was expected from us and then we prepared to welcome the Nelson Christian Academy.
We got to sit on the left side of the Marae and were involved in waiatas and our students were given an opportunity to give their mihis.

As hosts, out students ran stick games and taught the visiting students various games. We also hosted a time of Kai and helped clean up afterwards.

It was a really positive time and included a second visit the following week as N.C,A was too big to come in one visit.

The school's relationship with the Marae was strengthened...

• 1 & 3 Attending cultural events at school and in the local community.
• 1  Developing and maintaining meaningful relationships with whānau, hāpu, iwi and other members of the local Maori community.

TBCS - Craig - PLG

Photo taken on the way to PLG

On the 29th May, I attended my second Moutere Hills Cluster PLG.

It was a chance to talk about how things were going for each of us and to encourage each other.

we shared together about what was important for us at the moment.

We discussed various topics together including..

- Developing relationships in large teaching spaces with double classes.
- Getting 'invisible children' involved. (What interests them? Front loading - make the kids experts
Use the sticks - no hands up - after elbow buddies, Sheena Cameron - the oral language book)

- Enabling oral language skills and confidence.

- Keeping balance with all of the expectations of class and school.
- CRT time being used up with assessment.
- Literacy targets.
- Understanding children with autism. 
- Keeping up the concentration of students.
  ( Brain gym )
https://blog.cognifit.com/brain-gym-activities-keep-brain-young/ https://ilslearningcorner.com/blog/2017/01/19/2017-01-brain-gym-simple-brain-gym-exercises-to-awaken-the-brain-for-learning-readiness/)
- Catering to a range of abilities. 
and for me
- Developing better writers and ways that technology might aid that.

I was given these resources.

Brainframes

Episode 52 - Prepped and Polished (Teaching students to overcome writing difficulties.)

https://www.youtube.com/watch?v=i4-2xBNukUs

/

We were all encouraged to join the Learning Support network.
Hub 1 was free...

Learning Support Network

• 3 Discussing my practice with colleagues and being open to new ideas.
• 2 Being an active member of professional learning communities.
• 3 Appropriate and professional communication with colleagues, ākonga and whānau.
• 3 Establishing collegial relations by participating with colleagues in staff activities, and taking an interest in what others are doing through positive professional interactions.

TBCS - Craig - Kahui Ako COL Meeting,

On Monday 5th June all the staff went to a combined teachers and leaders Kahui Ako COL meeting.

It involved staff from around the region and included primary and secondary teachers.

We looked specifically at the achievement and buy in of our Maori students through creating a family atmosphere and doing the most we can with what we have. (Not waiting for anything to change outside of the class)

Notes are as follows...

Please click Here.

TBCS - Craig - Reflection - Start of Day 2 PLD

Yesterday

Yesterday went well. I got to try lots of things and feel more comfortable with the Blogg reflection process.

It was great spending time together and to encourage each other in our skills and thinking.

I was inspired to use pictures and captions to help get reluctant writers to get started using complete sentences as captions...

Knowing how to move files is really helpful.

Creating the Google form for using with the learning register was fantastic and will help us and especially Judy-Anne.

The talk and presentations around Learner Agency were helpful and it was great to be able to turn that into a blogg.

I was also helpful to know how to put a slide show onto blogger.

Where to today?

I want to know how to set up a class drive and individual drives when the letter to parents takes effect.

I want to know how to use Google Docs more effectively with my students to raise their Writing outcomes
including auto corrections etc.

Also how to know when using technology is making a true difference in my teaching.

TBCS - Craig - Learner Agency Examples Room 3

These were my examples of learner agency in Room 3 

They showed students going beyond what was expected, students helping one another, Students teaching each other aspects about devotions using the whiteboard (at break time), setting a goals and choosing to do it while everyone enjoyed Sumdog.

Where to next...

Put it up on Seesaw to share with parents.

There are other things on the rubric which can be added.

Share it with the rest of the class.

Loop it on T.V as an example.

Add video and get students to articulate what they are doing and learning, and where they are going.

