TBCS - Deliberate Acts of Teaching - Writing - Margaret

Inquiry - Does allowing students to choose according to their interests what they wish to write about improve motivation to write and overall writing levels?

6 students have been identified as achieving below their expected level in writing.  This has been determined from asttle writing tests, observations of students in class, daily writing samples.  Their overall motivation to write is low and writing that is done uses improper sentence structure, lack of detail and ideas expected at a year 6/7/8 level.

Strategies used:

Splitting class into groups of boys/girls to brainstorm together possible persuasive writing topics in practice for assessment based on interest.

Brainstorming together a list of possible interests to write to our focus on persuasive writing.  Teacher chooses 1 to write together as shared writing.

Shared writing

Read together an article related to chosen topic - use this to help brainstorm.

Brain storm as a  class ideas that we can use to persuade.  Benefits, experiences.  Questioning to draw out ideas.  What are the benefits of havng a pet?  How would this benefit the teacher?  How can pets help us?

Model how to write an introduction with student suggestions
Model how to write our first paragraph using one of our ideas, using persuasive language - write a list of persuasive language that students can select from.
Independent - students to write their second and third paragraph independently.
Model how to write a conclusion.
Independent - students write their own conclusion.

During next session students choose which topic they would like to write about using the model as a guide.


Reading together a variety of persuasive writing from Mainsails then having students select which topic they want to write about

Class is given a selection of persuasive texts from Mainsails.  In pairs they choose which ones they would like to read.  Students read together and note down 3 main ideas from their favourites.

Select one that has had the most interest to break down together

Questioning
Look at the intro, body and conclusion
What persuasive language was used?  What are the main ideas for each paragraph?  Has the author used examples to back up their ideas?  Who are they trying to convince?
Model a plan on the board.

Students choose which persuasive topic either from the book or their own to write.

Journals/Free writing/competitions

Students given free writing journals - not to be marked
Brainstorm as a class ideas we may like to write about in our jounals - students to write all this up in their books to prompt ideas.  Use questioning to draw out ideas - What are your interests, what styles of writing do we like to use?  What do we like to read/do?

20 mins of free writing daily with 5 mins to check over what they have written

Feedback

Students share their daily writing with the class if they choose.  Use our feedback guide that was taught at the start of the year - a compliment, a suggestion, editing.

Students to select 1 piece of writing each week/fortnight to publish.  Use the writing process/ peer editing process taught at the start of the year to improve it.  Conference with me or feedback using google docs before final copy is published.

TBCS - Craig - Inquiry - Reading - Phonics

Background

I teach a Year 4-6 class which has a wide range of abilities. I was excited to have new students join my class. One, in particular, a year 4 student I will call "N" came to my class with the label of Dyslexia. It became apparent very early one that she was unable to read. She had not been taught Reading or Writing at all and was functioning at a Year 1 level. What a challenge!
I come from a school where every student was taught using a comprehensive phonics programme and I saw the results with my own children and with the other students I taught in the school. Would this work for N?
Lexia, our normal programme for foundational reading training is not working for her. She was assessed at a year one level and with no prior learning in sounds and no word attack skills, she is struggling and I need to think of another way to help her learn...

Question

How can I best help N  catch up 4 years of learning in English?

Inquiry

Can teaching a full phonics programme to N help her to read and therefore write and reach a Level 2 level in her work?

......................................................

From the book, "Effective Literacy Practice in Years 1-4" Ministry of Education, pg 32

"In order to become readers and writers, children need to develop a knowledge of the name and sounds of the letters of the alphabet and of letter-sound relationships."

"Children do not have to be able to name every letter of the alphabet before they begin formal instruction in reading and writing. They do, however, need to develop phonemic awareness and to understand that there is a relationship between spoken sounds and the letters that represent them."

"Phonemic awareness is fundamental to early success in reading and writing. It enables children to develop the understanding of letter-sound relationships that is essential to decoding and encoding. Children have to be able to distinguish sounds before they can match them with the letters that represent them."

