Integrating new students during the year is always an interesting experience.
Being in a smaller school, the children we have in each year group are usually 'stuck' with each other from class to class. They develop firm relationships with each other, know each others gifts and quirks, and are accepting of each other.
The students and their new teacher at the beginning of each year develops routines, expectations and values - with the teacher reinforcing and rewarding target behaviours. There is an essential understanding that is developed in the relationship of the student and a teacher.
Then a new student arrives. It's a good opportunity to observe your 'old' students - their interactions and ability to share knowledge, guidance and themselves.
Usually it goes well. The old students are keen to form new friendships (sometimes to the point where the new feels over whelmed for a little while) and the new one is happy to accept. After all it's scary to start a new school and developing friendships helps them to feel good about themselves and comfortable in their new environment. Sometimes there's a little settling period as they get used to new routines and expectations but usually they find their way pretty quickly.
However, what happens when that new one isn't happy to accept new friendships, routines and expectations? They are headstrong and push the boundaries, not only of the class, but the school wide expectations. You want to be positive - you ARE positive as much as possible, but you feel that you have to constantly be on top of them to get any productivity out of them, that they are disrespectful and disruptive to other students. The rest of children feel frustrated, 'gob-smacked', and a little threatened.
The journey only begins there. Rapport, and really knowing that child is going to be key. What else has worked for you?
Thursday 29 August 2013
Saturday 3 August 2013
Winter clean-out
The staffroom discussion on Thursday was about the amount of stuff that a teacher collects.The teachers were describing their various storage 'spaces' and other staff members, who are no longer full time classroom teachers, and teacher aides both said they had dedicated space to resources at their homes - one even had a whole side of their garage.
Four years into teaching and I would say I've collected a fair amount of 'stuff'. The first two years of teaching was the time that MOST gathering happened. I was just starting my career as my next door neighbor was heading in a slightly different course. Fortunately, following that, I moved cities, giving me a chance for a haul out. I did get rid of a lot. I stored a little bit at my parents house and told them it would be temporary (it's still there - they remind me of that often and would like it gone!). They helped me move and we took two car loads - one full of house stuff, one full of school stuff. Now, two years on, I've collected a bit more.
I do not keep anything at home because of my living situation, so it's all at school. After our staffroom discussion, I thought about some of the boxes I've never opened and I've decided to have a clean out. Of EVERYTHING. I'm an extremely organised person so everything is already in 'uses' with subject areas. My aim is to 'digitise' as much as possible and get rid of the paper!
Wish me luck!
Saturday 27 July 2013
A busy year! Time to get back into blogging....
Wow! Term three due to start already. Time has really flown this year and I've had so many amazing opportunities thrown at me - it's been remarkable.
But before I go into all my reflection (catching up in one big long go), I think it is necessary to reflect upon the goals I set myself at the beginning of the year.
Goals:
1 Get Place Value teaching and assessing under tighter scrutinyAssessment has definitely improved and with that comes more awareness of needs. I have managed to focus more explicit teaching in this area - with noticeable results for some students.
2 Focus more on explicit teaching of reading strategies.Still an area in progress according to the classes end of term reflection. Students could confidently tell me what they had learned in writing and maths but found reading much more difficult. Time to pull out the modelling book more frequently!
3 Maintain and continue developing on-line collaboration and connections
Yes and no - along with blogging, Twitter has taken a back seat as far as contributing goes. I need to keep working on this. I did make it to Educamp Dunners but unfortunately not to my own hometown Educamp! I can only hope the opportunity comes up later in the year again.
Yes and no - along with blogging, Twitter has taken a back seat as far as contributing goes. I need to keep working on this. I did make it to Educamp Dunners but unfortunately not to my own hometown Educamp! I can only hope the opportunity comes up later in the year again.
4 Improve recording and collation of summative data
Happening! (Yay!) And across all curriculum areas.
5 Be nominated and successful in the position of staff representative on the Board
Done.
6 If possible, get a management unit - or at least run my responsibilities like I deserve it!
Done.
7 Jog 5km (I'm realistic, not Superwoman)
I WAS getting there, and then winter and reports happened and I discovered it's not fun to run in the dark.
8 >10.2.68 (Yes, this is cryptic...)
Needs attention.
9 Take up a new evening course or activityDone - and I'm thoroughly enjoying learning and creating in my acrylic and mixed media class.
10 Chill out and take more time for myself
Getting there. Some times are better than others.
Term three looks to bring better teaching practice within the classroom, especially in the areas of literacy.