• 6  Using appropriate pedagogies to accelerate progress of ākonga who are achieving below national expectations.
• 6  Having high expectations for all ākonga and sharing these expectations with ākonga and whānau.
• 6  Undertaking a detailed evaluation of learning programmes and their impact on all ākonga, that takes into account ākonga feedback.
• 5  Structuring learning tasks so that all ākonga experience a degree of success, but also ensuring that they are required to stretch themselves to fully succeed.
• 4  Discussing my practice with colleagues and being open to new ideas.
• 3  Participating fully in school/syndicate/faculty/department meetings and be an active member of the team. Share ideas with others.
• 3  Participation in professional development (PLD), both in school and through outside agencies. Working with colleagues to enact the new learning. 

TBCS - Craig - Reflection of Term 1 2018

This term has gone really well and there have been lots of positives. Most students have progressed really well in Reading and Math, and Bible has progressed well with the students learning Genesis well and being challenged about how the Word of God impacts their every day lives.

One area that has been a challenge has been writing. I have tried lots of different means of getting the students to write and it has had mixed results. The term goal was about sentences. That still remains a challenge.

We have started using ICT to improve writing outcomes, but this is still in the learning, messy stage. The kids are excited, but our school goal has not seen improvement yet using this media.

I have seen improvement in the students that struggle, but most of the problems are ones of attitude and head space, not so much in ability. I have worked tirelessly to point out strengths and abilities and to create empathy for others. Once they can look outside themselves, they will more quickly see the impact their actions and words.

The students wrote some great reflections of their learning which showed the progress each of them had made. It was really encouraging for me.

• 2  Reflection on how aspects of PLD have been enacted and the impact on ākonga learning.
• 3  Participating fully in school/syndicate/faculty/department meetings and be an active member of the team. Share ideas with others.
• 4  Discussing my practice with colleagues and being open to new ideas.
• Promotion of positive and appropriate relationships with and between ākonga.

TBCS - Craig - Reflection - P.L.G

I got to go to my first P.L.G yesterday. It was held at Tasman School.

We started by introducing ourselves: where we were from, what class we taught and what we had done in the past.

We then got to go in a circle and say what was on top for us... I said it was keeping track of my students who were all working at different levels in lexia and Math Buddy. Others needed to get to know their students better individually, learn to deal with wide range of abilities, and set routines as we have not had many full weeks this term.

We then got to talk about what goal we were working on at the moment. Mine was trying to improve my students writing. Other issues that arose included Math and Science. For Math, it was in regard to games that could be used for activities. In science, most of the other teachers have it for P.L.D and have lots of requirements to meet, and there was some confusion about the big picture.

Some things that came out of the conversation that I thought would be good to remember and/or put into practice were...

• using a speaking stick and named ice cream sticks for answering questions.
• Math games: study ladder, and the bankers game (with dice) Paul Swan 
• Give instructions clearly and say what you want and not what you don't want. Rather than say, "Go out to lunch when you have finished your work", I should say Finish your work and then go out to lunch. It helps those who need routines and and lists to have instructions in order.
• Writing helps included...

1. Quick writes
2. Literacy shed https://www.literacyshed.com/
3. National Geographic short videos (David Attenborough)
4. Fishbone https://www.google.co.nz/search?q=fish+bone+planner&safe=strict&rlz=1C1GGRV_enNZ751NZ752&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiyz6LomujZAhWEyLwKHe5BDfAQ_AUICigB&biw=1800&bih=700#imgrc=0JNNE8Z3R1cdoM:
5. Brain frames

Action plan

I am going to check out fish bone planning which seems easier. than the writing for fun template I tried to use these last two weeks.

I am also going to try brain frames, which seem very logical and I think may help many students.

But first, after looking at their e-asstle tests, which I did today, I am going to hammer simple sentences! Some have got it and will need to be challenged in other areas, but some still can't even use a capital letter, let alone have a complete thought in a sentence. I have my work set out for me...

• 3 Discussing my practice with colleagues and being open to new ideas.
• 2 Being an active member of professional learning communities.
• 3 Appropriate and professional communication with colleagues, ākonga and whānau.
• 3 Establishing collegial relations by participating with colleagues in staff activities, and taking an interest in what others are doing through positive professional interactions.

