Criterion 2

Demonstrate commitment to promoting the well-being of all ākonga

Key Indicators:

• take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe
• acknowledge and respect the languages, heritages and cultures of all ākonga
•  comply with relevant regulatory and statutory requirements

Reflective question: How do I show in my practice that I actively promote the well-being of all  ākonga for whom I am responsible? 

I do really enjoy teaching 5 year olds and they bring a lot of laughter and fun as well as some moments where you want to go into the corner alone and rock!

Things I have learnt since teaching 5 year olds:

• They will talk to you all at the same time.
• They would share their news all day everyday if they could.
• They will put their hand up and share completely off topic answers e.g I love my mum, im going swimming after school.
• They love praise and the smallest amount goes a very very long way.
• The happy bubble and sad bubble are the best things ever!
• They will pick up staples off the floor and show you before they put them in the bin.
• They cannot tie shoelaces, if I had a dollar for every shoe lace I have tied up I would be rich.
• They will definitely make you laugh.
• Seeing them learn words, write words, go up a level in reading is so rewarding.
• The most important part when students are starting school is for them to have a positive transition to school and for them to feel happy.
• It is important for parents to feel positive about their transition to school and for them to feel welcome and happy as well.
• There will be tears
• When you get excited about something, they get excited also.

For what: What Criterion does this fulfill? Criteria 1, Criteria 2, Criteria 7, Criteria 8

What is the learning/teaching experience:  This week I had an observation done on me by my tutor teacher. It went really well and I got some great feedback, as always you get so nervous when your getting observed and this was no different. You will find my observation details under reading observations on the tab. One thing that both my tutor teacher and myself thought I could work on more is using effective questioning, I always find this a tricky one not so much with my yellow readers but with my readers that are still on magenta. I did some research and found some readings to help me with effective questioning and below are some information that I found helpful and interesting for my reading development.

Questioning is perhaps the instructional tool used most commonly by teachers. Strategic and purposeful questioning is crucial to students’ literacy learning.

Questions may be directed towards building a particular aspect of students’ knowledge, such as a strategy for encoding or decoding. At a metacognitive level, questions can help to build students’ awareness. Questioning can be an ideal way to generate thoughtful discussion and help students to develop the habit of being critically reflective, for example, “How do you think …?” “I wonder why …?” “What have you noticed …?” “How will your audience feel …?” One or two well-thought-out questions can be powerful in helping students to get beyond the surface features of a text they are reading or writing. It is important that teachers ask a range of questions and know why they are asking them.

So What: What did I learn?

• A teacher who uses questions effectively provides a good model to students and shows them how to develop their own questioning strategies. This helps them to bring a critical perspective to texts by asking purposeful questions of themselves as they engage with a reading or writing task.
• In a classroom environment of critical reflection, thought-provoking questions are not seen as threatening, they are welcomed as a highly valued part of learning.

Now What? Next Steps

Questions become effective teaching tools when:

• they are directed towards helping students to meet a learning goal;
• they are centered on and draw out students’ knowledge;
• there is adequate “wait time” for students to think through their responses;
• students’ responses are valued and not transformed by evaluative comments that
• suggest the responses were inadequate;
• Appropriate follow-up questions are used to extend students’ thinking.

 For what: What Criterion does this fulfill? Criteria 2, Criteria 4, Criteria 5, Criteria 7, Criteria 8, Criteria 9, Criteria 12.

What is the learning/teaching experience: What a crazy week!! Massive earthquake hit North Canterbury Sunday night. So Monday morning was a little odd at school. First there was lots of things on the media about all schools being closed, then it said from North Canterbury up to Wellington all schools were closed. Gosh it was confusing!! But our school was open. I had about 3 hours sleep that Sunday night and was on edge I hate them! And that was a large one. But had to pull myself together for my students. When the children arrived at school many of them slept through which was ideal. A few of them felt it and parents were quite drained and on edge as well. We talked about earthquakes quite a lot throughout the day the children had many questions and my job was to make sure that students new they were safe and that I was there. We practiced what to do and the quote of the day was “There was an earthquake at my house” “there was one at my house too” Super cute!! We read a book about earthquakes and the children throughout the day were amazing. We didn’t spend a lot of time on maths as we had a big discussion on earthquakes. Just after lunch we had a big aftershock that went for a while, some of the children didn’t feel it, some of them did. I got them to be turtles and waited for it to be over. It was a very hectic on edge kind of day.