Early in the year I identified that many of my students needed help with listening to sounds to aid their spelling and also, for many, their decoding. Having done my degree in linguistics I had a fair idea that it was their phonological awareness that was letting them down and so I needed to put into place a phonics programme. Most of the teachers within the school have attended Yolanda Soryl workshops and so my request to attend one myself was happily received. Yolanda still teaches (now as reading recovery), as well as runs her workshops and produces her fantastic resources. That meant a bit of a wait for one of her extremely popular workshops - so I spent some of my release time observing and reading up on how to implement the lessons. From there, I was able to develop my own basic programme and now that I've had the training I can refine my lessons further. I've also decided to timetable in short periods during the week to focus purely on listening to sounds (phonological awareness).
I felt for many of my students that there needs were very basic and were 'gaps' that needed consolidating. Not having experience myself in the junior area of the school, I had to grapple for a little bit, wondering the most efficient and beneficial way of introducing these. It was great timing that Jill Eggleton was to be presenting 'Lighting the Literacy Fire' - with a focus on Reading. She covered some of what I knew - oral language, keep it simple, embedding comprehension, and focusing on vocabulary - but gave practical and effective ways of delivering all of this each day. For me, it was one simple book. To have a shared book, everyday, without fail and a clear, consistent plan of what gets covered each day. Every week since that workshop I have had a shared book or poem and it's so obvious now the benefits it has had. The children are transferring the learning to their guided reading groups and their writing, AND verbalising what they are doing and how they know to do it!!!
I loved that Jill Eggleton was pro banning worksheets, however, I did question where eLearning and future focused learning comes into her model. I was taken back to the iPads in Literacy presentation by Stuart Hale, that was put on by the Canterbury Literacy Society earlier in the year. One of the first things he encouraged was for the teacher to engage with the technology them self. If you become a user, you become a pusher. He believes (as do I) that schools can not be the last place to know the future. He spoke of many apps and ways to use iPads for literature based activities (Wordbook, Piccollage, Stripdesigner, Lifecards, Puppetpals, Book Creator, Tinytap, Amazon). He emphasised though, that devices are designed to be personal - so ultimately schools should be heading towards BYOD. And I know that many are. In line with the e-learning planning framework, my take-a-way was that use of iPads and devices should be moving away from the emerging, engaging stage and towards the extending and empowering. That means allowing students to use higher-order thinking to be creative (use creativity apps) with their devices.
All of this learning was topped off, with an amazing opportunity to attend the New Zealand Literacy Association annual conference (thanks to both the Auckland and Canterbury Literacy Associations for their sponsorship.) The best part of attending a conference such as this is being with like-minded people and, this time, the wealth of knowledge and experience from both the presenters and the attendees in the room.
The plenary highlight, for me, was Steven Layne. He spoke of sparking a flame for reading - and fanning it. He talked about fires within the classroom.
He finished by telling us a story about a child he had taught early in his career who had said to him "You guys have made all the decisions before we even show up, you don't care what we're interested in." Steven changed his approach because of this statement, and it made me think about my approach. In general, I think in New Zealand we are pretty flexible and well resourced to be able to do this. My personality tends to usually fit the 'bonfire' profile. I'm a planner and I need to know the direction I'm going. I have to ask myself, do I allow enough room for change within my plans once I get to know my children?
My workshop highlight was Sheena Cameron and Louise Dempsey introducing their new book - The Writing Book. They spoke about children having a writers tool box - the skills and knowledge. The spoke of the importance of generating ideas and providing support with this, QuickWrites, their burger model, showing children how to plan, QuickStops, responding to writing and improving writing (may only be one or two things). Children should know what they're learning, be able to find examples in their own writing, improve their own writing, talk about their successes and next steps and feel like an author by sharing their writing. From listening to Sheena and Louise and referring to their book, there are a lot of things I do well. My next steps with writing is to provide more opportunities for my students to feel like authors. I also think that sometimes I'm a little too hard on my writers and could do with scaffolding some of them a little more with their structure and editing.
So, it's a continuing literacy journey. I'm also lucky within this first half of the year to have gained my first aid certificate, have a first year student teacher (to return again later in the year), be elected to the BOT and to attend a Sport Start course provided by Sport Canterbury to implement their programme into our school/syndicate. Sport Start is focused around teaching students strategies and generic skills instead of specific games and units such as 'small balls'.
I hope that the remainder of the year is as enlightening as the first half. I look forward to the term ahead - being only nine weeks, I'm sure it will fly by!
Getting there. Some times are better than others.
Term three looks to bring better teaching practice within the classroom, especially in the areas of literacy.