"An understanding of phonics also underpins children's literacy learning. Children need to learn through deliberate, focused instruction, which letters represent which sounds. they learn a great deal about letter-sound relationships through writing. Beginning writers constantly engage with the problem of which letters represent the sounds in the words they want to use. In doing so, they lay a sound basis of knowledge about relationships between letters and sounds. Effective teaching helps writing the understandings they gain during reading and oral language activities."

......................................................

From the "New Zealand Curriculum" Level One English

Listening. Reading, and Viewing
Processes and strategies
Students will...

Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

Indicators

• has an awareness of the connections between oral, written, and visual language.
• uses sources of information (meaning, structure, visual and grapho-phonic information) and prior knowledge to make sense of a range of texts.
• associates sounds with letter clusters as well as with individual letters.

......................................................

S.E.N.C.O's help was sort.

I tested N in

Maths (J.A.M), Working at Level 1
Reading (Running Record) Level 1 at 50% accuracy
Writing (Sample) 10 minute unassisted  10 words 40% correct.
Spelling (Essential Selling Lists) 5/10 for list 1. 6/20 for list 2

N was separately tested for letter names, both upper and lower case and short sounds of letters.
Letter names 19/26 Short sounds 22/26 Blends7/36

An application was lodged with the R.T.L.B with an I.C.S (In Class Support) Assesment asking for an hour a day teacher aid time to help N and give me extra time to help her.

I talked through the issue with my principal. I shared with him that I wanted to use the phonics programme that had been developed in my last school. He agreed to contact my last school to seek permission to use the programme. Permission was given.

In a meeting with the principal and S.E.N.C.O we talked through the best method of delivery and could we find or modify any teacher aid hours to free me to run this programme with her. It was agreed that room 4 could decrease their time with the teacher aid, giving me 20 mins 4 times a week to run this programme with her.

The programme comprises of 115 individual sheets that cover all letter sounds short and long, blends,

The programme will be delivered in a one on one situation using the sheets along with the teaching strategies of modeling, prompting, questioning, giving feedback, and explaining. (Effective Literacy Practice, Deliberate acts of Teaching pg 76-87)

15th August We started. Spent time on alphabet letter names and short sounds of letters. There were several letters she stumbled on. Three, in particular, were b, d, and p. The sheet worked on the short 'a' sound.

16th August We revised the alphabet letter sounds, redid sheet 1 to check that what we had learned the day before had been 'caught' and introduced sheet 2 which was also on the short 'a' sound.

A similar pattern is followed each session. We always go through all the letter sounds to start. We revise the sheet from last time. I introduce the new sheet. I only shart a new sheet if the previous sheet is completed without error.

The sheets explored the short sounds a, e, i, o, u, and them reviewed them for several sheets.

17 September Sheet 9. We have completed the short sounds of the vowels and are beginning the blends.
It takes a little for N to catch on, but with some modeling, prompting, and explaining, she catches on and we complete the first of the blends.
She quickly takes the concept on board and makes blends of other letters that are not being targetted by the sheets, showing good thought process and transference of knowledge.

16th October Sheet 16. This sheet is working on blends at the ends of words - ft, ld, lf, lk, lp, lt. the blends are not so hard, but the 'e' in the middle of some of the words trip her up. Words like self, weld, and felt with a short e sound that doesn't seem to fit was a stumbling block. I ended up teaching her that 'el' says long l. This departed a little from the lesson with ending blends but made more sense. It took 4 consecutive goes to complete this sheet.

29 October Sheet 18. Today we looked at the ending 'ng'. N made good progress and we will go through the sheet again tomorrow.

Exciting News! N got back to class after completing her phonics lesson and managed to complete 15 units in Lexia! She is transferring what she is learning and it is making a big difference in her classwork. She is proud of herself and I am proud of her too!

31 October Sheet 19. We looked at end blends 'nk' and 'nt'. Steve observed my lesson and in discussion with N after the observation, he found out that I also get N to copy out the words on the sheet. This helps her not only learn the sounds, but also to learn how to correctly form the letters. This is done as an extra to Penmanship which is taught separately. Steve found out that she didn't say the sounds in her head as she wrote them.

From now on I am going to encourage N and the others doing the Phonics programme to say the sounds of the letters and blends as they write them, thus forming stronger connections.
Thanks Steve.


