TBCS - Anzac rocks - Judy-Anne

We painted rocks for Anzac Day then hid them over near Jester House on the walkway. We read some books about the war and discussed it a little too. Most children had something to share about members of their family who had been in one of the wars. 

We also tied this in with a pyjama day so wore our PJs across the road and even happened to come across a couple pruning trees with a very long handled tool. Love those unplanned things we can happen to be part of sometimes.

TBCS - Tasting - Judy-Anne

I have had tasting and / or cooking sessions in my classes for quite a few years now. Generally I find they will try all sorts of things when everybody else in the class is and when there is no expectation that they have to like it, or eat lots of it. We try a small piece and if we don't like it there is a bin. This class have been the least keen to try new things that I have had so far but maybe they like savoury things more than sweet. Most of them were really keen on the fresh beans from our wee garden. We will update our list again for next term and see what else they would like to try.

Banana and choc chip muffins

Naan bread

Naan bread

Quince jelly- a particular favourite every time. 

Toad in the hole

Shared breakfast

Black boy peaches

Persimmon

Baked apples

TBCS - Learner Agency - Judy-Anne

Karaiatiana and Laila read the book Make It. I suggested they could choose something to make and they chose the flower. We checked the supplies we had, found some large cardboard for them since they wanted to make giant flowers and away they went.

Laila's flower

Karaitiana's flower

String art
This was amazing! Found it on Facebook. Portia was really keen so we tried it together. She was much better at it than I was. She made heaps of them and was busy helping the others do it. Reuben, Karaitiana and Brianna tried a few but the others weren't interested so they kept on doing their maths and reading.

TBCS - Life Education with Harold - Judy-Anne

Mental health, resilience, conflict resolution are all things we seem to need lots of work on. Ingrid and Harold always have lots of good lessons and lots of good quotes and tools to use. 

When someone is upsetting you, use your WITS

And BLOW it away

Little problems- we can work them out ourselves

Big problems are ones we need help with

TBCS - Devotions with Louise - Judy-Anne

I asked for parents to come in and help with something that was a skill and passion of theirs. Louise volunteered to come in regularly and do a devotions and craft session from the children's storybook Bible we were reading in the first term. It was great to have the story read again and learn some other things I didn't know about some of the stories. I had never really thought about it I guess but creation had to have happened in a specific order for instance.

Louise has had great crafts to go with the stories and works really well with the children. 

There are still quite a number of sessions to go in her plan.

Story of Noah

Tower of Babel

Abraham and his dedscendants

Moses in the bulrushes

Joseph and his coat

Joseph and his coat

Moses and the Red Sea

The 10 commandments

Moses and the bulrushes

Moses and the bulrushes

Noah

Creation

Creation

TBCS - Matariki - Judy-Anne

Matariki Breakfast

We read  'Matariki Breakfast' and talked about what we could do to celebrate Matariki.

We wanted to have our own breakfast so we organised that for Friday.

We made our Matariki Stars at the Suter Art Gallery. These were made from clay and they fired them for us. Then we coloured them with crayon and painted over them with Indian ink. We sealed them too. (Should have done that outside- the room was pretty smelly for a few days!)  

We made some kites and flew them. We made Japanese kites as an art project, with pastel and dyes. Some children from Room 4 were in our class for this too.

We made another artwork using multi multimedia. We made the earth in pastels or crayons, sponge painted the sky, made a ladder from popsicle sticks and little sticks (like matchsticks) then added a photo of ourselves reaching up for the sticker stars.

We did a goal setting activity on Seesaw so have some comments back from our parents.

TBCS - Craig - Maori Language

I have a lovely new student in my room called Waihou. She started at our school only a few weeks ago. She was not able to swim during our swimming lessons last Monday, so we got to talk while sitting and watching the lessons.

She told me that she had come from Christchurch, where she had attended a Maori school called Haeata Community Campus. She was not allowed to speak any English there. I commented on how good her English was and that I didn't know very much Maori.

She taught me how to say ice cream in Maori 'ihecreamy'

She then asked me what Maori words I knew. As I said them, she would say the meaning in Maori and say, "What other word? ... What other word?" till I had exhausted all the words I could think of on the spot. She then proceeded to tell me Maori words that I should know and I told her the meanings in English. I knew all of them and had not been fast enough to think of them while she quizzed me earlier.

She was very proud of her knowledge and she seemed really keen that I should know more so I made a bargain with her. I would teach her English, Math, Reading, Typing etc. and she would teach me Maori. I asked her to teach me a new word every day and to test me several times over the day so I would remember it. She agreed.