Early in the year I identified that many of my students needed help with listening to sounds to aid their spelling and also, for many, their decoding. Having done my degree in linguistics I had a fair idea that it was their phonological awareness that was letting them down and so I needed to put into place a phonics programme. Most of the teachers within the school have attended Yolanda Soryl workshops and so my request to attend one myself was happily received. Yolanda still teaches (now as reading recovery), as well as runs her workshops and produces her fantastic resources. That meant a bit of a wait for one of her extremely popular workshops - so I spent some of my release time observing and reading up on how to implement the lessons. From there, I was able to develop my own basic programme and now that I've had the training I can refine my lessons further. I've also decided to timetable in short periods during the week to focus purely on listening to sounds (phonological awareness).
I felt for many of my students that there needs were very basic and were 'gaps' that needed consolidating. Not having experience myself in the junior area of the school, I had to grapple for a little bit, wondering the most efficient and beneficial way of introducing these. It was great timing that Jill Eggleton was to be presenting 'Lighting the Literacy Fire' - with a focus on Reading. She covered some of what I knew - oral language, keep it simple, embedding comprehension, and focusing on vocabulary - but gave practical and effective ways of delivering all of this each day. For me, it was one simple book. To have a shared book, everyday, without fail and a clear, consistent plan of what gets covered each day. Every week since that workshop I have had a shared book or poem and it's so obvious now the benefits it has had. The children are transferring the learning to their guided reading groups and their writing, AND verbalising what they are doing and how they know to do it!!!
"Reading is making sense. Not sounds."
--Jill Eggleton--
I loved that Jill Eggleton was pro banning worksheets, however, I did question where eLearning and future focused learning comes into her model. I was taken back to the iPads in Literacy presentation by Stuart Hale, that was put on by the Canterbury Literacy Society earlier in the year. One of the first things he encouraged was for the teacher to engage with the technology them self. If you become a user, you become a pusher. He believes (as do I) that schools can not be the last place to know the future. He spoke of many apps and ways to use iPads for literature based activities (Wordbook, Piccollage, Stripdesigner, Lifecards, Puppetpals, Book Creator, Tinytap, Amazon). He emphasised though, that devices are designed to be personal - so ultimately schools should be heading towards BYOD. And I know that many are. In line with the e-learning planning framework, my take-a-way was that use of iPads and devices should be moving away from the emerging, engaging stage and towards the extending and empowering. That means allowing students to use higher-order thinking to be creative (use creativity apps) with their devices.
All of this learning was topped off, with an amazing opportunity to attend the New Zealand Literacy Association annual conference (thanks to both the Auckland and Canterbury Literacy Associations for their sponsorship.) The best part of attending a conference such as this is being with like-minded people and, this time, the wealth of knowledge and experience from both the presenters and the attendees in the room.
The plenary highlight, for me, was Steven Layne. He spoke of sparking a flame for reading - and fanning it. He talked about fires within the classroom.
- The Bonfire - controlled and has to be prepared prior, needing the right tools, materials and place.
- The Flash fire - very sudden and occurs when two combustible materials come together (certain child + certain book).
- The Wild fire - uncontrolled, unexpected and often happens by accident.
He finished by telling us a story about a child he had taught early in his career who had said to him "You guys have made all the decisions before we even show up, you don't care what we're interested in." Steven changed his approach because of this statement, and it made me think about my approach. In general, I think in New Zealand we are pretty flexible and well resourced to be able to do this. My personality tends to usually fit the 'bonfire' profile. I'm a planner and I need to know the direction I'm going. I have to ask myself, do I allow enough room for change within my plans once I get to know my children?
My workshop highlight was Sheena Cameron and Louise Dempsey introducing their new book - The Writing Book. They spoke about children having a writers tool box - the skills and knowledge. The spoke of the importance of generating ideas and providing support with this, QuickWrites, their burger model, showing children how to plan, QuickStops, responding to writing and improving writing (may only be one or two things). Children should know what they're learning, be able to find examples in their own writing, improve their own writing, talk about their successes and next steps and feel like an author by sharing their writing. From listening to Sheena and Louise and referring to their book, there are a lot of things I do well. My next steps with writing is to provide more opportunities for my students to feel like authors. I also think that sometimes I'm a little too hard on my writers and could do with scaffolding some of them a little more with their structure and editing.
So, it's a continuing literacy journey. I'm also lucky within this first half of the year to have gained my first aid certificate, have a first year student teacher (to return again later in the year), be elected to the BOT and to attend a Sport Start course provided by Sport Canterbury to implement their programme into our school/syndicate. Sport Start is focused around teaching students strategies and generic skills instead of specific games and units such as 'small balls'.