So What: What did I learn?

• Whether it was the first earthquake or your seven thousand, there is likely a lot of shock running through your system.
• Earthquake stress is something New Zealanders know well, but that doesn’t mean it gets easier with experience. Some people are able to keep calm and carry on, others may feel like they cant cope.

 Now What? Next Steps

• Teach students the Earthquake emergency drill and practise once a week.

For what: What Criterion does this fulfill?  Criteria 1, Criteria 2, Criteria 7.

What is the learning/teaching experience:  This week has been report week. I learnt how to put data in for the report and my tutor teacher guided me on how reporting worked. Things have definitely changed from when I was at school with reports, these ones are so bright and colourful and easy to read. I only had one student that has been at school for 6 months and she was the only one I had to report on. It was a nice and easy way to get into the reporting process. When sorting her data this student was slightly below for writing and reading and on the right track for maths. I was talking with a colleague and when they are below you always think is it my fault, what could I do better etc. But she reassured me that everyone learns at different paces and for this student she was quite inconsistent and that was letting her down and there is still a few weeks to go this term. The family I had the interview with were super lovely and really understanding. They are super supportive of me and they are happy their daughter is enjoying school and is making progress. I showed them examples of why she was slightly below so they had an understanding and gave them a pamphlet of things they could work on at home. It went really well and I feel like I am definitely well prepared for next year when it comes to reporting.

I have to do some small reports for the rest of the students in my class, they are called “New Entrant reports”. These just have basic comments about reading, writing and maths and also a small comment about how they get on in the classroom. There is a part in these reports where you assess the School values and how well they are at doing these. Students do a self-assessment on this also which would be very interesting especially for some of the characters in my classroom.

So What: What did I learn?

• Not to be too hard on myself
• Communication with parents
• How to approach parents in a professional manner when at interviews

Now What? Next Steps

• Understand New Entrants reports and complete these

For what: What Criterion does this fulfill?  Criteria 2, Criteria 4, Criteria 5, Criteria 7, Criteria 8, Criteria 11, Criteria 12.

What is the learning/teaching experience: This week has been jam-packed and definitely out of our normal routine. The students had a trip to imagination station, we had life education and beginning our Athletics practice. As well as it was a long weekend so, we packed so much into just four days.

Organizing a first class trip was full on, there was permission forms that needed to be returned, parent help slips and health forms. Getting all these back was actually easier than I thought. Having notebooks in their reading folders for communication with parents definitely helped with this. Adding in friendly reminders to parents to bring back forms. Being a New Entrant class I had about 70% of parent help forms come back saying they would love to come on the trip. Unfortunately, I could only take 4 parents. So some had to miss out. I was so disappointed I wasn’t able to attend our first school trip due to having an appointment. Another teacher that the children new took them and they had a blast. It was an easy transition as I emailed the parents explaining that this teacher was attending. Worked out well. My students were so well behaved and they told me all about it when they got back.

So What: What did I learn?

• Organization is important for school trips
• My students are very off with their behaviour when not in normal routines, some of them cannot cope.
• I work with such supportive staff to help when things like appointments pop up and cannot be avoided.

 Now What? Next Steps

• Bind all the health profiles so I have these all together and if I need to refer to them its an easy process.
• On the next trip make sure I take new parents, so all have the opportunity to come.

For what: What Criterion does this fulfill?  Criteria 1, Criteria 2, Criteria 5, Criteria 6.

What is the learning/teaching experience: Routines, routines, routines!! Everything is about routines. Also praise, reinforcement, fun and having a ton of energy all the time. When these five year old’s start school they have to learn how to learn and until that’s done they’re not quite school ready. It is so amazing learning about how much some children have little knowledge when they come to school to those that are super confident and have quite a bit of knowledge. Some children come to school and aren’t even sure what hand to hold a pen in.

What I love about teaching new entrants is how fast they learn, they are like sponges and take in everything you teach. Of course some learn faster than others. But I did some testing this week on my release and I have children moving onto read reading level and they are so motivated to learn and identify their wonder words. It is a great feeling when you know you must be doing something right as they move up in their learning process and are achieving great things.

