Learning Reflection 2016

This year has been a mixture of happiness, successes, challenges, and emotions.  Throughout the whole year I have had mixed feelings about both my students and my practice.  I have, and will continue to be excited with supporting young tamariki through their learning journey.  My class this year have proven that I am doing something right by them when they are always happy to come to school and are ready to learn.  

There have been challenges along the way that have made me reflect on my practice and roles within the school, sometimes even doubting myself and my skills.  Staff have been very supportive and helped me through tough this.

I am proud of the achievements that ALL of the students have made through the year and am amazed with the progress they have made.  There has been a large amount of discussions through school this year about mindset that I have reflected, researched and changed in my practice.  Carl Dweck says it all:

“Mindset change is not about picking up a few pointers here and there. It's about seeing things in a new way. When people...change to a growth mindset, they change from a judge-and-be-judged framework to a learn-and-help-learn framework. Their commitment is to growth, and growth take plenty of time, effort, and mutual support.” 
― Carol S. Dweck, Mindset: The New Psychology of Success

There have been times where I doubted the decision to take on some behavioural students, although there are days where they have been awesome.  I feel for the other students as they have not had quality time with me as I have had to spend more time on behavioural issues.  Both the PL and strategies that I gained through PB4L and Incredible Years have helped support all of the class.  (It's not the student, it the behaviour). I don't think I could have managed the class as effective if I hadn't had that training.

I am looking forward to next year and all the successes and challenges that it will bring.

Observations

2016 Observation sheets and notes

https://docs.google.com/document/d/1x1NeEHTNYEcvJmlL8VOhFrvpPK_Rn-oxSuQnt78j0e0/edit

Appraisal Feedback 5/9/16

Happier with the writing that is happening and is making progress.

Shuffled writing to fit with Teacher Aide time.

Using different types of words (colour, size, action, verb).

Targets: trying to work with targets but there is a lot of whole class instruction as there are gaps.

Marie linking literacy with what we are working on in class.  Children are excited to share what they have learned and recognises it in their writing.

Appraisal Feedback 1/8/16

Math:

• Biggest area of challenge
• Moving across a range of topics as children not retaining strategies, or knowing when to apply them.  A lot is based on Term 2 Gloss testing.

Staff discussion - consider how to begin to introduce the idea of choosing an appropriate strategy to solve problems from Y1 level rather than just pushing up with new strategy and number knowledge in isolation.

Reading:

• Biggest success area, especially Anna-Rose.
• 75% class are target readers. Started with Erin taking groups for reinforcement (second run of their books).  Two children already on the Reading Recovery programme.  Noting some significant progress.  Children are self-correcting and correcting others.

• Issue between children’s progress and need to meet standards at particular points

Writing:

• Lesser focus on writing due to strong focus on reading.  Team working on writing this term. Reintroducing the COPS model (Capitals, Organisation, Punctuation and Spelling)
• Writing motivation: Using teaching UK web site to work to as a starter

Anything we can help with?

• Query – can children see the application behind the strategy teaching

Teacher Aide use:

• Floats across the class while teacher works with lowest achieving writers.

2016 Appraisal goals

#4: demonstrate commitment to ongoing professional learning and development of personal professional practice. 
Engage in available and manageable PLD that will support the use of both personal and class blogs.

#6: Conceptualise, plan and implement an appropriate learning programme. 
Plan and implement a more detailed learning programme, with next steps for learning that explicitly support progress of target learners 

#11: analyse and appropriately use assessment information, which has been gathered formally and informally. 
Analyse data to support the delivery of programmes that cater for the needs of target students' learning for writing.

March 14

I am really enjoying my class this year. Little areas that need tweaking and individuals need extra support. Struggling with ORS students, but with support from colleagues will get things in place. Looking forward to seeing what the rest of the year brings and watching them grow both emotionally and academically. OBSERVATION REFLECTION Matthew and Hamish need a lot more support and motivating activities in writing. I have been having regular conversations with Pam regarding ideas with Matthew and Hamish. They still continue to be a challenge. In the process of creating individual boxes/containers with motivational activities suitable for their different learning needs. Different levels of understanding and writing skills. What are my next steps? More explicit teaching around the four areas from the LI, e.g. breaking down and completing one, then the next and use of groups. I still do not think that they fully understand the concept of thinking, saying, writing and reading one sentence at a time. Making sure that all students are seen when roving the class. Explicit teaching around what happens if they need to talk to me and I am busy with another student. C3B4me? The observation opened my eyes to things that I thought I was doing well, but after discussions and follow-up, there are still gaps, especially in my specific praise (PB4L!!!!).

School Leadership in Context

Attended a workshop with SLT on Tuesday 23rd February about 'School Leadership in Context' at Panorama Motor Inn, Te Kuiti. Discussions were based around SOCIAL AND DEMOGRAPHIC CONTEXT ORGANISATION CONTEXT POLITICAL CONTEXT Reinforced the context that we are faced with at Turaki School and that we are not alone. Other schools are same. Big point that stood out for me is to keep the networking and communication going with other schools, not only in our district, but further out.

Labels

PTC01 - Relationships, PTC02 - Wellbeing, PTC03 - Bicultural Partnerships, PTC04 - Professional Development, PTC05 - Leadership, PTC06 - Learning Programme, PTC07 - Learning Environment, PTC08 - Learning Styles,PTC09 - Strengths, PTC10 - Bicultural NZ, PTC11 - Assessment, PTC12 - Critical Inquiry

Labels

PTC07 - Learning Environment, PTC08 - Learning Styles,PTC09 - Strengths, PTC10 - Bicultural NZ, PTC11 - Assessment, PTC12 - Critical Inquiry