Archive | April, 2012

Reflection of Appraisal Goals:

30 Apr

Reflection of Appraisal Goals:

30/ 04/12

Goal two:

Criteria Number Nine:

Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of akonga. My goal is to focus on challenging certain children in my class that are seen as above academically. I want to make sure they are constantly being challenged and pushed in all areas of learning. I also want to aim to cater for and work closely with the children that are seen as ‘below the line’ and try to raise their achievemen

Reflection:

To help make progress with my below the norm children, and to push my top academic students, here are some of the things I have had put in place to help these students to progress.

 

Gabi- Gifted and Talented group. This has pushed her thinking and skills as she is having to problem solve and think outside the box to come up with answers, working with a large group of children with the same level of ability.

Madison – ICT group. Children selected for certain group for extension. This is to increase their skill ability with computers and working with computer programmes. They are able to teach others in their own class when they come back into the classroom and get some extension work within the group.

Jaxin – RDA (riding for the disabled) has helped him to have more experience with animals in a challenging, but comfortable situation, which is building his confidence. Reading one on one with Mrs Ballard (teacher aide) has given him more confidence when reading. He is also reading daily so his skills are increasing and his understanding is growing.

John- PMP has allowed him to develop more confidence and coordination. RDA (riding for the disabled) has helped him to have more experience with animals in a challenging, but comfortable situation, which is building his confidence.

 

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Reflection of Appraisal Goals: 25/ 04/12

24 Apr

Reflection of Appraisal Goals:

25/ 04/12

Goal one:

Writing: To become more confident in my own understanding of the parts of speech. I want to focus on a new part of speech every few weeks so the children have time to practice and really understand the purpose and effectiveness of parts of speech in writing.

Reflection:

I believe I have been making great progress towards achieving my goal in writing. Here are some of the resources and strategies I have put in place to help my own, and the children’s, understanding in writing.

–          Resource: parts of speech Mini Bulletin Board

This EDUpress resource lists the 8 parts of speech. The resource labels the part of speech, listing some examples and explaining what the part of speech is. The areas it covers are: Prepositions, pronouns, verbs, conjunctions, interjections, nouns, adjectives and adverbs. The resource came with a teacher’s guide that explains, in more detail, about how to use different parts of speech correctly in writing and how to teach the children how to use them in a effective manner. They are individual posters and look very effective in the classroom.

–          Writing display for weekly focus

I have used the mini bulletin board posters to create a display on my wall that shares with anyone who enters our classroom what our focus in writing is for the week. We may have the focus of the week for more than one week, depending on how long it takes for children to understand, or depending on how long it takes us to finish a piece of writing. Around the poster, sharing the part of speech focused for the week, are photocopied pieces of children’s writing from their books. The children will have their story shared on the wall if it shows a great use of the weeks focus e.g. adjectives- if the children used these effectively they would have their work photocopied and put on the display for people to read how adjectives have been used correctly. The focus of the week, part of speech, will be highlighted in the children book to show where they have used it correctly. I have found this display promotes the parts of speech in a bright colourful way and it means the children are more aware of the focus of the week, and some try very hard to get their work put on the wall so they put a big emphasis in their writing to include the part of speech focused on for the week.

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–          Digital teaching station

I have used my digital teaching station to show and work with the children to complete examples on word documents. We highlight the parts of speech, or try examples together, that show the parts of speech correctly. I think doing this allows the children to become more confident using the part of speech and have time to discuss it with myself and other students to gain a better understanding of it before they go away and write independently.

–          Highlighting parts of speech in writing books

Using a green highlighter the children, and I, have started to highlight when we have used the part of speech effectively or correctly in our writing books. This is allowing the children to think carefully about how and when they have used the focus of the week. It also looks great on the wall display and is easy for people who come into the classroom to spot on the wall.