End of Year
Great progress has been made, but we have only just really started... I look forward to continuing next year.

2020

25 February.
The year has begun for real. N is continuing to make pleasing progress and us up to sheet 29.
R is progressing well and is up to sheep 21.
M left the school, so, unfortunately, did not get to finish the program which was a great shame.

Two more students who did not learn phonics in the junior class were identified as students who would benefit from going through the program, so I now have 4 individual lessons to give. Teacher aid time has been given to cover the time required. W has made a quick start and is already up to sheet 11 and K is up to 9.

One new aspect I want to do for my phonics students is to place them in a reading group together where they can have the freedom to sound words and encourage each other to put into practice what they are learning. It will also increase interest and help them see their own progress.



Design for Learning

• 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.

Teaching

• Using feedback from classroom observations to improve learning programmes.
• Seeking advice and feedback from colleagues on planning units, useful resources, and strategies to enhance ākonga interest and engagement.
• Monitoring of ākonga learning during the implementation of a programme of learning, so that the programme can be adapted where needed to better achieve desired outcomes for ākonga.

TBCS - Deliberate Acts of Teaching - Reading - Margaret

Inquiry - Will deliberate instruction in areas where my low reading group is struggling, improve their comprehension?

4 students have been identified as achieving below their expected level in reading.  This is determined from asttle reading tests, observations of students working through the reading program  and during silent reading by their choice of books and their levels of motivation to read.

They have been put on our Power Up Program for Year 7 and 8s.  I monitor this to check on areas where they may be struggling.  Once an area has been identified, I get the students in a group to specifically teach around that identified area.  They are then given time to work independently with myself monitoring their progress.  If no improvement is made the next day I will gather them again to give further instructions in this area until they understand it fully.

Mel also works with 1 student doing a phonics program to enhance what is being learnt in Power Up and in groups.

Effective Literacy Practice Years 5-8

From Effective Literacy Practice Years 5-8 "To be successfully literate, students need to master three key areas of reading and writing: learning the code, making meaning, and thinking critically.

Making meaning: This involves developing and using knowledge, strategies, and awareness in order to get and convey meaning when reading or writing. It also involves understanding the forms and purposes of different texts and becoming aware that texts are intended for an audience.

Thinking critically: Becoming literate involves reading and writing beyond a literal, factual level. It involves analysing meanings, responding critically to text when reading, and being critically aware when composing texts. It also involves responding to texts at a personal level, reflecting on them, and finding reward in being a reader and a writer."

Teaching Comprehension - Making Connections

Helping students to make connections between what they know and what they are reading improves their comprehension. Teachers can model making such connections, and prompt students to make links with their own knowledge and experience, when they are introducing and discussing texts for reading and in writing and oral-language activities. When activating students’ prior knowledge for a particular purpose, teachers can help the students to hypothesise, infer, and build their own interpretations as they read.



Area:  Deliberate instruction in Comparing and Contrasting - Student N

Define the terms compare and contrast.  Use two similar objects.
Shared:  List together things that are similar/different.  Model how to put these into the graphic organiser.

Independent:  Get students to compare and contrast the picture given using the graphic organiser. Support where needed.

Encourage words such as but, whereas, similarly when comparing.  Write these on cards as prompts for students.

Share how this will improve our reading
Helps us focus on whats important when reading
Remember key ideas and details
Think about what you read in a different way
Discuss and write about what you have read

Shared:  Work through sample sentences together choosing correct comparing/contrasting word.  Note who is doing this independently.  These students can go back onto Power Up to give lesson a go.  Continue working with those needing support.

Reflection:
31/10/19
Worked with N on comparing and contrast which showed up as an area she was struggling with.  Once she understood the difference between these words she could easily complete the activity.  I had her use the venn diagram to record compare and contrast between a phone and a laptop.  She had lots of ideas but needed help recording these down so we sounded out each letter or I helped her with some so it didnt become frustrating. N seems to have a good grasp of blends when she stops to think but struggles with middle and end sounds (computer, glass, batteries, keyboard)  We may need to go back to basics (Lexia) though as she is a Year 7 I will keep monitoring to see if she can catchup to where she should be.  With Mels phonics program targeting this area it may be enough.
Went through comparing sentence together which she did easily though some help reading the sentences needed.
N began the lessons in Power Up after this and seemed to have a better grasp of the concept.  She has not completed it yet so will check to see how she went independently.

