STANDARD TWO

Professional Learning
Use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

Wānanga- participating with learners and communities in robust dialogue for the benefit of Māori learner’s achievement.
Ako- taking responsibility for their own learning and that of Māori learner.
Whānaungatanga– actively engaging in respectful working relationships with Māori learners, parents, whanau, hapū and iwi.

What: What is the teaching/learning experience?

Our team goal this year has been to raise the achievement levels in writing for all year 3 students. I find writing a really hard one to judge, especially from coming from year 0/1 where they can either do it or they cant, in year 3 it begins to become a bit more in depth. As a team we have had numerous discussions about what we can do to help these students. A couple of successful tools we have done is introduce writing on a Friday and incorporating SOLO rubrics within their writing. Introducing writing on a Friday the students thoroughly enjoyed. We called this ‘Fun day Friday writing’. Each teacher would choose a topic and students can opt in to where they wanted to go for writing. Each week they had a target to try and get more words on the page than the last time and we would talk about goals before each lesson e.g read over to make sense, full stops and capital letters. We also have been using SOLO in writing, I personally have tried to use this a couple of times with creating rubrics for the students to follow. This was very successful when we did information reports. Before we would start our information reports, I would go over the rubric with students so they knew the expectations of what was needed in their report. After they completed their report, they would then self-assess where they thought they were on the solo rubric and some of them went back over their reports to add in detail etc, to see if they can go one-step further than what they were. This really helped extend their thinking and was another successful tool used.

So What: What have I learnt from this teaching?

• Fun day Friday writing exposed students to another day of writing and they had the choice of what they wanted to write about, therefore they are interested and motivated to write.
• Using Solo during writing helped them with self-assessment and extending their thinking to take their writing to the next step.

Now What: What are my next steps as a teacher?

• For Monday-Thursday writing, I could set up a variety of topics for students to opt in for their writing, knowing what different interests and hobbies are.
• Use solo rubrics more often, not only in writing but also in other curriculum areas.

For What: Which standards does this fulfil? Standard One, Standard Two, Standard Six

Jump Jam

This year I have been coaching our school Jump Jam team. This has involved weekly 

meetings and training’s. We trained for the National competition where we came in the top 10 in the South Island but missed out of the National Competition. The competition usually goes regionals then Nationals but it changed this year. We were told if there was a regional comp we would have got through.

This has been a great opportunity for me to contribute to the wider school and has also helped me develop me skills with Jump Jam. Although I have a dancing background I have never been involved with Jump Jam. If I do this next year I will be a lot more confident from the start which I think will help me build a stronger rapport with the team.

Jump Jam for StarJam

I organized a fundraiser this term to raise money for StarJam. This was a rewarding challenge and with the help of the jump jam team we raised over $400 for the StarJam organization. This was a great experience and it was nice to be able to help and support the wider community.

Participating in School Events

I am supportive of school events and ensure my class participate in these. For example taking my class out to participate in the Cross Country practices, being involved with Kapa Haka, Agency Club, our Year 1 hui and performing at school assemblies. Next term there will also be a Junior Show that my class will participate in and I have also committed myself to help with choreography where needed.

WHAT: What is the learning/teaching experience?

A new class, new year level, new team. What a challenge. The last two weeks have all been about setting up classroom routines and figuring out the best behaviour management. I did not have a chance to observe any Year 3 teachers at the end of 2017 due to busy schedules and other than practical placements years ago I had no idea about teaching year 3 and felt completely out of my comfort zone. On the last day at school in 2017 we did have the opportunity to meet our class and introduce ourselves. That was great to put names to faces. However, teaching them I am so overwhelmed. There has been plenty of tears over the last couple of weeks. Just trying to get my feet on the ground and set up these routines and expectations.

The first week was getting to know the class and getting to know what they can and cant do and I was so impressed with how independent they are compared to year ones. It makes me excited and my brain is in overdrive with ideas what I can do with them.

Behaviour management is slightly different with year threes and I’ve really had to come up with the some new ways to gain the students attention and control their behaviours. At this stage I haven’t had any students that have stood out with behaviour problems but it is early days so will see how this goes.

During Week two I went and observed my team leader to see if I was on the right track with what I’m doing and to look at his ways of routines and expectations, watching him gave me some great ideas that I will be putting in place.

SO WHAT: What did I learn?

Although I now have been teaching for a year and a half a new year level completely threw me. What I have learned is well the students can communicate, how capable and independent the learners are and you can’t use the same behaviour management resources as teaching year ones.

NOW WHAT: Next Steps

Next steps to put in place are continuing to develop routines and expectations. Creating a ‘warning box’ to put on the board and this will be used if the students misbehave. Their names are written in this box and if they get two strikes beside their name they will either be removed from the class or will have jobs to do during morning tea and lunch. I have also created a peg system that has different levels of behaviour e.g when students make good choices they move the peg up. this is to encourage the positive behaviour.

FOR WHAT: Which criteria does this fulfil?

Standard Two Standard Three Standard Six