Archive | May, 2010

EPF child reflection:

25 May

25- 05-11

Targeted Need: Reading Age to increase throughout the year

What have you been doing? The student targeted, at the moment, is apart of a targeted group of children, where a teacher has time (30 minutes each day) with a group of 6 children. 3 from my room and 3 from Room 6. Before moving into this group the student has developed throughout the year and is gaining confidence within this area.

Is this working? Yes i believe so. The student has alot more confidence with all areas in learning and tends to be enjoying school alot more.

Have I talked to anyone about this goal? I have talked to my Tutor teacher and asked for reassurance throughout this term.

Where to next: Reading with him more one on one and getting books that interest him.

Overall: I believe this child is making good progress 🙂 and i am happy with the way things have been moving along.


Reflection of PRT course:

25 May

This PRT course focused on looking into assessment within the classroom and we were able to have two current teachers come into the course and present ideas to us about the way they run systems within their room, for a range of areas.

The talk about assessment was very repetitive, alike to what we learnt at Massey College of Education. We talked about the importance of formative, on going assessment, compared to summative assessment and how it shows only a result and not the progress of getting to the result. I found it was good to get my head around the concepts again, but did not gain a lot from this morning session in the course.

The session with Nicki Keyes, a new entrant teacher at Marton School, a lot more effective and I gained more from this middle section. We were able to examine the processes she uses within the classroom e.g. keys for children to colour in to show they have focused on this idea within their story e.g. a fish represents their fish words- easy sight words, or a book is seen as following the modelling book to guide them. I thought this would be great ideas as it allows the children to self assess and the teacher can see the Childs own judgement on their story. I liked the resources she put up around the room in the session, and have given her my email so she can send me these to implement into my classroom. One resource I particularly liked was the sharing writing poster, it had good explanations for children my level and it is a great activity to include in writing.

Lisa, the assistant principal at Lytton Street School, came in for the last session of the day to talk to us about their schools writing matrix and the process in their systems for marking the work and managing behaviour management. Lisa talked about not using a sample of writing, but using a worked piece of writing, from the Childs book. This allows the children to not think they are being tested and it is a way for us to get a more accurate example from each child. I agree with this completely and think it would be a great idea. I want to take this to my team and see why they use samples compared to this other option. I also enjoyed Lisa’s arrows for children managing their own learning. It was awesome to see how the children would strive to move themselves through the arrows and take responsibility of their own learning.

The main ideas I got out of this course:

  • Using a worked piece of writing, from the Childs book. This allows the children to not think they are being tested and it is a way for us to get a more accurate example from each child.


  • Getting children to share their writing is important.


I didn’t get a lot out of this course as I found it quite repetitive and also about individual school programmes, which I feel I cannot do much about, as our school has their own systems in place and because these are in place I need to follow these.

Reflection for PRT course attended at Hokowhitu Primary School:

25 May


Though I turned up to the course late, because of basketball coaching I was still able to pick out a few main ideas and points I had discovered while listening to Rita.

-let children wonder, do not give them questions for them to answer, but ask them instead- I wonder why or what do you wonder about this picture?

-let children always justify decisions they have made. It allows things to be more comprehended by children and they can understand how they have come to a conclusion within the text.

-get children to make choices, to agree or not to agree, let them decide. Get children to chose side of room if agree or other side if not. This gets children having to make a decision. 

-get children to always justify their decisions. Have to explain how they came up with an answer and why.

I also discovered some new sites to visit, which are included in the notes I was given. I definitely want to start using these resources within my classroom.


25 May


The course at Massey was very beneficial to my development. Throughout the day I was able to receive a wide range of new skills and techniques that may work within the classroom. In the morning we started looking at Numeracy within the classroom. I was able to see, through discussion with others, that my classroom is already running well when mathematics is carried out. I have so me effective mathematical processes within my class and I felt great to know that I was doing something right e.g. a task board, 4 maths groups, an hour a day of maths etc.

During the numeracy talk I was then introduced to new activities and a way to change them to meet the need and level of my students. I think I will use the activities but not introduce them all at once as they are a complete change from what is within my classroom at the moment. I was able to get some understanding also about the national standards for mathematics and I now know how I can use them as a positive thing within the classroom.

Within the literacy talk I was able to listen to what Chris was informing us, alike to Monday after school, she talked about writing using a personal writing notebook, which allows children to enjoy and experiment within their writing. That is one thing I enjoyed from her talk with us and I think I will apply that to my classroom at some stage (even getting the children to make the books). I also thought Chris had some great resources to offer us as beginning teachers and now I know where I can access extra things. They are all on the sheets that were given to us. I thought that overall I was able to get a lot out of the course and see what I need to do to be successful within my classroom. I thought also that it was a lot of information to take in and it will need some time to sink in.

Goal One:

17 May

Jo has given our entire team some sheets that have the individual sections for different stages, working on basic facts. I will photocopy these and then glue the stage that is relevant to my focus group stage 3, for them to keep practicing. I will use this for all students, but I think it will be effective, if parents carry them out for homework, for my focus group to move and develop within mathematics.  

I am going to test the children now and then next term, to see the progress of individual students.

I have also been told, by trevor, that I need to retest the IKan Test to see childrens progress and to see if others have been kept back.

New Idea discovered:

4 May


Talking Circles:

After talking to Jo today, she reflected on my goals I have discovered a new strategy that may be efftective, this is using sentence starters for the talking circle and start this to add this to the routine each week so children feel more comfortable. Think this will work well with my children and they can generate the ideas and how they are feeling for themselves and as a result relate to it better.

Sentence starter ideas:

I need help with…

The people in my group…