1/11/19
N worked through the comparing and contrast section in Power Up.. I helped her with the first few questions then after seeing she had a pretty good idea I left her to complete independently.  When she had completed these she came to tell me she had passed them all and was ready to move onto the next section.  She told me she got it now.

7/11/19
Worked with n and M today on their individual lesson.  They both were very unfocused today so had them sitting beside me while I helped them work through questions. M was working on finding the pace to put a pause in a sentence using commas which she had trouble with so I had her say the sentences out loud so she could hear that natural pause.

25/11/19
Worked with N and M
Identified Area:  Comprehension - Sensory Language
From Effective Literacy Practice Years 5-8

When readers visualise, they connect the ideas in the text with their prior knowledge and experience to create images in their minds. This often means thinking about their senses and using their imagination to see, hear, feel, taste, or smell parts of the text in their minds.

Creating an image can make a text come alive for the reader. The ability to visualise what is being explained or what is happening draws readers into the text. Studies have indicated that creating an image in the memory helps the reader to retain what is read and use it later on.

Readers experiencing difficulties often need help with creating mental images and may not realise how this can help their comprehension. Teachers can support students in visualising by asking questions such as “What image do you see in your head?”, by explicitly drawing attention to descriptive language or a sequence of ideas, and by sharing their own images. Visualising can be supported by creating graphic representations or mind maps of a text.
Lesson
The two girls came to sit with me as I first discussed what our focus was today - using sensory language to help us comprehend and remember what we read.  I started by reading out the restaurant description while they drew what images they had in their heads.  I prompted them to begin with - what else?  what would it look like?  We then looked through the words that helped to create those images and had the girls highlight these.  What do they notice about the words?  M came up with that they are all related to our senses so we discussed what our sense were - seeing, feeling, hearing etc  What mood did these words create?
I then read the next description.  The girls again drew the pictures listening to the sensory words.  They seemed to have a better understanding this time round.  They then highlighted the sensory words and discussed what they had drawn.  They were both able to give detailed descriptions of what they had drawn related to the story.  I then asked them if we took all those words out what kind of impact would that make.  They were not sure so we did one as an example noting that it didn't put any pictures in our head therefore had less impact - was less interesting.  We discussed why using these words was important in our reading and took it back to the learning intention of sensory words help us to remember what we read, create the mood and help us understand what we a reading.

Reflection

Both girls were very engaged in this task and had much to contribute. N needed a little more prompting but by the end of the lesson she had a lot more to say.  The girls went onto their Power Up after this where I monitored what they were doing while I worked with other students.

26/11/19
M has passed all her lessons on Power Up and is no longer 'struggling"  She is currently working independently.  I will continue to monitor to see where the next area she may need help in.  N is still struggling so will work with her next lesson.

27/11/19
Worked with N on her lessons.  I had her read out the text aloud and she had to find the missing word.  I used card to break up the word as she is struggling with some of the blends.  She can manage to sound out difficult words this way.  She has a good understanding as she reads though needs to be encourage to slow down and see if the word makes sense in the sentence.
Reflection
Will continue to work with N next lesson.

28/11/19
Worked with N.
Grammar- Simple Sentences
Nouns / using a/an- Me and Nikita worked through the lesson on nouns placing them into person, place, thing or idea.  She got slightly confused between place and thing.  We then looked at using a/an before a noun using the rule of an before a vowel sound. N then placed words into a sentence making sure they made sense as she wrote.
Reflection
N needed support with this but managed to complete the sentences independently.  She is currently working thorugh the lessons on Power Up independently.  Next session with N will be on verbs.

Also worked with M today as he was showing up he was gwetting below 80% in his reading comprehension.  We worked throught he questions together getting M to focus on reading the passage looking for the key words to help him answer the question.  A bit of inferencing involved and discussing meaning of unfamiliar words - gratifying.  Gave strategies for what to do when coming across these words.  Reading on for sense.  M scored 80% which is an improvement.  Will check how he does by himself tomorrow.

