VLN Te Reo

I use lots of everyday phrases using Te Reo in the classroom. I have achieved Level 1 Te Reo through Te Wananga O Aotearoa.

This year Room 9 is the only junior class trialing VLN  Te Reo.

We have been challenged with new karakia, vowels and many new waiata.

The  technology has been challenging and we  have not always had the big screen up.

The students are beginning to settle after seeing themselves on the screen. I have rotated who is in the front row each week so all students can be seen and they can see themselves.

PTC 1,4,5,6

kapa Haka in the junior syndicate

To help students with their learning the whole Junior Syndicate have decided to attend Kapa Haka each week. There is just enough room for us to fit in the Wharenui. It is great to see the children taking part and learning the language.
Awesome for the teachers to participate as well.
Lovely to see my ORRS funded student enjoying Kapa Haka. There was no resistance when helping him move his arms and he had a fantastic smile on his face. His pictures have been shared with his mum through Seesaw.
All the PTC's are covered in this post. Kia ora.

https://drive.google.com/file/d/1VJ86QCd7fYh09buNqDQ8k7LA1wDqfTXc/view?ts=5aea8bee

How does my Culture Affect my Teaching

HOW DOES MY OWN CULTURE AFFECT MY TEACHING
TERM 1 2017

Homework:  Create a stone for the paepae of our Stratford Teachers paper Marae.
What will this look like? How can I show it - pictures - words - numbers

Community - Waitara - income - low, 5 kids, only girl. Solo mum on DPB. Coming into teaching later on 2000-2003 Massey Uni extramural.
What did my parents instill in me. values beliefs morals.



My stone represents my family. The dark blue koru are my dad and my brothers. The light blue koru are my mum and myself. The koru that represents me has a mirror, as I am a reflective teaching practitioner.. The word "Beliefs" situated between my Mum and Dad means that they have passed on their beliefs to me and I have made them my own. The Mountain is important to me. It signifies my home area. I need to be close to the sea, whether this has a bearing on my star sign of Pisces I am not sure. There is a crown which is made from English china because of my connection to Cornwall through my dad. It is a crown because we can trace our heritage to King Henry and 8th through marriage.

MY STONE

Through undertaking this personal experience and creating this stone I have been able to see where my own cultural background differs from everyone else including my students in my class, parents and whanau. We each bring our own unique culture into the community and school setting.

This links to PTC  3 as I have formed a greater understanding of the cultural diversity within the stratford community and my classroom. We all come from different backgrounds and therefore bring different experiences and taonga to the classroom. My Maori students have their own cultural background steeped in history with the Treaty of Waitangi an important part of this. I have looked at my own beliefs and can see how my culture can impact on the learners in my class. (PTC 12). I was able to use my creativity to respond to a Professional Learning and Development exercise. I was able to produce a bit of artwork(using mosaic tiles, glass hearts, mirror, beads and thread) that clearly outlines the brief.  I was able to share this with my colleagues and my students. I believe the staff  and my students now has a better understanding of where I come from.(PTC 4 & 5) This artwork that I created was a hands on activity which was a fun way to learn.  Making learning fun and hands on is a great way for ALL students to learn in an inclusive classroom.(PTC 9)

ProfessionalReading:
Cultural Identity and Teaching
http://www.niusileadscape.org/docs/FINAL_PRODUCTS/NIUSI/toolkit_cd/4%20%20Implementing%20Change/OnPoints/OP_cultural_identity.pdf.
In Brief:
 An inclusive culture is not just about sharing cultural experiences, but about using the diverse backgrounds, values, and experiences that individual students and teachers bring to the classroom to expand our understanding of how our world works. Understanding our own and others’ culture is about creating spaces to not only recognize and value diverse culture, but to support the inclusion of new values and beliefs into our everyday lives and activities.

TOD  NITS CLUSTER - HEATHER BELL  27/4

SHARED DOCUMENT

https://docs.google.com/document/d/1SVcj2u3ga8RTCaarlwAofQpLSl9ZU13n5i-ATSfn2dI/edit#



Making Learning Visible  NITS TOD  27/4



file:///Users/bronwynb/Documents/Literacy/Making%20Learning%20Visible.pdf



VIDEO GUIDELINES- TOD  NITS  DAY 27/4



STRATEGY 2: QUESTIONING It is rarely effective to simply tell a teacher what went wrong or point out a missed opportunity. If given the chance, they are often able to figure it out for themselves with the help of an extra set of eyes. Virtually all great coaches use questioning to shift the cognitive lift from observer to teacher. Video questioning is particularly useful in helping to generate accounts of the characteristics of ‘off-stage’ phenomena, that is, aspects of the work that are “invisibly buried in the routines of day-to-day activities” (Schubert, 2006).