Goal two:

Criteria Number Nine:

Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of akonga. My goal is to focus on challenging certain children in my class that are seen as above academically. I want to make sure they are constantly being challenged and pushed in all areas of learning. I also want to aim to cater for and work closely with the children that are seen as ‘below the line’ and try to raise their achievement

Reflection:

This goal was drawn to my attention when I talked with a range of parents after learning conferences, in term one, and after I had a negative experience, and response, from one of my parents about homework in week two of the term. The negative experience allowed me to realised I needed to think more deeply about the tasks I set for my above average students and what I can do to challenge them more in and out of the classroom. It also came to my attention when I discussed with other parents, at the learning conferences, about their children, who are seen as below average in the class that I need to cater to their needs as well to push them up above where they need to be.

I have been focusing on achieving my goal and here are some of the things i have put in place or done to ensure I am catering for the range of needs in my classroom:

–          The Think Tank

In the classroom I set up my Think Tank. The children absolutely love this activity and are really thinking deeply about the questions or statements of the back of the fish. The fish tank, with cut out fish, looks really effective in the classroom as a display also. I like that the children are always learning and thinking in the classroom and there is no time to get off task and have periods of sitting doing nothing. It is a great, simple, activity to implement into the classroom environment and the children are using it constantly. They can’t wait to finish tasks so they can do more thinking and there is no down time to sit down and be bored or off task and unfocused.

 

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–          Homework tasks

I have designed a range of homework tasks to suit the low children, middle, and above. All of the tasks are suited to a range of levels and interests. The lower level children work through a small piece of text from a ‘fun’ book and answers questions each week. The middle level does the normal homework, while the top ability group have chapters to read each week and more in-depth thinking tasks to complete. I have also created more thinking tasks, focusing on our unit for the term that involves the children thinking about more in-depth ideas about the theme for the term, Food for Thought. As the term moves on the tasks become more involved and need more justified and answers with great explanations. The children seem to respond well to these tasks and actually want to do their homework and enjoy completing it. They have a interest and positive attitude as they know they can answer all the tasks and questions confidently.

–          Supporting others

To allow the ‘top’ and ‘above’ students to keep being challenged I ask them to work with others around them or in the class who are struggling to complete tasks (the below learners). This allows them to have to rethink how the completed the task, as it may not apply to the below learners way of thinking. The children have to think deeply about explaining to others about how they need to complete the task, and NOT giving them the answer but guiding them to find the right answer. This has been hard for some of the children as they have little patience and feel they don’t need to help others, which is great as this is what I want the children to gain and develop as in life they will have to do this when working with others. This also in turn helps the ‘below’ learner as they are working with someone their own age and can show them or share with them that they don’t get it, or are struggling, which they sometimes do not like to tell teachers out of embarrassment.

 

Break Down of Goal Two:

24 Apr

MANCHESTER STREET SCHOOL

PERFORMANCE APPRAISAL- Professional Knowledge in Practice.

GOAL

WAYS OF ACHIEVING

(KEY TASKS)

EXPECTED OUTCOMES

For Practice

Performance Indicators

(evidence)

 

Criteria Number Nine:

Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of akonga.

 

My goal is to focus on challenging certain children in my class that are seen as above academically. I want to make sure they are constantly being challenged and pushed in all areas of learning. I also want to aim to cater for and work closely with the children that are seen as ‘below the line’ and try to raise their achievement

Find out about professional development sessions offered that focus on challenging children’s thinking and scaffolding those children who struggle.

 

Trial new ideas, more one on one activity style, with the children who are seen as below. More in-depth studies on a range of areas to challenge the capable students.

 

Observe colleagues teaching. Look for how they cater to a range of needs in the class from above children to below. What do they do to support students who struggle, how do they push those who are above and have a good understanding?

Give feedback to colleagues on their personal goal relating to the registered teacher criteria.

 

Read professional material linked to the extension or scaffolding of different children’s needs.

 

Work with parents to help develop ideas or activities that are designed to challenge or help develop confidence for children. If they are interested in the task, they will get more out of it.

 

Understand the levels in the NZ curriculum and National Standards, of where children should be at ‘the norm’. This means I know where I need to get some children to, or how I can push them to be above what is seen as ‘the norm’.

