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.

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

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).