I love the bond I have with these children and am definitely learning so much from them. Being a teacher of New Entrants, there is so much more involved than just teaching lessons. As this picture sums it up very well.

So What: What did I learn?

• Routines are very important
• Positive Reinforcement is key
• Need a lot of energy

Now What? Next Steps

• Continue to develop clear set expectations of students
• Use more positive reinforcement
• Focus on the positives more that the negatives.

For what: What Criterion does this fulfill?  Criteria 1, Criteria 2, Criteria 5, Criteria 7 Criteria 8

What is the learning/teaching experience: Some of my students have come back after the holiday and wow what an improvement in their writing it is so amazing! I am so impressed, its honestly the best feeling when you see students take in what you have taught them and they try really hard. I also tested my students that have been as school for a while now on their wonder words 1 list (High frequency words) and some of them have now moved onto wonder words 2!! Very exciting. Now because I have put them up on the wall with their names beside them they can see where they are and some really want to go further so took their wonder words home in the weekend so they can practice and move forward.

So What: What did I learn?

• Seeing things visually for the students helps motivate them.
• When students see their peers succeeding they what to do the same.
• Communicating with parents about their child’s learning and what they can do to help at home.

Now What? Next Steps

• Keep encouraging and communicating with parents
• Create more resources for writing and reading with more high frequency words.

For what: What Criterion does this fulfill?  Criteria 2, Criteria 8, Criteria 11

What is the learning/teaching experience: I completed my first observation of watching a writing lesson. I found this so helpful and learned so much on how to adjust my writing programme. I was definitely on the right track with the way I was teaching but am always striving to improve in any way I can to develop the best learning experience for my students. I was unfortunate that I had just missed some professional development with Murray Gadd as he was at school before I started but have got many tips from my colleagues about the writing process.

So What: What did I learn?

• Click Writing Observation link for detailed observation
• I am on the right track and continue to develop my writing programme
• To have follow up activities for when students finish i.e practising words that they didn’t get right, onto their whiteboard.

Now What? Next Steps

• To use a vivid when modelling writing (easy for students to see)
• Write the sounds that students hear and then adjust when finished (put my teacher’s hat on).
• Use more ‘Think, pair, share’.
• Try not to have students lined up to get their writing checked. Encourage them to go and write more. I then roam around and see them. This way they may be able to write more.

For what: What Criterion does this fulfil? Criteria 1 Criteria 2 Criteria 4

What is the learning/teaching experience: This week I began doing some iKan testing and it was very interesting seeing how they went with this. I also looked at their school entry reports. Some students were a lot easy to mark than others. As some students have been at school for longer obviously and its interesting these students are all within a month of age but their knowledge and mannerisms are so different.

In Maths we have currently been looking at statistics and which objects have less, more etc. It’s amazing how much they have learned in such a small amount of time. It’s a great feeling when they can talk about and identify it so easily when they are discussing graphs. Makes me feel quite proud. Maths  is definitely not my strongest subject as I didn’t have much experience in maths during my student teaching. It is a curriculum area I feel I am lacking in terms of content knowledge and how to teach it for this age group. Yes, I know what I need to teach, but lack the knowledge and confidence with this area for example where to start, what materials to use, what activities to begin with. This is definitely a goal for me to gain more confidence with my maths teaching. In regards to that I feel humbled that I have so many amazing people to learn from and ask questions.

So What: What did I learn?

• How to read maths testing
• Every school’s assessment is different
• Ask for guidance and help if I need to.
• How different capabilities, students can have at this age.

Now What? Next Steps

• Look into professional development around numeracy.
• Use the NZ maths website to help guide
• Continue to ask questions
• Observe different teachers teaching maths.

For what: What Criterion does this fulfill? Criteria 2 Criteria 6 Criteria 8 Criteria 9 Criteria 11

What: The staff are so amazing, helpful and friendly they make me feel so welcome and a part of the team. Still have to pinch myself thinking that I’m actually a teacher and not a student teacher anymore. It’s quite surreal 3 years doing this degree and here I am.