TRY THIS: Some “go to” questioning prompts from video coaching projects at the Center for Education Policy Research include: • What made you decide to... • What were you thinking in that moment? • How did that match up to what you expected? • When you say X… what do you mean? • How do you think that went? • Tell me about your decision to...

STRATEGY 4: PIVOTAL PAUSING As a former teacher, I cannot count the number of times I wished to go back, freeze time, and do something differently in my classroom. Alas, this was not possible. “Pivotal Pausing” is a strategy whereby teachers freeze a video at important moments in the lesson. This helps the teacher to prioritize important events in a lesson, rather than responding to every single moment that could have been done differently. Teachers are their own harshest critics, and coaches can play a critical role in helping teachers avoid nitpicky tendencies and focus on what matters most.
TRY THIS: Play a pre-selected clip and ask teachers to press pause at a moment they consider pivotal. These moments might include missed opportunities for teaching and learning, or an event that triggered a series of distractions. Then, the coaching pair can discuss a future course of action when dealing with similar challenges. O

file:///Users/bronwynb/Documents/Literacy/l3a_coaching_with_video_vignettes%20PLD.pdffile:///Users/bronwynb/Documents/Literacy/Making%20Learning%20Visible.pdf

2017

Sharing Good Practise During CRT.
Each term we have the opportunity to work collaboratively, giving feedback and discussing teaching ideas and expertise. Building on our own learning and using talented teachers within our school to help  with PLD. By undertaking these observations  I am building relationships with my fellow colleagues ( PCT1) and I am learning through professional discussion with other teachers how I can best provide appropriate teaching strategies for my students, this is ongoing (PCT4)

https://docs.google.com/document/d/1APzucsAzYhbeXRUq1AKoBmnaMuV-r3O_lfOrdeOrsic/edit




NITS CLUSTER  July 2017 Spiral of Inquiry Heather Bell
Unpacking the SOI, refreshing what each stage meant.
Great collaboration between schools. We are working together as a cluster very well. My continued commitment to PDL (PCT 4) and working in a collaborative manner with teachers from across the NITS Cluster (PCT1) helps build that professional relationship. I enjoy the breakout groups and the coming together to share our findings.

https://docs.google.com/document/d/1UCw2UwaUPN1BL7cNEO4lUF87NI8EvhfHWfJN8JaZYXk/edit#heading=h.k2ia1ffka1g8

TARANAKI DELEGATE TO THE NZLA

 

I attended the NZLA AGM  at the James Cook Hotel in Wellington on June the 10 and 11, 2017. I then reported back to the Taranaki Literacy Association  on the 22 June.

https://docs.google.com/document/d/1PZqywZmsv8GGu70Fp7N50RpgDJOTeIkhn5KJDXK9TGo/edit

Chairing the committee meetings as Vice President and also representing Taranaki shows leadership skills (PTC 5). I share my findings with other teaching professionals, RLTB's, RTLits and I write a delegates report. I also attend the NZLA conferences held each year. This has provided a learning network of teachers from all over NZ. At the Conferences I attend International and National Keynote speakers and attend lectures about literacy in NZ (PCT1 and 4)

MAORI ACHIEVERS

On the 16 May Clive and Wharekuka came to our staff meeting.

They unpacked our School Waiata
told us about how maori learning styles differ from others.
They updated us on the Kapa Haka this year.

https://docs.google.com/document/d/1MsR7-5jEOeOefbJjgcYtrNm26W9A4-RGVaCmJy1cGc0/edit?ts=59079df3

PTC


10 March  TOD  Stratford Primary School

Margaret Underwood

Brain Gym


PLACE  - Say to the kids are you in place?

Cross Crawl can  be done in a variety of ways

John Travolta
Elbow to knee
hand to knee etc

LISTENING
Switching ou ears on
unroll the ear
Central nervous system is within the ear
cricks in neck will disappear - tension released.
Neck movement essential for listening skills

HOOK UPS
Cross legs and fold arms under armpit tip of the tongue on the roof of your mouth behind teeth. Find the lump.
Sit in hook ups for conflict resolution.
Great to calm down
Pay attention
speak clearly
2nd part -
sit in hook up - get up to speak feet on floor and finger tips together.
Electro magnetic fields -our heart has a bigger field than our brain.
Heart coherance helps calm.
Read More   heart map - bolder creek colarado




MOVEMENTS
How did they feel for me
Sway from left to right - right easier
Tip toes to heels - toes easier


Get rid of the word TRY and say lets do this Rita Edwards -

The brain under stress

                                  

Space button - use before working from board to book.