Links to Standard for Teaching

Design for Learning

Deisgn learning based on curriculum and pedagogocal knowledge, assessment information and an understanding of each learners strenghts, interests, needs, identitiies, language and culture.

Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify addtional supports or adaptations that may be required.

Strategies Used

Employing scaffolding strategies to support ākonga master new skills and knowledge and thus achieve independence.

Effectively using a range of digital technologies to engage ākonga and enhance their learning.  Creating an environment where open, productive dialogue is valued. 

Using assessment data to build my understanding of the relationship between my practice and outcomes of learning, achievement and wellbeing of ākonga.

Evaluating how the achievement data for my class(es) fits with the department/syndicate/school-wide data.

Providing ākonga with opportunities and time to apply feedback and feedforward information to improve their mastery of knowledge and skills.

TBCS - Fitting it All in - Judy-Anne

Fitting everything is one of the biggest areas of concern for teachers. You know what? You can not be everything to everyone all of the time. If you burn out, then the greatest resource in the classroom is extinguished. Here are some basic tips for fitting things in that I shared at my last workshop.

Aim to only read twice a week with children. Quality over quantity.

Change the time of day you do things each day, this means different slots will be used for play etc. We eat together and often do phonics at this time of day.

Set a goal of writing for five or ten minutes independently for all children depending on age, then let them go, while others can choose to stay. The ones that go, are usually the ones that need the play.

Start the day with play...that first 20 minutes of the day is generally when I get most of my photos for reflection and is also a good chance to fit one or two readers in.

Set weekly priorities, what are your goals for the week and then tick them off as done. This feels good!

Don't have a timetable, write it down, after you have done it, then you won't feel guilty at the end of the day when you have not managed to get to everything.

I'm pretty sure this came from Leslee Allen of Number Agents. 

Reflections:
I love this lady! She is so sensible and realistic.
Sometimes it is easier to just continue with the same thing rather than taking the time to think about the changes you want to make. I am slowly trying to change things in my class and want to use many of Leslee's ideas.
It is important to remember that if I burn out I am not any use to my class!

Next Steps:
I was wondering how to get the photos for the daily journal so using the first part of the day for that is very sensible.
Try changing the time of day we do things- good idea.
I am trying to remember to have food a few minutes before they go outside to play too so that they eat enough during the day.
Weekly priorities- brilliant.





Undertaking PLD and further professional reading.

Margaret PLD 2019

Professional Development Undertaken 2019

January - Beginner Teacher/Mentor Course

First Aid Course

PD with Rob - using IT in the class, strength finders

June/July - NZ Christian Schools Teachers Conference in Tauranga

August - Beginner Teachers Writing Workshop
     

TBCS - PLD Undertaken - Judy-Anne

• Following a number of Facebook pages including, but not limited to: NZ Teachers (Primary),NZ Primary Science Teachers, Happy Healthy Teachers Matter, PrimaryArt Ideas, STEM / STEAM NZ, World Nursery Rhyme Week Planning Group, Urges, Loose Parts, Play and Exchange NZ, Learning Through Play, The Literacy Leaders, Seesaw Teachers ( at least 3 different pages), NZ Teachers- NE to Year 2, Daily 5, Literacy Cafe Ideas, Mrs Priestley ICT, Primary Writing Ideas, Twinkl Australia, Accelerated Learning in Literacy (ALL) Support
• Mentors course, with mentees as well
• BOT trainings
• NZEALS - travelling scholar - Relational Leadership, August
• NZ Christian Schools Conference - July
• First Aid
• Art PD run by Office Max Tuesday June /July?
• Nathan Mikaere Wallis webinar - September 4
• Seesaw ambassador training
• I was booked in for a Feuerstein course which didn’t go ahead due to lack of numbers. I will be going when it is offered again.
• Our school blog as other staff attend different courses. We discuss things frequently as well of course.
• Bible Study Group - Mel started one with a group of friends, including from school. We have completed a Priscilla Shirer study on Gideon, one called Faithful, Abundant and True by Kay Arthur, Priscilla Shirer and Beth Moore and are about to begin our third. Steve has helped purchase our study books and helped support our weekend retreat.