TBCS - Craig - Reflection Kaea and reading groups

I noticed yesterday how Kaea struggled to concentrate, keep up, and participate while we were reading in a group situation.
I expect with her hearing loss, that while she hears me clearly enough, she struggles to hear the other students, especially in a group situation.
(The back ground is that Kaea has refused to wear her hearing aids this year and has not brought them to school at all.)
After talking to Steve we came to the conclusion that if we could get Kaea to bring her hearing aids to school, if only to use them at reading time and take them off again, it could help her be engaged and learn more than she is at the moment.

Action plan.

Speak to Judy, Wendy, and Rrbekah about contacting the family to get the hearing aids brought to school.

23/2/2018
I spoke with Judy Larkin today who has in turn e-mailed Rebecca to find out about the hearing aid situation.

Hopefully we can see some progress soon.

28/2/2018
I spoke to Judy today and we discussed the hearing aids which haven't turned up. She was going to see if she could help to to get them in class.

14/3/18
The hearing aids turned up a week ago. When we have the gear all charged properly charged, it makes a marked difference and allows Kaea to be involved with the group and allow to hear the other students clearly.
She says I am too loud, so Judy is making an audiology appointment so the aids can be set to the correct levels and I am not so loud in her ears.
I have also learned how to ensure the aids are turned off. If they are not turned off over night, they go flat over night.

31/3/18 We had an IEP meeting with Mum, Judy, Wendy, and the educational psychologist about Kaeas behaviour and her refusal to wear her hearing aids. See here.

2/7/18
After having a bad start to the term and lots of work from Judy, Wendy and myself, Kaea is wearing her hearing aids almost full time at school. The audiologist said she needed to wear them as much as possible to allow her brain to use them effectively and to set the pathways.
Success is sweet. Not only is Kaea hearing better, but her compliance in wearing them is part of an overall improvement in her behaviour.

• 2  Following an inquiry model appropriate to my setting, and using goals and/or inquiry questions that are linked to identified priorities for my ākonga and school.
• 2  Making time to have professional discussions with colleagues.
• 2  Effective communication with ākonga and whānau about ākonga achievement, learning and well-being.
• 3  Appropriate and professional communication with colleagues, ākonga and whānau.
• 3  Engaging with whānau and ākonga to discuss ākonga well-being and achievement. Engaging in regular professional communication as appropriate. 
• 4  Observations in my classroom that focus on the learning environment.
• 4  Classroom observations with a specific focus on this standard.
• 6  Using feedback from classroom observations to improve learning programmes.

TBCS - Craig - Reading - Reflection

I started the year feeling a little under prepared. I had a good understanding about the Lexia and Reading Plus programmes from last year and had them sorted and operational for the start of the term. The thing I was not sorted with was reading groups. Judy-Anne and I had meant to get together, but it had never happened. Thank the Lord for C.R.T days!
I had a C.R.T Day on Tuesday, and Judy-Anne put her class with mine so we had the morning together to sort out what I was meant to do and how to achieve it.

The groups were established from data gathered at the end of last year. Only one student had no data to work from, so we went from her level on Lexia, which as it turned out was far below her reading level. This  became a blessing because although we will have to do a running record on her, she has realised how far below her level she is working on Lexia and has determined to catch up, which is great.

One problem I ran into was that one of my groups has 6 students in it and we do not have many sets of journals with 6 or more. It became a real problem till I had an epiphany. Sunshine online has a great reading resource of journals at the levels I need and because every student in my class has a device, they can all access the same journal at the same time. The added bonus is the extra activities attached to each journal.

I have also given each student access to sunshine classics to use for homework reading if they do not have a novel they wish to read. I have set up each account with books at their individual levels.

My big teaching books were set up using the rocket reading sheets.

I will report on how things progress.

Judy-Anne and I also discussed Spelling essential lists and the Gloss test.

