Te Reo Maori me ona Tikanga - Staff Workshop Week 3

On Tuesday 5 May I facilitated a refresher staff workshop.  The focus was to revisited the three main second language acquisition methodologies that we use to teach Te Reo Maori kupu and kiwaha.

We revisited the IRDPX and iPpit methodologies.  We revisited the Sandwich methodology which we use mainly for kiwaha/phrase teaching.  We also reconnected the 11 Principles of Instructed Second Language Acquisition (Ellis Erlam Sakui 2) with these methodologies.

It was a timely workshop especially for a few staff who are new to our school/different year levels this year.

We also discussed the Te Reo Maori me ona Tikanga committees plan for our Matariki Celebration in Week 9 and gave the staff a 'heads up' in regards to Maori Language Week in week 2 of Term 3.

The workshop ran smoothly and everyone felt it was a good refresher!  Mauri ora!

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Reciprocal Teaching

RECIPROCAL TEACHING with Julia Westera

Today we attended a day long workshop about Reciprocal Teaching which was led by Julia Westera at Edgecumbe Primary School.  We spent the day listening and learning about what is Reciprocal Teaching.  We discussed the evidence based success of this strategy which focuses on reading comprehension using four main strategies ... Predicting, Clarifying, Questioning and Summarising.  We learnt about the structure of the approach and how it is currently working in other school.  It seems that the benefits to student learning within reading initially and then throughout the curriculum is huge and quite exciting.

We were all given a Teacher Manual which we worked through discussing different aspects of the approach.  We watched three videos of a group of students using the approach.  We had a go at using the approach within groups of three.  Reciprocal Teaching empowers students in a variety of ways.  One key aspect is that each child takes on the role of the teacher and leads the group using the RT Tokotoko - 'talking stick'.  This tokotoko clearly outlines the structure of the lesson with prompts for the teacher to follow.  There were also a variety of management techniques included to enable all students to participate effectively in the learning.  These included thumbs up to answer a question or to talk, expectations for participating re-no put downs, no interrupting etc as well as seating arrangements.

My class and one other senior class are going to be the pilot classes for this approach. I will be splitting my class into four reading groups.  Each group will have one half hour lesson per day.  In order to achieve this Robyn Harawira who is our RTLB will teach two groups and I will teach two groups.  We will also have Lynn Wyllie in class at this time to assist with the other children who will be working through the Reading Taskboard while they wait for their time with the Kaiako.

For the next three weeks I will be teaching the four strategies to my whole class using the manual we were given today.  Once all tamariki have been taught these strategies we will begin a 5week intensive teaching of Reciprocal Teaching beginning day one of term 2!

This is very exciting stuff and I can't wait to get started.  I look forward to seeing the learning gains of all my tamariki especially those who are at risk.  I also look forward to this approach transferring into my whole class programme, to developing thinking across the curriculum.

Very exciting stuff!

Te Reo Maori me ona Tikanga - Staff Meeting update

This afternoon Norah and I shared our reviewed Maori Achievement Strategy and Te Reo Maori me ona Tikanga Implementation with our staff.  At the end of 2014 Norah and I met to revise/update these two documents.  They were first written at the end of 2011 and were due for revision.

I lead the meeting with support from Norah.  We displayed the documents using the projector.  Both Norah and I spoke to the documents explaining the updates and making clear links to why and how we meet the needs of our Maori learners.  Some key concepts that we have now made more explicit is the concept of Student Well-being being more than just ensuring our tamariki are fed, clothed and ready to learn.  It includes providing learning opportunities for our tamariki to engage in learner that is appropriate for them and their whanau - knowing our learners and catering to all their needs not just physical needs but mental and emotional needs as well.  This is at times challenging but worthwhile and rewarding.  We intend to build the leadership of our tamariki this year by providing opportunities for them to develop and share their 'hidden' talents and abilities.

This was a timely update as often we get stuck doing what we are doing because it's what we do.  We do know why we are doing or teaching something but our Implementation Plan which links directly to our Maori Achievement Strategy are the basis for our teaching and including Te Reo Maori me ona Tikanga into all aspects of learning at James Street School.

At Risk Register

Writing I.E.P's for all my at risk tamariki requires a lot of time, resources, brainwork and a smile. #workinghardformylearners

Maths Teaching as Inquiry

Today instead of having our normal syndicate meeting we met with the whole staff to identify our priority learners in maths.  Roz led us through identifying our children who are already above the national standard as well as our children who are currently meeting the national standard in mathematics.  Once we identified these children we were able to celebrate this data before looking at our tamariki who are below or well below the national standards.