Having done some work with Rob around Strength Finders we all know that one of the things I need to do is learn. Steve knows I love to learn new things and is encouraging of this, including passing on ideas of courses and trainings he thinks I might be interested in.

Barriers to this training tend to be timing and finances. Sometimes the courses are on at a time that makes it very difficult to attend and some courses are incredibly expensive, particularly if they include reliever and travel costs. 

On my wish list if these were not a factor would be the Longworth Education courses, particularly around Learning Through Play, and also Walker Education courses. 

Other chances to grow as a professional in the education industry have also included the opportunity to run the end of year prize giving and leavers ceremony in 2017 and our recent parent consultation around our Mission, Vision and Values.

Reflection:

I was not happy to be having to complete yet another piece of paperwork as a box ticking exercise. However it has served as a bit of a wake up call to just how many people and pages I am following. While some don’t post often it may be worth changing some of my settings. It has also served as a reminder of some trainings that I started but have yet to complete for various reasons. 

Next steps:

• Update my cv with this info, remember to include my top strengths
• Complete the last little bit of the seesaw ambassador training - I think it just needs to be done on a different device to be able to access it properly
• Do some more Learning Architects trainings
• Put my Learning Through Play information together

• Undertaking PLD and further professional reading.

TBCS - Sally Clendon Course - Judy-Anne

Well I obviously need to come back to this one! Took lots of notes on the handouts!

• Undertaking PLD and further professional reading.

Walker Learning Approach

TBCS - Craig - Mission and Vision

I was challenged while reading how to develop Mission and Vision statements to Imagine a family moving into our community and making the decision about which school to send their children to. To use my imagination to see why they would be exploring our school, how they would find us, and what would be the result of sending their children to our school. I was challenged to write this story out and add as many details as possible and to encourage others at my school to go through the same process.

These are the stories that describe what it looks like when our school is doing their best work. We were to share our stories and keep these stories in mind as we began the process. These stories are the background of the mission statement, the context behind the actual words.

I was to make a list of what our school does and does not do. Starting with the good and not undervaluing what we provide. Schools operate within communities, alongside families, Churches, and a multitude of organizations that provide value for children but our school has a unique calling in the formation of children. I had to define what our school does for families who choose us.

“A Christian school mission statement must sell the school to prospective families and donors alike, rally the community in a multitude of different ways, and direct the overall operations.” 

My list of what our school does includes…

• ·       Our school seeks to honour God and help each student know Him as Lord and Saviour.
• ·       We are here to partnership with parents to train up their children.
• ·       We prioritise knowing God’s Word, memorizing it, and putting it into practice.
• ·       We encourage the developing of character traits including Love, Obedience, Perseverance, Integrity, Courage, Respect, Servanthood.
• ·       Our school is small and family like so everyone knows everyone else.
• ·       The older students are equipped, encouraged, and given the responsibility to lead by setting a good example for the younger students and to look after them.
• ·       All students are taught and encouraged to be inclusive and to look out for others first.
• ·       We learn to work together and be part of a team.
• ·       Each student is encouraged to work to their best, and educational programmes are tailored to meet each student at their point of need and are flexible enough to allow them to continue to grow at whatever speed they can achieve.
• ·       Students become self-motivated and develop the desire to work above and beyond the limits of the lessons.
• ·       Students are encouraged to identify and use their unique God-given talents for the benefit of all.
• ·       We encourage prayer.
• ·       We develop self-discipline.
• ·       We equip students for our digital age with the use of personal devices.
• ·       We encourage physical fitness and expose students to different sporting codes.

A possible Mission Statement…

At Tasman Bay Christian School, our mission is to honour God and in partnership with parents, nurture students who know and love God, have hearts of faith and service, are self-motivated lifelong learners, and exhibit Christ-like character; bringing hope and leadership to their schools, families, churches, and communities.

