Wednesday, May 29, 2013

Wow! This was spectacular to see - Awesome Fi! You are an amazing teacher! You have made learning so exciting for all of those little people. They were so engaged but at the same time, they were well scaffolded and they were able to experience success. Thank you Fi - great job!

JK Teaching Group B: Plan and Observation Lesson 2

Monday, May 27, 2013

Writing Release

I am always re-inventing the wheel!  The digital classes got together ages ago and discussed how we might "assess" writing against the matrix.  We talked about highlighting in pages, then saving it to PDF and ultimately uploading to box that can be embedded onto the kids blogs.

This was not quite working for me because I wanted my kids to be engaging with the matrix all of the time.  Creating a google doc means that I am able to share them into their assessment and have the process more collaborative.  I would love to be able to share the parents into the document to make is a 3 way thing.

This list is on my writing plan so I can at any time go to the link off the plan to any student's assessment and make notes, assessments etc.

Anyways, that's my thinking now.  I will reflect deeply if it all turns to custard!

Performance Agreement 2013

JK Teaching Group B: Plan and Observation

Wednesday, May 15, 2013

Shared writing: WALT explain

We have been learning to explain this week so we have been examining texts to see how to set up an explanation? We found out that an explanation begins the writing by briefly introducing the topic but does not give away too much information and this excites the reader because they want to find out more.  Check out our shared writing from yesterday!

Tuesday, May 14, 2013

RESPONSE FRAMEWORK FOR PROFESSIONAL READING


Here is a video I made using PowToons on Google Drive.  It is in response to the shared writing sections in the 'Effective Literacy Practice' books 1 - 4 and 5 - 8.  See here for the readings.

Tuesday, May 7, 2013

Tataiako Reflection


1. What is tataiako?
Tātaiako has been developed to help all educators think about what it takes to successfully teach Māori learners. It provides a guide to the development of cultural competence for teachers.

2. Write about one thing (about your/our current practice) that was reinforced in this workshop.
This workshop really reinforced many of the values that we do at RSS.  Once putting it all together I felt, like wow, because we do a lot here and it was a really satisfying feeling.  I feel that I am in the fore of this document because I am a part of the Nga Whakaaro think tank, Kapa Haka and Te Roopu Whanau.  This workshop reiterated that what we are trying to achieve in these groups for our Maori learners has a flow-one affect for all learners. 

3. Write about one thing that was new or challenged you.
I found challenging the activity where we had to read and collect the top three statements about Tātaiako   It challenged me because you really had to which statements were alive in your class.  See here for my choices.

4. What is your (or our) next step?
The challenge now is to keep on going; to keep up-to-date with these practices and beliefs.  What is good for Maori learners is good for all learners.



(from Staff Workshop)

Five Competencies:
1. Wananga
2. Whanuangatanga
3. Manaakitanga
4. Tangata Whenuatanga

Wananga: How do we work in partnership / communicate - teacher/ children/ 
Conversation and engagement in partnership

• children, parents, teachers communicating openly and honestly / listening to views / talking 
• Actively encourages and supports and challenges Maori parents, whanau, iwi and community to determine how they wish to engage about important matters
• Not all decisions are made for Maori - decisions are collaborative
• Representation of Maori - ensure their is a strong ‘voice’ for Maori in our school / community
• Board member – Staff 
• Te Roopu Whanau
• Nga Whakaaro
• Sharing with parents / communicating everything / good and bad - with respect ensuring parents are kept informed
• Children talking with their teacher about their learning
• Teachers listening to parents / whanau / 
• Confident to share
• My teacher engages me / their is a real partnership in the teaching and learning

How well do you live by your competency?
We do a good job of connecting / communicating / sharing / collaborating with our Maori students / parents
Some specific examples/ opportunities for parents / students  / teachers to be involved and communicate / share / collaborate
Harakeke regeneration
Te Roopu Whanau
Seed to Table
Planning for Te Reo Maori to happen regularly in the class
Student led conferences / link to parents and children and teacher all together - places importance and value on the child and their learning and the importance of sharing/ celebrating their success with their parents / My teacher ‘cares about what I think’ 
Blogs - another way for children to share their learning success
What could you do better at?
Not all children would be engaging /  - what can we do to improve this?
Making sure we take the time to personalise the relationship /  notice the parents who might not be comfortable with talking / sharing / engage with these parents in a meaningful way.

