Observation of Others Rm 7/8 Reading

 
My observation of Rm 7 and 8 doing guided reading together in 1 space.

Observation:  Rm 7 & Rm 8 both doing Reading in Rm 7’s space

Happening:
x2 groups at opposite ends of the classroom doing guided reading. Other students spread round room doing their groups current activity.

Students:
They know their own groups and that when the music plays they move to their next activity. ALL students are on task and are self-managing around the room. 

Teacher:
While her guided reading group is reading page to themselves silently she roams the room checking in with x2 students.
Guided reading sessions – Teacher is asking key questions about the text.

Transitions:
Music plays students look at rotation board for where they need to be.

Great ideas I’ve seen/For my own room:
Headphones are kept in toke trays – children have to get them themselves.
On the ipads website being used:  http://www.storylineonline.net/

Activities being done or are done:
Poem – colouring in Poem of the week.
Ipads – Storylineonline
Read to self,   Read to someone
Word work sheets x2 a week (Need to know child’s spelling level so they get appropriate sheet)

Reading Planning:
Teacher uses Reading Rockets NZ Teacher Planner (and then corresponding colour wheel level)
Reading Rotation Plan – Done on our template. SHOWS ACTIVITES ONLY.

Management of students - How I speak to them

Behaviour management in my classroom sounds like:

- Using students names
- Positive praise "I love the way...... is showing respect"
- ".......... are you managing yourself?" Asking the question of the students.
- Being sympathetic "....... are you Ok, What's wrong?" Before I tell the child off for say being late back to class. As often there is a reason or something may have happened at morning tea/lunch.

- I try to keep my tone calm, and respectful.

- If I have to continue asking a child to stop the same behaviour I direct them to sit quietly at the back of the room.


I am aware that my tone and voice level can change if I become frustrated or impatient.
I have addressed with the class
ie: "Yesterday I was really grumpy and I don't want to be grumpy today... I would like to see you managing yourselves today (and then we go into how to manage yourself). 

Supporting learning at home email

I spoke with a parent in the beginning of the year addressing my concerns for her child.  We talked about the simple things she could do at home to help her child.
I also emailed her some ways in which to support her leaning at home.

Hi Megan,

Here are a few ideas to support Edyn at home:

Jolly Phonics Song: Little song,Sounds with actions
https://www.youtube.com/watch?v=eCjJYB07aSU

Phonic Song to listen to
https://www.youtube.com/watch?v=BELlZKpi1Zs

Use the yellow word card that's been sent home:

Questions like:

What's this letter?
What sound does it make?

What words start with?  (And make the sound for the letter at the beginning of each word)

Play games like:
Alphabet matching (Print out a simple set of Alphabet upper and lower case cards). Have to match the upper case to the lower case.

That's a start to get you going. When you feel shes tired of doing those things we can revisit some new ideas.

Kind regards

School Visit's Email

 As each child came into Rm 5 I would ring or email parents to make contact. Below are some  examples.

Hi Anglea,

Thanks for taking my call. Ellie is going to be in Rm 5 with a class of other new entrants who have not long started or those about to start.

Her visits will be on a Tuesday from 8:45am until 11am.

Tuesday 28th February
Tuesday 7th March
Tuesday 14th March

with a start date of Monday 20th February.

Ellie can come in her own clothes and will need to bring morning tea to each visit as she will be with us for morning tea.

I will have a new entrant pack ready for you on Tuesday giving you more information about school, how the school day runs etc.

If there is anything you wish to discuss please don't hesitate to get in touch.

Kind regards,

Victoria Lindley

Hi Megan & Chris,

I thought I would send a quick e-mail saying Hello and a belated Happy New Year!

Hopefully the new entrant pack I sent home with Blake  last year made it to you.

This should have lots of information regarding Edyn starting school.
Edyn will need her stationery ready when the school year begins.

Should you have any issues or things you would like to discuss before school begins please don’t hesitate to send me an e-mail. Otherwise I look forward to seeing you on the 1^st Feb.

Nga mihi,

Victoria Lindley

Poutama Ako

Poutama Ako is a behaviour system used throughout Parkview School. Students are at various stages of Poutama Ako dependent on their ability to self-manage.

Using and referring to it in my class sounds like:
"I love the way..... is managing herself to get a pencil and get straight onto her work that is showing Poutama toru"
"Well done for managing yourself on the mat .... you are showing me Poutama toru"
"When you go to your desk without a pencil, don't get onto your work and interrupt our working time you are showing me you cannot manage yourself. That is Poutama tahi behaviour"

Week 10 Term 1. I have found that I have slipped a little bit on referring to the Poutama Ako steps. I need to come back and re-introduce Poutama Ako and the steps as I have had many new children start school.

Huakina Mai

Parkview School is participating in the Huakina Mai program. The following pages were handed out in staff meeting
focus "Mana ki te Mana"

I then began reflecting on my own practice in the top page and starting to discuss what it looks like in my classroom and setting goals.

Huakina Mai is run in some of  the staff meetings on a Tuesday.

Helping each other at writing

This photo was taken at writing time. Those children who can manage themselves chose where they work. Each child draws their own picture and writes their sentences underneath.

I encourage the children to help one another
"When you have found the word the show the other people at your group"
"Help ..... find the letter on their card".

Continuing to do this each lesson has lead me to hear children naturally helping others. I hear conversations such as
"Here it is"
The children singing the alphabet to help find the letter on the word card.

I have found that by sometimes manipulating the seating
Ie: putting the talkers at my chosen spots for the session can help to allow tuakana-teina.

Child's Self assessment

The photo is of a child's handwriting book. They have to identify (by way of tick) letters that show correct formation. IE: Sitting on the line, correct size, v= pointy bottom. Instead of writing in the child's book I have a learning conversation with them looking at the features. I also identify letters that are formed correctly.

Reading & Maths Assessment Booklets

This photo is of the Reading and Maths Assessment booklets required for each child at Parkview.  I have to assess each child and then sign off on what they know.