“fixing our eyes on Jesus, the author and perfector of faith” Hebrews 12:2

The mission statement describes the reason for existence as well as a reference point, a reminder. Along with the core beliefs and core values, a mission statement provides the boundaries for which the school stakeholders agree to work creatively within. The work they engage in is designed to achieve a shared vision, a public declaration that schools use to describe their highest-level goals for the future. In other words, what a school hopes to achieve if they successfully fulfil the school’s mission.

Mission statements represent the intellectual and cultural memory, and the will of the local place and people. Mission statements are common statements of mutual understanding that reflect local habits, place, and legacy. Mission statements answer four key questions: Who are we? What do we do? Why do we do it? For whom do we do it?

Vision or aspiration statements are precise, adaptive and responsive. Its tenets should be reflected in curriculum, assessment, instruction, projects, and learning artifacts.

A simple analogy might be arrows and a target. One might immediately associate arrows and vision, right? The arrows, shot from the bow, are what we use to accomplish the mission. The arrows, however, represent the mission in this analogy. They are the reason the school exists and remains the same. The target represents the vision or aspiration statement. It can change and should change periodically by assessing the needs of the families and students who are choosing your school.

A possible Vision Statement

In a world where there are less absolutes and truth is fluid and self-determined, Tasman Bay Christian School aims to engage students in a biblically-based Christ-centred education that equips and challenges them to reach their unique potential spiritually, academically, socially, and physically utilizing innovative and engaging curriculum and teaching practices delivered by qualified, caring Christian staff.

“And Jesus increased in wisdom and stature, and in favour with God and man” Luke 2:52

Reference Centre for the Advancement of Christian Education.

TBCS - Teaching Beginning Readers - Judy-Anne

Finding the pathway of success


Main takeaways:
Struggling readers overly rely on meaning and sentence structure as compensation for poorer decoding skill.

Teachers need to be equipped with the knowledge and teaching methods that consider what happens in the brain as children learn to read.

..when teachers have the knowledge and resources for twaching the code explicitly and systematically, children's reading outcomes improve.

Next steps:

Upskill phonics knowledge

• Undertaking PLD and further professional reading.

Margaret 28 August 2019 Beginner Teacher Writing Workshop

I found the writing workshop very useful.  Jan had some very practical strategies.  Most weren't new but things I remember from teacher training and had forgotten about or time constraints meant they weren't being used properly.  Also reinforced things we were already doing successfully which is always good to hear.
Top ideas from the course were:
- getting students to write for an authentic purpose and letting them write to their passions - plan at the start of the term what real writing they could be doing
- there is not enough "writing with" when we do our 'I do' 'we do' 'you do"
- Using the writing group planner when conferencing with children and focusing on 1 thing at a time (this is for marking too)
- When kids have done their best at getting a story ready to be published (proofreading/redrafting etc) then teacher fixes it before publishing so kids can see what it could look like. (I had not been doing this)
- A free writing book - which teacher can look at but not mark
- Working on story ending (this is definately a focus next) by finding great story endings as examples, breaking down and writing our own endings.  The Deeper Features by Di Stilton has examples to use which Jan will send to me.
- A word list related to our topic to send home and discuss with parents - to build prior knowledge

Many other wee gems also amongst my notes to use along with what we are already doing.  Jan is also sending the power point from her workshop to go with the notes.

Notes from Course and Resources

Effective Literacy Practice

Literacy Learning Progressions

Juniours

Select the best words and language features to say it – use strong verbs rather than too many adjectives

-        Best possible order

-        Personally significant

-        Thinking time

To do this writer – vocab, oral language, reading

Beginning of term thinking of real purposes for writing

-        Clear, authentic purpose

E – ASTTLE writing – planning.  Been marked down as they don’t have a written plan but if writing is sequential then there is planning (in their head)

Quality writing

-        Rich in ideas, information, thoughts or feelings

-        Precise in its meaning

-        Structured or well organised

-        Flows well, engaging beginning and a satisfying conclusion

Write to their passions – let them write about what they want

Endings – find stories/books that have great ending.  Deconstruct and write their own endings.  Collect good examples

Vocab list – talk about it, use it in their writing, not just a list on the board, new words at home (post on seesaw for at home discussions)

Writing Programme

Instructional and Independent

Independent writing – 20 mins a day at least.  Not teacher assessed, don’t need to mark everyhthing.  Sustained Silent Writing, Diary/Journal, 1 x speed writing, 1xfree writing.  Free write book

When marking – mark to the goal eg punctuation, spelling – focus on 1 thing

Speed writing/word blast – 10 minutes – word counts – graph progress – use a picture or event to generate ideas.  1 minute to plan – 5-10mins to write, 1 min checking then students count their words.