 

Spending more time observing other teachers in the school or talking with them developing new strategies that help me support the struggling students more and challenge the capable learners so they all get the most out of the lessons/ activities taught.

Confidently teach and cater to all students abilities in the classroom. Allowing those children, who need to be challenged, with more in-depth activities to push them. This will mean they get the most out of their schooling. It will also allow those students who struggle to have more hands on approaches or one on one time with the teacher.

 

Using professional knowledge about extending children or working with struggling students to plan more effective programmes and lessons where the children will be more motivated.

 

Confidently gathering, analyzing and assessing a range of subject areas to provide next steps for students. I will be able to know where gaps are for children who are below and it will show where I can extend other students.

 

Confidently using variety of approaches, programmes and resources to engage students in all areas they are below, or unmotivated in.

 

All students making academic progress in the class programme.

 

I will see an improved attitude from those students who are below as they will have work or activities that will be achievable, therefore allowing them to be successful which will improve their attitude towards their own ability and to learning in general.

Attitude change in those above average students as they will be completing tasks that extend them. It will challenge their way of thinking, which will allow them to gain more knowledge and interest toward more in-depth ideas and tasks.

Reflections/ notes in learning journal.

Subject planning and teaching demonstrates in-depth knowledge and understanding of the teaching of individual students and their needs. How to extend them or to help them be supporting during a range of subject lessons.

 

Show a change in work ability, presentation and thinking in portfolio tasks- as the year moves on we will see a change in the children’s work habits and understanding.

Shifts in independent skills in students in all areas. More work is completed with a good understanding of activities and ideas.

The class celebrates the success of individual students and progresses they make as the year moves forward.

Parents will be aware of their children and the needs they have or how they can be challenged- work together with teacher to make the child more successful.

Children will be more motivated and interested in subjects and activities taught.

The children who are above will learn new things and want to share them with the class and teacher.

The children will have an improved attitude. They will have the belief that they can understand what the whole class is learning, or they may be discovering new ideas, which will spark their interest, meaning they enjoy the learning more.

 

 

 

 

Break down of Goal one:

24 Apr

MANCHESTER STREET SCHOOL

PERFORMANCE APPRAISAL- Written Language

GOAL

WAYS OF ACHIEVING

(KEY TASKS)

EXPECTED OUTCOMES

For Practice

Performance Indicators

(evidence)

 

 

To be an effective teacher of written language.

 

To develop and in-depth understanding of the process and skills in the teaching of written language.

 

FOCUS:

To become more confident in my own understanding of the parts of speech. I want to focus on a new part of speech every few weeks so the children have time to practice and really understand the purpose and effectiveness of parts of speech in writing.

 

 

Participate fully in all professional development sessions.

 

Gather and analyse writing samples for the whole school writing moderation and data.

 

Trial new teaching strategies in my class.

 

Observe colleagues teaching writing.

Give feedback to colleagues on their teaching of writing.

 

Read professional material linked to the teaching of writing.

 

 

Confidently teach writing.

 

Using professional knowledge about the teaching of writing to plan effective programmes and lessons.

 

Confidently gathering, analyzing and assessing writing to provide next steps for students.

 

Confidently using variety of approaches, programmes and resources to engager students in writing.

 

All students making progress in written language.

 

A clear vision of what is expected of students.

Reflections/ notes in learning journal.

Writing planning and teaching demonstrates in-depth knowledge and understanding of the teaching of writing.

 

Writing samples analysed for next teaching steps in portfolios.

Shifts in writing skills in students writing books.

Consistency throughout school and teams in written language programmes.

The school celebrates writing.

Parents aware of their children are writing levels.

 

 

 

 

2012 Appraisal goals

24 Apr

Written Language:

My goal for 2012, in writing, is to become more confident in my own understanding of the parts of speech. I want then use this knowledge and understanding to teach and focus on the parts of speech using a range of different text types. I want to focus on a new part of speech every few weeks so the children have time to practice and really understand the purpose and effectiveness of parts of speech in writing.