Today's word was

• 1  Regular use of te reo Māori.
• 1  Recognising, valuing and utilising Māori ākonga knowledge within school setting.
• 4  Providing opportunities for ākonga engagement in co-operative learning, and reciprocal teaching. 
• 4  Fostering tuakana/tēina relationships.
• 4  Learning phrases of languages that are familiar to my ākonga who come from different cultures.
• 6  Where appropriate seeking out and validating the prior knowledge that Māori ākonga bring to their learning.

TBCS- Child Development - Judy-Anne

Child Development

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Sharing PLD knowledge, relevant readings and research with colleagues.

TBCS - Alone - Judy-Anne

Couldn't have said it better so won't even try to! Suffice to say that I need some 'alone' time - things are getting overwhelming in my life and I need time to just stop and rest.

Alone By Bret Lamsma, Sunday, July 1, 2018 12:00 AM Scripture Reading: Mark 1:9-15 The Spirit sent Jesus out into the wilderness. . . . Mark 1:12 I’m kind of an introvert by nature, so my friends know that I like to spend time alone. Don’t get me wrong—I like spending time with people too. But there is something about being alone that energizes me. My drive to church is about 25 minutes, and that’s an important part of my day. Along the way I can spend time alone preparing for my workday ahead, and on the way home I can spend time preparing to be a dad and husband. Jesus often spent time alone. At the very start of his ministry, he spent 40 days alone in the wilderness, being tempted by Satan. What did he do in all that time? He no doubt spent a lot of it praying, fasting, and being energized for his mission by his Father in heaven. This was a vitally important time for Jesus’ preparation to do the work he had come to do. Likewise, we need time alone with God. When we are alone with God, spending time talking to him and listening for direction through his Word, we are being prepared for our mission here on earth. Our faith is formed as we seek God’s guidance and wisdom. But in the busyness of life often the first thing we skip is time with God. Schedules get in the way, and time passes. We’d like to spend more time with God, but we can’t seem to fit it in. Here is your challenge for today: find some time to be alone with God as he prepares you for his mission in your life. Father, help us to find time alone with you today. Prepare us for the mission you have for us, and form our faith in amazing ways. In Jesus, Amen. .

Sharing PLD knowledge, relevant readings and research with colleagues.

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.

Margaret - Fostering tuakana/tēina relationships during Maths

During maths there are quite often students working on completely different lessons of varying levels which I find challenging trying to get to everyone to help.  During my observations of Steve in the class, I noticed he allowed the other students to help each other when they became stuck.  Quite often the other student could explain it in way that was understood and reinforced their own understanding at the same time.  This takes the pressure off the teacher to get to everyone and gives the students an important role.  I actually asked the class after one maths session where I saw many "teachers",  "Who had helped someone/been helped by someone and did they learn something new"  Finn had sat with Francis and showed him a different way to work out long division which Francis finally got.  I could see that both were quite pleased with the outcome.  I still need to reinforce the difference between helping and telling though and check some are not doing the work for others.

• Fostering tuakana/tēina relationships.
• Providing opportunities for ākonga engagement in co-operative learning, and reciprocal teaching. 

Margaret - Writing songs using cooperation

(Video still to come)

During our devotions unit, the students were learning about cooperation.  Part of this was learning that cooperation makes music - meaning we create great things through cooperation.  The students task was to work in groups - randomly selected - to turn their own chosen nursery rhyme into one new song.  The class focused on 1 cooperative skill ( listening, pulling our weight, working well together) each session and rated themselves and their group at the end.  The unit ended with the students performing their song in front of the class and having the class judge how they thought their group worked together.  The class came up with some neat songs ( a little bit silly) but most managed to put differences aside and get the task done.

Next steps: 
- video the students performing their songs to post on seesaw for parents
- Self Assessment on their group linked to the skills learnt.
- in future cooperative tasks link to skills learnt in this unit.

Standard
Learning Focused Culture
Strategies:

• Understanding and using a range of innovative, co-operative and inquiry learning approaches.
• Monitoring ākonga closely to ensure they are treated respectfully and are included in all aspects of school life.

TBCS-Steve-Te Reo-Prayer-Rm 4

This Prayer was created by a previous student and her father translated it into English. It has been used in the past by Room 4. Margaret has reintroduced this prayer to the start of the day, creating a conduit for Te Reo.
Actions: continue this process daily.
Add to shared drive so all students have access to it.