TBCS - Decodable Texts - Judy-Anne

Inquiry:

So I had been seeing posts on Facebook pages about decodable texts and how amazing they are but didn't know what they were or why they were so great, and I also wasn't sure how to get new resources with an empty money pot!

I did a little research on them today and discovered they are phonics based. There are heaps of free ones available, some online and some that you can print but looking at them I realise we have some of them sitting in the back room as well. What a bonus!

I am wondering whether increasing use of phonics and decodable texts will help my youngest boys with their reading at a more accelerated pace.

Action Plan:

. Set up the phonics song on the sample student on seesaw so they can access it for themselves more readily
. use decodable texts with Samuel, Beauden, William and Elijah
.continue to work on blends with the whole class



Chalking on Blogger

Decodable books

• Undertaking PLD and further professional reading.
• Engaging with school-wide inquiry approaches as expected.

• Use of inquiry to inform planning and teaching.
• Checking to see if planning and delivery of programme is tailored to the strengths, needs and interests of ākonga.
• Using appropriate pedagogies to accelerate progress of ākonga who are achieving below national expectations.

TBCS - Teacher Wellbeing - Judy-Anne

https://www.independent.co.uk/news/education/education-news/teachers-mental-health-anxiety-panic-attacks-insomnia-education-a8592551.html

So once again we got to the end of the first day of term and all realised we were behind already.

I recall an ERO visit when I was at a previous school where the Deputy Principal  commented as we took our paperwork over to their office space that this was the first time she had been up to date with her paperwork in 30 years!

Why do we do this to ourselves? How do we stop?

Some people seem to have developed a good system for themselves, working set hours and not taking work home except around report time. But others are posting on facebook, whether it be showing what they have been doing or asking for help with some curriculum area or behavioural issue,  at all hours of the day and night,  "non contact- holidays" or not.

I liked the idea discussed at a recent NZSTA training where one board is looking after the well being of their teachers as they realise that that ultimately affects the well being of their children.

I have tried many different ideas over the years so maybe it is time to write some down and post some results so I know what works best for me.


Ideas:
. Set hours for work - tricky when we are carpooling and I want to take chances to spend time with Danni when it is available. Maybe it just means putting a limit on hours worked in a week.
. Massage - love this one so need to try and find somebody I like and ensure money is put aside for this
. Craft
. Reading
. Gardening
. Coffee- not relaxing for me, but maybe make time for an alternative eg hot chocolate, iced coffee, at someplace nice
. Follow relaxation tips from the relaxation/ massage therapist we visited in Wellington.
. Accept that some things won't get done
. Make a 'done' list instead of a to do list
.Set realistic expectations, both for myself and others
. Delegate
. Do the less desirable tasks first


Teacher Inquiry:

How can I spark more energy and joy?

Start with registereing for Outdoor classroom day November 1 2018?


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