I have taken a lot of what I learnt and developed during my last practicum and put it into my classroom practice which has definitely been an advantage and very helpful, by developing similar routines, classroom layout etc. This week was all about creating classroom routines, such as the morning they put their reading folders in the correct box, drink bottles and lunch boxes on the bench, jackets in the jersey box and bags in the cloakroom. Doing this in the morning encourages the students to be self-managers.

Still some very upset children in the mornings as parents walk out the door. But as soon as they are gone the tears have disappeared thank goodness, it was chaos! When some wouldn’t settle for a while. I had a student that tried to do a runner but managed to settle her! Oh goodness.

Had my first release day this week which involved cutting, laminating, cutting, REPEAT! Making resources for the classroom, was very successful but again not enough hours in the day! My mentor teacher is amazing and such a great help! He found all the resources for me a “million” pieces of paper filled with numeracy and reading activities. Saved me a lot of time. I also had a chance to sort out some maths equipment, made lots of labels and created a newsletter. The classroom is coming along.

So What: The biggest challenge this week was Thursday, the day of school visits. I felt like I was super organized this week as I learnt a lot last week of how the school visits went. I had 5 visiting this week. I also had a new student begin who is only with us for 4 weeks. This student is a year older than the rest of the class. But he had a teacher aide working alongside him at his other school so it was best he came into room 1. It was a bit stressful having him come in on the Thursday with no stationary or anything and then my five visitors. Unlike last week where I had my mentor in class to help greet the parents. I also had a parent stay the whole time during the visits which distracted some of the other students as well. 

Now What: It’s all a learning experience! I’m learning alongside my learners every day.

For What: This Fulfills these criteria  Criterion 2 Criterion 6 Criterion 8

What: One thing I am learning is what is the best behaviour management strategies to work with my students. I have had a few issues with behaviour from my year 1 class. These children have just started school and wow! some of them are full on. Today their was an incident where it was getting to the end of the day. Students are tired by this stage and Y would not cooperate she was throwing things and being very disruptive. I had to tell her that this is not acceptable and 5 year olds do not act like this. I then ignored her and she continued to annoy her peers. I then took her away from the rest of the class and she sat at the back of the room. She then lost it and started screaming, kicking and crying because I had told her off. She cooled off and came and sat down with the rest of the class. My Tutor Teacher who was in the classroom next door came and made sure everything was okay. I told him what had happened and she was most embarrassed. 

So What: What I learned

1. I learned that one student cannot dominate the whole class but need to look after the wellbeing of ākonga.
2. I can still set boundries and be firm with ākonga but still be a fun teacher. 

Now What: Next Steps

1. Prasie those ākonga that are doing the right thing, therefore taking the attention away from bad behavior. 
2. Find a way to encourage Y to take responsibility for her own learning. 

For What: this Fulfills these criteria:  Criterion 1  Criterion 2 Criterion 7

What: It is super important with 5 year olds to model what to do. From writing, reading to outside playing games. I have some very shy year 1s and then some very outgoing children. Xx is a beautiful girl but her anxiety is terrible at times and she does not say ‘boo’. When she started, I had to pull her away from Mum and anything out of routine she could not cope with. She does try to join in but is always scared and worried that she will do something wrong. My focus with her at the moment and the whole class is to have a go!

Yesterday it was a beautiful day and we decided to go outside for a game at the end of the day. I introduced a game called ‘Traffic Light’ Xx enjoyed the game but was not sure how it worked. She was really trying hard to watch and figure out how to play. When it was her turn to have a go she did not know what to do. I modeled it for her with her beside me and we ran together. We had fun, she came out of her shell, and there were some laughs. This was a small but great breakthrough for both her and myself and also very good for our relationship to develop.

So What: What I learned:

1. Modelling actions and behaviour is better than just speaking and telling students.
2. Relationships built on trust is key to student achievement.
3. An inclusive learning environment fosters students well-being.

Now What: Next Steps to be implemented.

1. I need to be sensitive to all akonga, making the effort to make sure they are all included.
2. Make sure I model a lot more all the instructions especially at year one level.
3. Keep communication going with family/whanau on Xx developments.

For What: this Fulfills these criteria:  Criterion 1, Criterion 2, Criterion 9.

 

WEEK FOUR TERM FOUR REFLECTION: ROOM 1 AND 2 JUNIOR ASSEMBLY 

WEEK SIX TERM FOUR REFLECTION: SHAKY SHAKY CITY