Archive | October, 2012

Reflection of Appraisal Goals:

10 Oct

Reflection of Appraisal Goals:

06/ 10/12

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.


During term 3 it was hard to make a lot of time for the teaching of writing. What I did do well over the term was I focused more time and energy on helping those students who are seen as the strugglers in the classroom. I wanted them to actually sit down and write ideas and not have me writing or challenging them to get some writing on the page. I found using the computers as a motivational tool was really useful. My lowest writer and mid writers were far more motivated and focused on finishing their writing and getting more information and words down on the screen. They actually were asking me “Miss Kyle can I please write my story?” It was so great, and a bit of a relief, as I felt that I just was running out of options to motivate these children, and as a result I was just not wanting to help them, and leaving them to cope by themselves. I think my attitude was horrible, but it frustrated me so bad at the time and I had no patience of positive feelings about writing with them, but now it is just so much betterJ.

My display board was also changed during the term to show similes, as this was our classes focus for a part of the term. We spent time going through examples or what similes were, where they are found and how to identify them. The children even spent time creating their own similes using images from magazines as their motivation. The children had to write about the image in someway, describing it using a simile. The children really enjoyed this task and started adding similes to their own writing, which showed me that we spent a good time and had some rewarding learning experiences about similes for the children to understand what they are and how to use them effectively.

Another useful idea that I tried during the term, and experimented with, in my teaching of writing was using Rita Palmers ‘Writer’s Notebook’ idea. As we didn’t have much time near the end of the term to teach focused writing for long periods of time, I used Rita’s ideas of writing on a page all their likes, hobbies, dislikes, handprint with 5 feelings etc ideas. I found them REALLY enriching and rewarding learning tasks for the children. The children were so into it and filling their pages with so many ideas and words. Many of them used bright colours, pictures or tried out writing using different fonts and they just really enjoyed the whole 20 minutes we spent on these ideas. They didn’t want to stop, and at some points I found myself telling they to stop and they complained to me about wanting more time. I know I can come back throughout the year and try these ideas as it works and it gets the children thinking of new things and ideas to write about it. If they have something to say, they have something to write! 


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.


During the term 3, with production on, I found that it was hard to spend time with these children to work with them individually to extend them.

Lower levels: I did get to work with my lower ability children in writing, and to help improve their ability I used motivational tools to get them writing. In this case it was the computer. I was surprised how much of a positive impact it had on the children; they actually wanted to write and could do this independently.

Top levels: Homework tasks have been given out to children during the term, extras to push the children. I have also worked with some of the children to do extra jobs and helping other children in the classroom who struggle, so they are learning how to work alongside and support others who struggle e.g. demonstrating patience and respect in more challenging, frustrating situations.

Though I have had minimal time to work on this area, I believe, I still have been pushing and supporting the children who really need it ‘subconsciously’ as it is in my class environment and all the children are being pushed academically and socially.