Building Rlationships

Term 4 2014
We discuss this each day as a quick recap.

I look at what is planned for each week and try to fit it all in. Sometimes disruptions have  occured  and subjects are 'squeezed 'that day due to Ronald Macdonald or Kelly sports. But I always fit in reading, writing and maths.

I use the previous weeks progress to plan for the next week and recap if needed and move on if I feel the majority have grasped the concept.

A lot at this level is reinforcing letters, sounds, words, and routines. With new children arriving we always have to revisit our phonics, letters, words and numbers to 10.

With my unrelenting focus group this is essential and they get 10 mins extra T tim e4 x a week to reinforce these things.

I try to make the programme as integrated as possible to our concept and RE and Art and Oral language and Writing can often do this to some degree.

RCIP -Maori Students and Online Learning

Who are our Priority Learners and how is the use of online tools meeting their needs?

The Education Revue Office states that our priority learners are, "Groups of students who have been identified as historically not experiencing success in the New Zealand schooling system. These include Māori and Pacific learners, those from low socio-economic backgrounds, and students with special educational needs, ERO (2012)

 A question that requires more discussion is whether the online learning engagements offered in New Zealand schools and helping them learn to their potential?

How can the online interventions being used be measured?

Links to Planning and Outcomes

Term 3 and 4

See links to ALL Literacy Focus 2015
                  ALL focus 2015

See links to Maths Inquiry Focus 2015
              Maths Inquiry 2015


See Links of Example of planning ORRS Students T4

                       Reign

                         Liam

                           Emily




See Links to Reading Recovery Acceleration Chart-Devised by Bernie and given to David for the board and another updated version for David will be ready by the end of this week. 
(Term 4, Week 3 2015)

             Reading Recovery Progress Chart 2015

See Links for Reading Night Slides 2015-that I had to help prepare and present for:

                                  Reading Night 2015



See Links for Maths Night Slides 2015-that I had to help prepare and present for:


                  Maths Night Slides 2015

Extra PD/ Study ICT

Term 4 2016

Began Mindlab post grad study.
The research read and critiqued regularly is helping gain a better understanding of where my students are now and where they can be. Also the collaborative component of the course is helpful to see pov and gain a better understanding of how teachers use the information gained. A lot of reading and extra work, but does have benefits in really understanding what is happening in education, what we need to do, what we are doing really well, and where we are headed. Every week we have tasks to complete here is one we did to discover our own learning styles and beliefs.

Term 4 2016

Mark Osbourne visits for TOD 2 days. All about changes in education-growth mindset and ILE all what we have been doing in mindlab last few months! Very good to listen to and follow. Practical advice. Main jest...schools need to change as the work force is changing and jobs here now will not be in the future. As teachers we need to equip kids with skills that make them adaptable for future jobs we don't even know exist yet. ILE utilise best teacher practice and skills shared across a wider group of students so all students and teachers benefit by being exposed to different strengths an Talents. In 2016 i am in a collaborative planning group and ILE classroom model. I am using chrome books with my students and collaboratively and more extensively planning with other teachers in my team.

Term 4 2015

Feedback to staff on Ulearn, I talked about ILE and the movie..'Most Likely to Succeed'.
I pointed out the relevance and need for change in schools regarding environment, collaboration and learning tools. The Principal from Te Kowhai school has invited me to 'tour' his school. 

I throughly enjoyed Ulearn and  the opportunity to explore, discover and make new connections with other teachers regarding the change and the needs of students in todays world. I am sure that ILE is the way forward to best meet the diverse and changing needs of students, and also to utilise a teachers best strengths and assest for the promotion of learning and betterment of all Akonga. 

ULEARN SLIDES

PD

TOD-SOLO with Pam Hook Pam showed us ways around the site. Also how to edit some of the templates to make them specific for our teaching needs. Teacher Observations and Reading-Bernie Hall 2014 Term 3 CRT TIME Teacher Observation: Susan Townes r9 I watched Susan take a writing lesson ½ hr. Notes: -phonics recap some letters s, p -verbal talk about the rain -use one idea from one child to discuss -think, say, practice 3x ‘I splashed in the puddle in my gumboots’ -now model writing -self checker )caps, fullstops, go back and re-read after 3 words) -I 9splashed) what blend do u hear? Say, write, say, write sp..l..ash..d -‘’chewing gum’’to stretch word out –we need a ending S or D model…i// in// the// puddle //=finger spaces each time read and return to what is written down on page -now what do I do/ listen for next sounds… -pud…. -what do we hear?say it, whisper it., shout it, slowly -gumboots..use robot actions g u m gum sweep action to show it is one word Teacher Observation Reading Recovery: Heather Tootill CRT TIME Tara – Kids are recorded as they read, no prompt only tell them to rerun if stuck. Tell them to listen to themselves when they read -3 books in quick succession ‘’does that look right?’’ ‘’yes you can read faster if you think about it” ‘do you notice your errors/’ 2 read 3rd boo is rr-no prompt -levels hardeder as go along rr show where they made the mistake eg s/c on page.. break-for letter id speed test -writing follow up from story -say it 3x -words we may need T record -child to write 5x -child read it over 5x T write out sentence onto card and cut up -child place back into order, envelope and home -New book introduced,b4 read go over some words, pictures -go back read that word again what are the sounds in the whole word? Read it again T read a page S read a page -at this stage look at the word-cover other lines look at one sentence at a time -get child top look and rereadit -let them discover the mistake..does that sound right? Words can break it up …chunking -write it read it fast had had had -don’t push too quickly or slowly, no finger pointing, ask Q about the story 5 August POND PD- Lynley and Anne Pond is a network for NZ teachers to connect to and share relevant information, resources, sites. Useful because you can choose to follow like minded educators or people with the same educational interests as yourself. Comments on the resources help you decide to use or follow a link/resource. Any new information is updated so i can access it through those I follow. Today signed in and created a profile photo for Bernadette Hall. Following several others. 12 August Pond PD-Lynley Following several more and learned how to add a website/address from the community. This site is being updated and added too al the time as we all add to it. Information is quick to source and retrieve if looking for ideas on topics etc. It is specific and relevent. Lynley showed us how to do this.