Tell your class stories about you.  Get them to do the same using a map, drawing, then write the story.

Marshfield Dreams – Ralph Fletcher (telling a story and mapping it – drawing it)

Optimal Learning Model across the Curriculum

I do/we do/we do/ you do – the we do is not done enough – teach deeply don’t touch lightly

Teaching Deeper Features – examples – Di Skilton

Quick Help – Marshell Digs – Boys writing

Marking

Conferencing

-Look at 3-5 students books each day and note learning needs

- Stamp I for independent

Publishing – teacher to take home and fix it before publishing once the student has done their best to proof read. Have them meet success criteria – they get to see what its supposed to look like.  Year 4 up should publish 3 pieces a term

Early finishers – don’t want more work, they want to go deeper into what they were doing.

Brainstorming buddies 1,2,3 buddies to build vocab

Capitals – fist pump, Commas – turn, Full stop – turn, numbers – signal

Notebook – building prior knowledge, jotting down ideas, before beginning a topic, send home for discussions with parents

Writing monitoring sheets – groups, stories to share

Front Loading – not too many ideas no more than 2

Sitting time – age plus 10 minutes instructional time

CARE – COPY AND RIP OFF EVERYTHING(give them 30 seconds to steal as many answers as they can)

Lego instructions – build, then write instructions for someone else to build.

Kete

The Literacy Place.com

The Literacy Shed

TBCS - Relational Leadership - Judy - Anne

Professor David Giles
Relational Leadership
The essence of leadership is relationship

Our mandate is to grow children not measure them

Life centric - what is giving life to this place?

To ponder
When is education, pedagogy,  curriculum, leadership not relational

If you get the culture right the learning follows

We are after leadership formation not leadership development

Leadership is not a solitary thing
What are the questions to ask yourself in relation to your contribution over the next 3-5 years
What do we want the school to be known for?
Leadership journey is mostly about finding out who we

How do we walk alongside and change the narrative

Major takeaways:
Leadership is not solitary
Our mandate is to grow children, not measure them
Education is always relational
What is life giving about our place?
What do we want to be known for?
What do I want my contribution to be over the next 3-5 years?

Next steps:
Check out appreciative inquiry
Consider what I want my contribution to be over the next 3-5 years



Undertaking PLD and further professional reading

TBCS - Teacher Imposter Syndrome- Judy-Anne

Reflections:

I had no idea there was actually a name for it but I know that I have spent the greater part of my teaching career waiting for somebody to walk into my class and tell me I have no idea what I am doing and no business being in the classroom. A few years ago I said something to that effect to one of our senior teachers and they said they felt the same! 

It certainly meant I had to read this article!

I am not a perfectionist by any stretch of the imagination nevertheless one of the statements that really resonanated with me was that ' Aiming to be a perfect teacher was an unattainable and pointless goal.'

One of the challenges with teaching is that there is always more we could do, or things we could do better. Sometimes we have to remember to celebrate what is going well- celebrate the small wins. Wouldn't we do that for our children?!

The other statement that I realised was me to a T was 'people with imposter syndrome explain away any success as luck, chance, or a result of something outside of their actions. I did that frequently and still catch myself doing it now. This just needs to stop.'

Celebrate the wins- no matter how small.

I had a chat with Margaret about this too because I realised that this artickle could possibly have been describing her as a beginning teacher- ie appearing capable but inside really struggling. 

Next steps:

Celebrate the small wins

Be prepared to take credit for successes rather than assuming it was luck, chance or someone else who made the difference

Ensure I check in with Margaret regularly to ensure she is doing the same!

• Undertaking PLD and further professional reading.

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