Writing about Whanau

In my writing class we spent sometime writing about our whanau. Students were encouraged to bring in a picture of their family (micro and macro) to share. We then spent sessions writing about different people in our families, ie: who lives in our house, our cousins, other special people.
This came about as I originally asked the students what they wanted to write about  (in Term 1) and they said cousins.

Change up reading groups to suit needs

Week 5 I realised my reading groups weren't working (some students needs weren't being meet). Split 4 groups into 5 (introduce an early red group). Spend time looking at a range of factors to split these groups ie: reading engagement, letter sound knowledge, how many sight words each child had etc.

Changing timetable to suit children's needs

For Term 1 and 2 2017 I ran my Friday program with a craft in the morning and then after morning tea a poem.

I found it a bit disconnected and taking up more of my teaching time than i wished.

My release teacher suggested that I combined my craft with my poem.

Ie: From 9:30am until 10:25 the children would make a craft relating to that poem.

Ie:
Shape monsters for a monster poem.
Spiders for incy wincy spider poem.
Snowmen for a winter poem.

This then allowed me to fit in more handwriting (a need) after morning tea.

1st Observation for Appraisal Term 1 - Nature of Learning

The Seven Principles - Appraisal
Principle	Teacher comment	Appraiser Comment
1 - Learners at the Centre At Parkview this looks like: Children set goals that are SMART: Specific, Measurable, Achievable, Relevant, Time-bound. There is both self and peer assessment. There is input from children as to what they learn. Children could work towards managing their own timetable. Poutama Ako is clearly displayed and is monitored by both teachers and children.	Self-assessment in handwriting books (tick ones showing goals/focus) Poutama ako is discussed/referred to via language such as “managing self” ie: I love the way Victoria is managing herself on the mat. Or as a question: Victoria are you managing yourself. Also encouraged using the word choices:  I love how Victoria is making good choices.  Or  Are you making good choices? Reading - they get to choose their own activity and choose how long they are there. Activities are put out by me. Self assessment - At writing by key questioning. Ie: Have you used finger spaces, all the time, sometimes or none of the time.	Potama Ako is clearly displayed The children have input into what they learn within your reading program - I really like the way you let the children choose an activity from well organised options. This is well managed as the children know the limit of the number of children that can do an activity - awesome self-managing time!
3 - Emotions are integral to learning At Parkview this looks like: Teachers speak in a positive and respectful way to students. Success is acknowledged – give children opportunities to share. Children are shown how to accept praise. Praise is given regularly and is specific. Confidence is valued. Opportunities for success are provided – challenging tasks are scaffolded and built up to.	Students are sometimes able to share back their writing at the end of our session When children make mistakes I say it’s fine don’t worry just put a line through it I try to use positive praise ie: I love the way you are managing yourself Victoria. Out of school successes are shared during whānau hui Encourage children to use big clear speaking voice (that we want to hear what they have to say)	You have a lovely way of interacting with the children. Your voice is always calm yet assertive. When you praise the children you are specific so they know what they are being praised for. When you need to re-direct the children you keep a calm manner and you are really clear about what they need to change.
Links to evidence will be found in appraisal blog, team inquiry documents and observations

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.

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.