• 2  Making time to have professional discussions with colleagues.
• 2  Observing and learning from experienced teachers.
• 3  Understanding and using existing models of effective practice (e.g., Te Kotahitanga and Ka Hikitia)
• 4  Discussing my practice with colleagues and being open to new ideas.
• 4  Observing other teachers practices and approaches in the establishment of an inclusive and supportive learning environment.
• 5  Structuring learning tasks so that all ākonga experience a degree of success, but also ensuring that they are required to stretch themselves to fully succeed.
• 6  Observing other teachers’ use of resources and teaching strategies.
• 6  Seeking advice and feedback from colleagues on planning units, useful resources, and strategies to enhance ākonga interest and engagement.

TBCS - Craig - Reflection - Troubleshooting - February 18

What did I learn today?

• I still have lots to learn!
• Google tasks can make to do things accessible to calendar
• Google Keep can scan and type printed info and with labels it can help help to organise.
• Google keep is more personal while Blogger is the place if you want to share.
• How to formulate a reflection.

So what?

• The more tools I have, the more choice I have to accomplish a task and the more time it should save in the long run.
• This should make my students more excited about their learning.

Next steps:

• Practice google tasks, Keep, and calendar.
• Sort out how to save photos to google photo.
• Make sure room ipad is linked to student account. (room3@ tas...)
• See Geoff to sort out the offline problem extention.

• 2  Undertaking PLD and further professional reading.
• 2  Engaging with school-wide inquiry approaches as expected.
• 2  Ongoing active involvement in a school/community of schools or other professional learning communities (PLC).
• 2  Attending and contributing to PLD opportunities within and beyond my school.
• 3  Participation in professional development (PLD), both in school and through outside agencies. Working with colleagues to enact the new learning. 

TBCS - Craig - Reflection - Day 1 - January 18

What is standing out?

• How many tools there are!
• What a lot I have to learn.
• How much time could be taken trying to learn each one.

Where to from here?

• Get e-mail links to parents sorted.
• Understand how to use see saw
• become more confident with what we have covered today.
• find some practical things I can start with my students.

• 2  Undertaking PLD and further professional reading.
• 2  Engaging with school-wide inquiry approaches as expected.
• 2  Ongoing active involvement in a school/community of schools or other professional learning communities (PLC).
• 2  Attending and contributing to PLD opportunities within and beyond my school.
• 3  Participation in professional development (PLD), both in school and through outside agencies. Working with colleagues to enact the new learning. 

TBCS - Craig - Reflection on Learner Agency

Although I do not understand the word, agency as it is used in Learner agency, I expect from discussions that it refers to you being in control of what and how you learn.

What might the teacher do to develop it?

• Foster a desire to learn and grow, develop excitement about all things new.
• Show where each subject is relevant for now or the future.
• Goal setting.
• choice of themes or activities.
• Wait time.
• Questions that encourage self reflection, How did you go? What went well? what didn't work so well? How can you improve?... etc.
• Success criteria.
• Develop high expectations.
• Foster an environment that encourages risk taking and allows for failure.
• Model different ways to learn.

What might the teacher not do in order to develop it?

• Allow the students to have no imput into what they get to learn.
• Do things the same every time without reflection and and feedback to shape where to go next or next time.
• Teach without giving the 'why' so students don't get the big picture and can't see the value of learning what ever it is.
• Teach to get it taught and over with, with no passion or enthusiasm.
• Get upset when students get it wrong.
• Give no time to think or process.
• Don't allow the students to reflect on what they have learned.
• etc...

• 2  Undertaking PLD and further professional reading.
• 2  Engaging with school-wide inquiry approaches as expected.
• 2  Ongoing active involvement in a school/community of schools or other professional learning communities (PLC).
• 2  Reflection on how aspects of PLD have been enacted and the impact on ākonga learning.
• 2  Attending and contributing to PLD opportunities within and beyond my school.
• 3  Participating fully in school/syndicate/faculty/department meetings and be an active member of the team. Share ideas with others.
• 3  Participation in professional development (PLD), both in school and through outside agencies. Working with colleagues to enact the new learning. 
• 4  Involvement in appropriate PLD.