Personal choice from professional Knowledge in Practice criteria (Registered Teacher):

Criteria Number Nine:

Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of akonga.

My own personal goal for 2012, based on the registered teacher criteria, is about recognising all of the different needs in my classroom and becoming more aware of how I can change my approach to teaching to help better all children in my class’s achievement. My goal is to focus on challenging certain children in my class that are seen as above academically. I want to make sure they are constantly being challenged and pushed in all areas of learning. I also want to aim to cater for and work closely with the children that are seen as ‘below the line’ and try to raise their achievement.

Progress on Inquiry Learning:

24 Apr

THINK TANK

In the classroom I set up my Think Tank. The children absolutely love this activity and are really thinking deeply about the questions or statements of the back of the fish. The fish tank, with cut out fish, looks really effective in the classroom as a display also. I like that the children are always learning and thinking in the classroom and there is no time to get off task and have periods of sitting doing nothing. It is a great, simple, activity to implement into the classroom environment and the children are using it constantly. They can’t wait to finish tasks so they can do more thinking! How exciting!

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TALKING PARTNER

This strategy was already used in my classroom, but I wanted to apply it more frequently and get the children partnering up with partners. It has worked great. It is simple to use as a way of making groups. It allows the children to think, and discuss, their thinking in a group situation. They have to logically think of what they came up with and can change their ideas or evaluate others as they share. It has allowed the children to also be more conscious of what they say to others and how they react in situations. When someone does not agree with their ideas or thinking, they need to say it and explain why to come up with an answer they all agree to. I will defiantly keep using this throughout the term.

Teacher Only Day 2012

24 Apr

Teacher Only Day

Bek Galloway

Powerful Thinking, Powerful Learning

 

Notes:

 

Ask the children about what motivates them.

Share new learning, try new things with them. Get them to do the same.

 

JUSTIFY- why we do certain things in our classroom. Is it relevant? What do the children get from it? Does it fit in with today’s world?

Do they need it?

 

Style of teaching is now inquiry.

Changing who we are and how we teach the children is important for us to be great educators in today’s society and world.

 

Inquiry is not just suited to a timeslot in the day; it is a style of thinking that should be applied to all areas and subjects within the school.

 

Activities discussed throughout entire session:

(Notes in Learning Journal on how each activity should be run)

I have now made laminated examples and explanations of the activities

 

  • Fact, Fiction and everything in-between
  • 4 corners8
  • Traffic Light
  • Hot Potato
  • I used to think… but now…
  • Question Magnifier
  • Venn Diagram
  • Questions to ask the children
  • 3 star guide
  • Think Tank
  • Team scrapbooks
  • Thinking Hats

 

Overall reflection from the day:

 

I thought Bek had some wonderful ideas on how to teach inquiry successfully in today’s world. The activities she shared with us were relevant, hands on, involved plenty of discussion and got the children thinking. I liked the practical side to the workshop, were we could complete and do the some of the activities that were discussed. We saw the practical side of them and we got to experience the benefits of the activities.

Bek offered the school some great resources, which I will use in my own class. I liked the fact that there was no hard to plan, unrealistic task shared, but everything she showed us was easily managed and produced with the children.

 

Overall it was a great day and I got a lot out of the workshop. I plan to apply a range of the activities into my own classroom to promote inquiry learning in all areas of the class, not just in a set time during the day.

 

Two things I got out of Bek’s session that I want to try in my classroom for term one:

 

Think Tank– for when children have completed tasks they can go and get a fish out of the think tank. On the back of the fish is a thinking task to get them thinking deeply about a topic or issue in the world today and this means they need to give their own opinion about the idea. I think this is a great idea for senior children and it keeps them focusing and learning constantly.

Talking partner– I do this already in my room, but I need to use this system to form groups. Talking partners can join up and create bigger groups, sharing their thinking together, and as time goes on and discussion occurs the children can change their thinking and ideas as they go.