Te Roopu Whanau well established  - we need to keep the strength in this / make sure they are involved with the Maori strategic plan (currently have one)



2. Whanaungataunga - Actively engages in respectful working relationship with Maori learners, parents and whanau, hapu, iwi and the Maori community
Teacher has working relationships with Maori learners and their whanau - 
Teacher actively seeks ways to work with whanau to maximise Maori learner 
Teachers are visible at Maori community events
Listening to voice of Maori - children, parents, whanau, iwi
Positive relationships with teachers
Teacher knows family
Parents feel welcome at school
Teacher knows about child
Child knows teacher well
Whanau feel welcome and included
Respectful, positive and productive relationships
As a school, how well do you live by your competency?  What could you do 
How far does whanaungataunga go?  Children, parents, whanau - yes!! Hapu, 
Te Roopu Whanau
What about those not involved with Te Roopu Whanau?

3. Manaakitanga Values – integrity, trust, sincerity, equity look like @ RSS
Powhiri want to do them right, more than tokenism, with sincerity- Consult resources BOT, Staff,
They are our values. Moari first then english. 
Normalisation of Maori protocol in school environment.
Celebrations like Graduation have maori prominence.
Learning context focus within our program
Treaty of Waitangi workshops and learning connection to start of term units.
Tuakana Taina buddy class, Matariki day,  
Importance of Te Roupu whanau, think tank
Release for Kapa Haka- Priority. 
Maori Strategy- 
Data analysis and planning with focus on Maori
Communication through work days with food. 

4. Tangata Whenuatanga
Looks like & Sounds Like:
2x 10minutes minimum per week in every classroom
Meeting/greeting in Maori & basic te reo (as per Curriculum level 1 Maori DRAFT policy)
Waiata - local myths and legends - identifying with local tangata whenua e.g. mihi/pepeha
kapahaka (own waiata)
Cultural Context:
e.g.Term based contextual focus e.g. Matariki, te Marae
e.g. Te Marae, Harakeke,

How well do we do?  What can we build on?
Consolidating and looking for new opportunities...
Whakapapa - where children are from - making further links e.g. kaumatua.
Having conversations about what we are doing.  Developed our Maori 
Links e.g. to Kia ora FM/Maori TV
Takes responsibility for their own learning and that of Maori learners
• We felt this means the teacher taking responsibility for their learning about the Maori culture, the needs of Maori and achievement levels. It also means taking risks and bringing in experts.
• It is important, it brings lifelong benefits and rewards and makes for a better person.
• Behavioural  indicators are planning and using pedagogy that engages 
Maori learners and caters for their needs and also accelerate learning.  
Teachers can give regular, purposeful feedback and constructive feed forward (as we do all students).  We can think about the prior knowledge of Maori and have high expectations.  Learn about Maori achievement.  Ensure congruency between learning at home and at school.
• Many of the above is what we do for all students.
From the Maori students point of view this means
• Let me and my peers know when we are doing well 
• Never give up on us (the most important thing I have learnt in teaching)
• Knows what works for me and my learning
• Asks us what we know
• Shows me how to learn
• Expects everyone of us to do our best at all times
• Believes I can succeed
• Tell me that we are both responsible for how well I do – we both get to celebrate when I do well, or have to try harder if we don’t
• Seems to enjoy learning from us to.
We felt Russell St School was listening to the whanau voice.   We have student led conferences and portfolios so that Maori parents know what their children are learning and can support them at home.  We have AJ and Darryn on the BOT so Maori can make decisions about the teaching and learning programmes.  We also have the raupo whanau group.  We have identified Maori and know their achievement levels.