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PLAY-BASED LEARNING: PRODUCING CRITICAL, CREATIVE AND INNOVATIVE THINKERS

February 2015

667

http://www.educationreview.co.nz/magazine/february-2015/play-based-learning-producing-critical-creative-and-innovative-thinkers/#.WLKGQhJ95E8.

I found this article really amazing. I have students in my class that just are not ready for reading and writing. They are still developing their oral language. How to move from playing alongside to playing with each other. I am considering the difference in the classroom atmosphere when they are playing. Yes, it is noisier and messy. I am not overly worried about this. What parts of my day can I have play? Can I still meet curriculum requirements? Will tuakana/ teina happen automatically?
What simple things can I give them to use? I need to stop purchasing stuff. They have plenty and some students show no respect for what I purchase. I think I shall look for free stuff only.

We all know that play contributes positively to a child’s sense of well-being. It enhances a child’s natural capacity for intense and self-motivated learning.  It helps build creative and critical thinkers, and lets children test social boundaries. Play produces curiosity, openness, optimism, resilience and concentration. It enhances a child’s memory skills, develops their language skills, helps regulate their behaviour, advances their social skills and encourages academic learning to take place.

Why not be that brave teacher who says ‘I’m going to bring play back into my classroom’? Maybe your next PD session could be a visit to a local kindergarten to see the learning that is taking place...through play.

10 ways to bring back play, have fun and promote learning:

1. Buy old suitcases at the op-shop and fill them with various manipulation toys: Lego, Duplo, Meccano, wooden blocks, magnets and an assortment of magnetic and non-magnetic materials. Bring them out at different times of the day and let your pupils spend 15 minutes creating.
2. Keep a plastic cube full of natural materials. Children love having a handful of shells, some pieces of branch, some stones and a glue-gun. Trust me on this! Give them these things and stand back and watch the creativity and learning that takes place!
3. Collect a box of mechanical junk from the recycling store and add several screwdrivers and Allen keys. Set the box up somewhere in the classroom for the children to go to before school, or on rainy day lunch times.
4. Bring out the woodwork table and tools you will find hidden in the back of the caretaker or sports shed.  Add a box of wooden off-cuts (not treated wood) and you have created an amazing builder’s paradise!  Keep this table just inside your door so you can easily put it outside each day. Offer it to your colleagues’ students to use outside your room.  I found I never used to get in trouble for the noise my students made when I offered it to other classes!
5. Introduce glue-guns to your classroom along with a large basket full of recycled cereal boxes, perfume boxes, toothpaste boxes, egg cartons, etc. I suggest you use cool glue-guns which can be found at your local supplies store.
6. Alternate between having a sand or water tray in your room. Along with learning science and maths concepts, children also have the opportunity to practise their social skills.
7. I can’t think of anything better to use ice-cream containers for, than to fill them with play-dough.  It is easy to make, can last a couple of weeks and children of most ages enjoy playing with it. Don’t be scared off by the ‘germ-brigade’. Dirty play-dough doesn’t kill, and children over five don’t tend to snack on it!
8. Why not include a painting easel into your room and give it the respect one gives a classroom computer. Use watercolour paint cakes with a jar of water and a cloth nearby and let children come and paint when they feel like it.  The world will not stop spinning if you let a child spend 10 minutes painting her masterpiece during silent reading.
9. Have a box of dress-ups in your classroom. A Year 6 teacher may allow his students to use them every time they present something to the class. This infuses the presentation with laughter and helps put the more nervous students at ease.
10. Wooden blocks should be in every classroom at every level in primary school. That’s a no-brainer...all children, at any age enjoy building with blocks.

Thursday 3rd November 2016

Sheena Cameron and Louise Dempsey Book launch and workshop for their new oral language book.

I love the resources these two woman have made. This is the third book of theirs that I have personally purchased. Their research is steeped in the most current pedagogy and their book is useful to all from year 1-8. I have already implemented the word jar in our room. These resources are so easily adapted to suit my classroom and the learning needs of the students. Oral language seems to be coming to the fore as more students arrive at school with very little oral language skills. I can see this resourse being dog eared before too long. In other words have plenty of use in my classroom