I hope that the remainder of the year is as enlightening as the first half. I look forward to the term ahead - being only nine weeks, I'm sure it will fly by!
Wednesday 3 April 2013
Questioning
Today the class were desperate to share their Easter weekend news with me and the entire class instead of in their buzz groups. I thought it was a great opportunity to take a snapshot of their speaking and also their questioning.
I am desperate to expand childrens thinking and questioning skills and we have begun some work on this - not getting very far up until swimming finished. So far, we have really only just touched the surface, discussing briefly: what questions are, why we need/use them, what question words can we use and we've started gathering some exemplar questions using the 3-2-1 method (What would you ask Maui/Easter Bunny?).
My results have confirmed the need to have a focus in this area. Of the 60 questions asked...
The most popular question words were did/do/does (11), how (11), what (10) and was (8).
12 questions were asked by one student and 5 each from another 2 students.
Where to?
I am desperate to expand childrens thinking and questioning skills and we have begun some work on this - not getting very far up until swimming finished. So far, we have really only just touched the surface, discussing briefly: what questions are, why we need/use them, what question words can we use and we've started gathering some exemplar questions using the 3-2-1 method (What would you ask Maui/Easter Bunny?).
My results have confirmed the need to have a focus in this area. Of the 60 questions asked...
- 20 were yes/no
- 30 were one word/closed questions
- 10 were open questions
The most popular question words were did/do/does (11), how (11), what (10) and was (8).
12 questions were asked by one student and 5 each from another 2 students.
Where to?
- Integrate questioning into everything!!!!
- Discuss questioning types, probing for extra information
- Encourage thinking and give plenty of opportunites for students
Sunday 20 January 2013
My classroom 2013
This year, I have decided to take a small step backward (at least to start with) and give each student their own desk. I have done this for a couple of reasons. In their desk they will keep their pencil case, sunhat and any other personal belongings. Their books, as you will see from the photos, will be kept together. They will still have some freedom to roam at times, however, my intention is to break them slowly into Flexible Spaces after first learning about expectations and routines, and building the skills they need to work effectively as individuals and teams.
I have set my room up quite differently this year - still placing an emphasis on having a shared space for the whole class, an 'empty' table space for group work (desk groups can also be used), and also pockets for purpose - such as an office where the computers are, a maths area, a literacy area and a creative design (art) area. It will be interesting to see how the layout works and how the children respond to it.
Take a look at the pics,
I have set my room up quite differently this year - still placing an emphasis on having a shared space for the whole class, an 'empty' table space for group work (desk groups can also be used), and also pockets for purpose - such as an office where the computers are, a maths area, a literacy area and a creative design (art) area. It will be interesting to see how the layout works and how the children respond to it.
Take a look at the pics,
Classroom January 2013 on PhotoPeach
Reflection - After 3 years as a teacher.....
It's funny - when you come out of college you feel like you should be prepared for the career ahead of you, but you don't. That first day, the first year is a scary undertaking. When you get to the end you think 'phew, I made it!' The first year is still a bit of experimentation, the second year is starting to refine what works, the third year is more consolidation. For me this last year, because I was at a new school it was a little bit of all the years mixed together. However, last year has been my best year..... so far!
I was blessed with an amazing group of students who enjoyed and excelled working in each others company. I had a wee 'oooohhh' moment sometime ago when I walked back into class after lunch and the whole class had squished themselves into the library corner for silent reading. What is the best thing about having a class that gets along? I spend more time TEACHING than managing.
One of my biggest personal surprises this year has been my shift in 'favourite' core subjects. My background has been in literacy and I would still consider that my strength (and a passion), but I really have enjoyed teaching maths this year! It's now an area that I would love to grow in and lead.
I certainly think that as a teacher, and as a personal human being, I have grown (and hope this will continue). I believe this is down to the colleauges that have inspired me, directed me and taken interest in me and my teaching. One in particular comes to mind. I was blessed with an amazing syndicate leader in my first two years teaching. She inspired me, and she taught me what going above and beyond was about and the personal rewards that came with it. She taught me what it meant to have drive and high standards and expectations - not only of my students, but myself. I'm fortunate that although we are now in different cities, she continues to be an inspiring colleague and role-model.