Criteria 2 - demonstrate commitment to providing the well-being of all akonga

Term 2 & 3 2016
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.

Criteria 7 - promote a collaborative, inclusive and supportive learning environment

Terrm 4 2016

Learner Agency through ILEs
Karl Radford The set up of ILE in NZ school..

• whole school ILE
• magic of 3..2 teachers teaching and 1 in learning coach role
• purpose was to develop learner agency
• have to have right teachers together
• to establish expectations between teachers set a survey questionaire  so all teachers are on board..little things are important
• student voice musy be evident it needs to be there;listen to learners
• constructivist basis
• variety of learning organisations

Noticed:

• enhanced student wellbeing..positive
• pastoral care extened to other teachers
• change in workload
• teacher strengths used
• descisions over how to incorporate inquiry etc

Personalised Learning:

• co design learning
• understand how chn learn
• voice/choice/engagement/motivate/ownership/purpose/self regulation

Learning Pathways:

next steps..students and teachers 

purpose..achievable goals about themselves

develop key competencies in students

SOLO...here works conferences with students SLC?blogs

teacher dashboard..goals put on here..slides....evidence onto tdb

student voice and agency:

• maths hot spots
• thinkboards
• teacher dashboard
• rotations in the classroom
• hats coloured-de bono

Term 3 2015

I attended a session at St Michaels School on Prayer Spaces by
The theme of this session was to highlight how we can make our prayer spaces more meaningful and of interest to our students. I particularly thought about our Maori students and how our prayer spaces may look to them. The day after this session i actually changed the cloth on our prayer table to browns and tans and added a bowl of water for the children to bless themselves. I invited the Maori students and the PI students to add something of the class collection (shells, statues, books, photos, wood, candles, water, beads etc to create their own story of their wishes for prayer that week. This went really well the kids targeted really lit up and began to tell these stories of the families and rituals even that some of them have at home. They said spontaneous prayers and felt comfortable sharing their ideas and prayers with the class. I will endeavour to do this at least once a week.

-Notes from session.Prayer spaces ...create with pine cones make crucifix have a toy/ bear from the past ..adding story books..prayer displays a focal point and encourage one at home..depending on time of year have the focus and symbols relevant to the time of year..if neglected it gets overcrowded..can create prayer space anywhere..colour and texture to use for  times of the year..have bible open use the childrens' things speeches..encourage kids to give a blessing to each child ...write on the stones faith..hope etc..add class photo to focus cd case.

Term 3 2015

The blog has been appreciated by the special needs parents. I am in weekly contact with all the parents via the blog but also in person. The parents are all grateful and pleased with the work I am doing with the students. This term I engineered to have all three ORRS students in the Monday slot simultaneously. A not so easy feat... but one I was determined  to try! The kids have responded well and look forward to Mondays always asking in in the playground "what are we doing today?'
This means I can do baking or sport with all three so they can practice collaborative and communication skills. I have invited parents to come and work with us on baking days- Mrs Reindeers has been able to join us. I maintain positive repore with these parents but also work alongside the teacher asking them what skills they would like to see in practice for theses students. I supply running records , work books, photos, blog acess to all the classroom teachers.

Emily sits with me in assemblies and I have had her sit with me in church also, while minding room 15. I believe the children needed time to work together and also use the facilities in our reach-the stoves, fridges. I intend to further this in term 4.





Term 1 2015

I had the idea to set up and establish a blog for the special needs students I work with. I approached Anne to help me set it up, as it has to be on the school website. This is a blog where the parents of Reign, Emily and Liam can view, hear and share what their children have been up to during their learning sessions with Mrs Hall.

It also allows positive and immediate feedback from parents and whanau. It keeps an online record of the child's activities.

'Bernie's Busy Bees' can be accessed through the room 8 blog.

Term 3 2014


As this class have just begun their learning journey, in order to promote and strengthen room 10 bonding I use appropriate activities that help promote comradeship and learning in a supportive environment.

I also utilise the  parent resources available ( helpers, skills, interests ) to help the children feel and see the connection between school and home.


I use Golden Time activities as a way to promote fun and cooperative learning and participation.
I invite where applicable parent help for some activities, such as our food making /tasting from other places.

I use Sport and PE to promote cooperation and participation and communication skills.
I use Art and RE also to promote these competencies when the children work in groups to problem solve.

This helps support the learner of various interests in a range of learning through tactile and verbal opportunities.