SENCO role. I have:
- made contacts with Maori and PI students whanau regarding learning and committments.
- homereading programme/homework club/success maker/ELL targeted spaces for my Maori and PI students at risk.
- actively watching progress of these students on the register
- referrals made for some onto RTLB
- care plans designed for HHN that are not funded
- SEASONS programme offered to 2 chn with grief at the moment
Term 4 2016
Attended out-of-school-time presentation on 'Learning to Swim', provided by Sport Bay of Plenty.
Received information on steps to teaching swimming to middle school children and juniors.
Safety, submerge, float, arm action and leg action, and moving through the water. Most helpful, already doing a lot of these techniques. Importance of child readiness highlighted. Also to get kids practice technique out of water first so they can feel what it is supposed to be. Lanes a good idea for 4 levels of swimmers, and helps to keep swimming flow.
Used this on junior class, out of water better because they had to show me they could do what i was asking before entering the water.
Term 1 2015
I have met the parents formally and informally this term. I have got to know the families and their greatest wish this year for their children.
Many of the parents feel comfortable with me and find me approachable and ready to listen and advise if needed.
They can all contact me on my email, or in person before or after school.
I helped:
- Julius family by supplying them with some boys clothes for Julius
-George by being a listening ear when his nana died and keeping an eye on his writing progress for his mum and giving her weekly feedback
-Darcy by immediately informing her Nan of positive (and not so good) behavior as she has asked me to on a weekly basis or sooner if needed
-Sooryda by helping him to make new friends in room 8 and have a buddy in class time his mother was worried about this
-Caiomhe and Olivia by ensuring their health needs are met and taken seriously by all of room 8 and watching for signs of allergic reaction
-Marshall to keep on task by using positive reinforcement and sharing his success with the class-he now writes a paragraph
-Persia to keep coming to school daily so she can attend EW and complete her writing-she has been attending school more frequently
-Te Ariki by meeting his parents with Heather to keep them informed of his behaviour goals for this
-Kris by giving him some leadership roles in class to help him feel special and capable of helping some younger children
-Varun to speak up and share his stories and celebrate the birth of his new sibling, this has given him something to share about
-Thornton to write! So we celebrated his writing a sentence independently for the first time.
Term 3 and Term 4 2104
I have built up positive relationships with the caregivers and parents of room 10.
I have informed parents of their child's needs in learning and their progress. This is after the NE surveys, informally after and before school chats, the class blog, text messages.
I keep my class blog updated and stress the importance of the reading to continue at home.
I have asked 4 parents to come and talk to me about their child's learning difficulty and/or behaviour.
This has resulted in positive outcomes with 1 mum having her child's hearing checked, another getting her child to school on time and a 3rd setting up a reward chart at home for good school behaviour.
I recognise and have made sure all children in room 10 have received a principal card and a certificate from me the Teacher for great progress in a particular area.
I provide opportunities to extend interests and learning with trips, books, activities set up in the room before school.
I feedback to my parents regularly as I see them each day. They are always welcome to come see me before or after school if they need to.
I have parents on text also and so can connect instantly if need to.
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