As I begin the adventure that is to be my fourth year, I'm starting to develop what truly is my personal philosophy. What I believe is essential to a New Zealand education. I've had the opportunity to contribute and develop areas of whole-school behaviour management, values and community (house competitions) programs. I think that a values and citizenship program is important to introduce at primary school. It contributes to health and well-being. Physical Education and The Arts are also essential curriculum areas. Inquiry learning and teaching the process and skills of inquiry is absolutely vital. And, of course, Literacy and Numeracy - with an big emphasis on Oral Language and Communication. All of this, needs to be integrated with 21st (22nd??) century approaches and e-learning.
Goals:
1 Get Place Value teaching and assessing under tighter scrutiny
2 Focus more on explicit teaching of reading strategies.
3 Maintain and continue developing on-line collaboration and connections
4 Improve recording and collation of summative data
5 Be nominated and successful in the position of staff representative on the Board
6 If possible, get a management unit - or at least run my responsibilities like I deserve it!
7 Jog 5km (I'm realistic, not Superwoman)
8 >10.2.68 (Yes, this is cyptic...)
9 Take up a new evening course or activity
10 Chill out and take more time for myself
I was blessed with an amazing group of students who enjoyed and excelled working in each others company. I had a wee 'oooohhh' moment sometime ago when I walked back into class after lunch and the whole class had squished themselves into the library corner for silent reading. What is the best thing about having a class that gets along? I spend more time TEACHING than managing.
One of my biggest personal surprises this year has been my shift in 'favourite' core subjects. My background has been in literacy and I would still consider that my strength (and a passion), but I really have enjoyed teaching maths this year! It's now an area that I would love to grow in and lead.
I certainly think that as a teacher, and as a personal human being, I have grown (and hope this will continue). I believe this is down to the colleauges that have inspired me, directed me and taken interest in me and my teaching. One in particular comes to mind. I was blessed with an amazing syndicate leader in my first two years teaching. She inspired me, and she taught me what going above and beyond was about and the personal rewards that came with it. She taught me what it meant to have drive and high standards and expectations - not only of my students, but myself. I'm fortunate that although we are now in different cities, she continues to be an inspiring colleague and role-model.
As I begin the adventure that is to be my fourth year, I'm starting to develop what truly is my personal philosophy. What I believe is essential to a New Zealand education. I've had the opportunity to contribute and develop areas of whole-school behaviour management, values and community (house competitions) programs. I think that a values and citizenship program is important to introduce at primary school. It contributes to health and well-being. Physical Education and The Arts are also essential curriculum areas. Inquiry learning and teaching the process and skills of inquiry is absolutely vital. And, of course, Literacy and Numeracy - with an big emphasis on Oral Language and Communication. All of this, needs to be integrated with 21st (22nd??) century approaches and e-learning.
Bring on 2013!
Goals:
1 Get Place Value teaching and assessing under tighter scrutiny
2 Focus more on explicit teaching of reading strategies.
3 Maintain and continue developing on-line collaboration and connections
4 Improve recording and collation of summative data
5 Be nominated and successful in the position of staff representative on the Board
6 If possible, get a management unit - or at least run my responsibilities like I deserve it!
7 Jog 5km (I'm realistic, not Superwoman)
8 >10.2.68 (Yes, this is cyptic...)
9 Take up a new evening course or activity
10 Chill out and take more time for myself
Thinking ahead
Written Nov 2012 - Published Jan 2013
As a teacher we are of course always thinking ahead.
I was marking a place value assessment today and was considering the progress the children had made over the year - and I can overview this with their IKAN results, however - it is not in depth or frequent enough. (Like with Basic Facts when I do a weekly test, as well as the school basic facts assessment and IKAN results.)
Why am I not paying enough attention to such an integral part of numeracy?
It brought me back to the start of the year when I spent some time focussing on Place Value - which underlies most understandings required for numeracy. I really think I needed to spend more time on it though, and refelcting upon this, I would have liked a similar assessment to have as a comparison.
Which brought me to thinking about next year. What will I keep the same? What needs zooping up? What do I need to introduce? What needs to go?
As a teacher we are of course always thinking ahead.
I was marking a place value assessment today and was considering the progress the children had made over the year - and I can overview this with their IKAN results, however - it is not in depth or frequent enough. (Like with Basic Facts when I do a weekly test, as well as the school basic facts assessment and IKAN results.)
Why am I not paying enough attention to such an integral part of numeracy?
It brought me back to the start of the year when I spent some time focussing on Place Value - which underlies most understandings required for numeracy. I really think I needed to spend more time on it though, and refelcting upon this, I would have liked a similar assessment to have as a comparison.
Which brought me to thinking about next year. What will I keep the same? What needs zooping up? What do I need to introduce? What needs to go?
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