From our identified priority learners we then had to select our tamariki who will be the focus of our Maths Inquiry which will begin next week on Monday.  In selecting these tamariki we engaged in discussions with our colleagues to identify next learning steps and teaching strategies.

At the end of our meeting Roz asked us to reflect on our learning today.  She did this by giving us specific questions to reflect on and then answer.

Here is my reflection for today.I am a student in your class for 2015.How well do you know me as a person and as a learner?I am already above the NS expectation for my age / year.What actions are you taking to ensure I continue to work above the NS?I am already meeting the NS expectation for my age / year.What actions are you taking for ME so I continue to meet the NS or accelerate above the NS?I am a priority learner in maths. I am below / well below the NS.What actions are you taking so I begin to taste success in my maths group?

• Set and share daily high expectations for learning

• inform you of where you are at in your learning, where you need to be and what your next learning step is going to be in order to get you to the expected level

• use NumPa framework to plan, teach, monitor and assess daily maths lessons in small groups

• use appropriate mathematical language when teaching you so you know

• provide scaffolds for you to use in order to communicate your mathematical knowledge and strategies

• provide appropriate resources and materials to engage and assist your learning

• show you that I love maths - share my feelings, be honest with you to help you develop a positive attitude to learning

• provide appropriate practise activities to assist with embedding the learner you have undertaken

• provide access and regular opportunities to engage in appropriate e-learning

• continue to upskill myself - my teaching techniques and strategies, my knowledge of you as a learner, my knowledge of the national standards and expectations for each level

• always strive to continue steering you briskly along your maths learning journey.

These questions were challenging to answer. They required some thinking! But the purpose is not to get the 'right' answer more so to reflect on what you are currently doing, what is working for your learners, what else could you try, what are other teachers are doing that is successful - Best practise.I do enjoy teaching maths. It's very rewarding when our learners 'get it' and you see that smile on their faces and the shine in their eyes! I'm looking forward to seeing that soon once my Maths Inquiry begins!

Week 2 Staff Meeting - At Risk 2015

This afternoon Ana Byrne lead us through identifying prior learners for our At Risk registers.

We identified children who were at risk when measuring their end of 2014 data with the current national standards. From their we established SMART goals for one or two children in preparation for completing the rest of the At Risk IEP's.

This workshop was valuable for recognising the need for accurate data collection and knowing your learners.

Bring on the At Risk register!!! Due to Ana in week 4 - teach it daily for 5 weeks, then review and hand in to Ana in week 5.

Powerpoint

TOD DAY 2 - Functional Behaviour Analysis

TOD 2 - 2015 - Here are my notes from this mornings PD with RTLB Robyn Harawira re:Functional Behaviour Analysis

Background info - Teaching is a journey, Wairua and Skinbag, What you focus on grows!  Your class is a reflection of you! :) Mirror of you!

Alison Kearney - Motivation - google

M=SE x V SE - Self Efficacy (Can I do it? Do I think I can do it?) x Value             Motivation = Self Efficacy x Value - What’s the purpose?  What is the reason for this?

When behaviours arise check the motivation?  Are they misbehaving because they can’t do it or they won’t?  Cannot?  Will not?

How you speak - deliver instructions - focus on positivity - feed self efficacy ... "You can do this …"   "I know you can do it …"   instill belief

Focus on what you can do not what you can’t do.

The presenting problem is seldom the real problem. - Do not make terrible assumptions!

Measure the behaviour - need to know exactly what the behaviour is in objective terms.  Your loud may not be the same as what someone else considers loud.  What is naughty??

Appropriate a.t.p.i.t (at this point in time)

Use A B C when considering behaviours - What was the behaviour? What happened immediately before the behaviour. What was the motivation? Avoidance? Attention?

I found this mornings PD very relevant and in parts a timely reminder of how to approach and deal with inappropriate behaviours in the class. It requires self reflection - is this behaviour brought about because of the choices I have made regarding classroom management, difficulty of the work? When planning lessons I must ensure that I am catering for the learning needs and styles of all children. In order to do this I must know who my children are as learners. This comes down to establishing open relationships with my tamariki and their whanau. The first few weeks of this first term must be taught with this thinking in mind. Know your learners, who they are, what they bring to school with them each day, what motivates them, how they prefer to learn. Aue exciting stuff that will make Ti Kouka a great place to learn and minimise inappropriate behaviours in order for each child to achieve learning success!