10 November 2018
TBCS - New Entrant Hui - Judy-Anne
NE Hui Wednesday 7 November
Numeracy
Sarah Thomas, Birchwood
Number Sense and Place Value
Need to ‘know’ the number, the quantity and magnitude as well as the symbol, relationship of number to other numbers, cardinal ( sets ) and ordinal ( order)
Split numbers into parts in different ways
Subitising - mathsmentality .com.au
Possible uses for cards : Find one which is bigger, smaller, the same etc, order, group, match the number with counters, match the number with the symbol etc
Need to unpack the language, eg before
Teens - teach as 10 + 1, we call that eleven - because the naming doesn’t make sense
5 ways of making 10, commutative. Then use to make 20 and so on. Get them to make them in lots of different ways. Crucial basis for them to have. Compatible numbers
1. 2. 3. 4
11 12
What is different- remember that it is not a one there but a TEN
Use pattern to unlock the code, number lines then 100 board
Mathseyes website
Nrich - The eightness of eight
Same length trains- activity from n rich
Maryanne Small (book)
Fun and fundamentals
Math for young children
Spatial reasoning / geometric reasoning
Taking Shape ( a book)
Visualise, verbalise, verify
The learning exchange - website
Stoke tahunanui col - check their website - developing agency in mathematics
Check their key mathematical ideas
Provide meaningful provocations
Suggestion from Marilyn
Cover boxes in white paper, easier to then stick boxes to each other and also to paint them
Next steps
Check :
stoke tahunanui col website
Mathseyes website
Nrich, the eight ness of eight, same length trains
Mathsmentality.com.au (subitising)
Taking Shape book
Fun and Fundamentals, Math for Young Children by Maryanne Small
Number agents book
Sort maths equipment and games.
Get into one place
Develop language, focus on number sense, place value, spatial reasoning, geometric reasoning
Ensure provocations are meaningful - hmm. Can play just be for the sake of play?
3 November 2018
TBCS - NZSTA Training - Judy-Anne
Envisioning a desired future.
Every student matters
Every moment counts
One of our goals : engaging our community
Strategic plan - every 4 years
Annual plan sent in annually!
NELPS
Questions / possible actions raised for me
. We need a more serious meeting with our proprietors re our shared vision for the future
Do we need to change our Vision? Mission? Never can remember which is the top one!
Check ERO website re raising student achievement
Is it worth getting ideas from other schools for Vision, Mission, Values?
There are some good goals in the handout from this meeting.
Next steps:
Meet with the proprietors
Develop a good charter? For 2019 - it will be important for 2020!
TBCS - 2019 Planning - Judy-Anne
Following on from play centre training when my children were young and the readings, research and observations I have undertaken recently I know I want to focus on learning through play. My question all year has been how to do that well in a single teacher classroom.
I have now discovered Number agents for maths - using drama and play for maths learning so will read that ASAP to get help with maths ideas.
We have discussed what to do about iPads in the class as they are due to be updated. We are debating whether to just have about 4 available for a group or maybe start the year without devices and then either earn the right to use one, have everyone start on devices in term 3 or leave devices until their second year at school.
Easy enough to use The Daily 5 for reading and writing.
Possible Big idea for 2019 could be related to The World, giving us the ability to study different cultures. Tonga would be a good start as Tim is Tongan, also Australia as Louise and Keith lived there and France as Sarah lived there. Lots of art opportunities there! Could also look at places where different stories in The Bible took place. Lots of options.
Having wandered down to the area where we planted natives when I first arrived at Tasbay I think we should do some weeding in there and then use the area. It would be a great place for huts and reading for instance. Eli loves reading so I can see him enjoying that. He has been enjoying the animal encyclopaedias I recently put back in the classroom. I wonder if he would like to look for bugs too - William certainly would.
Apparently Karaitiana doesn't-need to check with him on Monday if that is why he didn't help weed, he didn't want to feed the eels either.
Start PMP term 1. It has been suggested that we purchase a container, insulate and power it and make it our library. Hopefully we can use the library for PMP next year.
Wonderings?
How does the idea of less devices or starting with devices later fit with the work we have been doing with Rob and Learning Architects?
How do I set up enough provocations or react to children’s interests in a timely fashion without burning myself out completely?
2 November 2018
TBCS - Outdoor Play - Judy-Anne
https://outdoorclassroomday.org.uk/
There was a post on The NZ Teachers Facebook page on Tuesday about Outdoor Classroom Day, set for Thursday November 1. Craig and I had discussed spending time working with the two classes together as he has the year 6s while the seniors are on their tramp. We were thinking of doing some follow up watercolour sessions following our visit to the Sutter Art Gallery.
With the information about increasing well being by being outside and with my increasing focus on learning through play we decided to make plans to participate in Outdoor Classroom Day.
Checking the weather suggested Wednesday was our better option to be outside so we planned a walk down to the Domain. We spent time on the playground, had a look at the area where we helped with planting by the waterways a few years ago, made lots of noise through the underpass and got extremely muddy in the estuary.
On Thursday we spent most of the afternoon outside. Children played on the playground, made a shelter around a iconic table with boxes, made blanket forts all round the playground and tried the new outdoor games I got from a Bed, Bath and Beyond sale. ( skittles, pick up sticks and badminton, with the croquet saved for another day)
It was great to see them running the games for themselves, generally problem solving for themselves and just generally getting on with entertaining themselves. One group of the older boys spent quite a bit of time relaxing on a blanket on the spinner and many of the younger children were down the field playing all sorts of running round and make believe games.
Laila and I checked out the native planting area and think it will be good for box huts and reading once we have done some weeding. The weeds are easy to pull out at present.
We will be printing cerficates for room 1 and 3, the year 6s and Trent from the Outdoor Classroom Day website and Project Dirt.
Next steps:
Weed the native area
Weed the garden
Plant more
Plan Outdoor Classroom day for May 23 2019, possibly asking local ECE centres to join us
Try croquet
Get good storage containers for the new games, print and laminate instructions for the games
TBCS - ECE Hui - Judy- Anne
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"The intention of the meeting is aimed at building professional collaboration to meet the needs of young children as they transition from early childhood services into schools. "
One of the comments made by Gwen from the Ministry was that we should be kind to ourselves. We need to think about the big picture and take it slowly.
We have good options for building our relationships with ECE centres in the area. We can continue to visit them and have them visit us. I also know now that it is useful to attend the ECE meetings.
Building relationships with ECE centres may fit with our Kahui Ako goal of relationships too.
Next steps:
Get a copy of the new Te Whariki document
Check on what the Learning Dispositions are
Link The Learning Dispositions and the Key Competencies
Invite local ECE centres to an Outdoor Classroom day on May 29. - or maybe a giant teddy bears picnic or...
Check Keryn Davis, Transition to Schools
Check story park, for learning stories I think
1 November 2018
30 October 2018
TBCS - Teacher Wellbeing - Judy-Anne
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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29 October 2018
27 October 2018
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