Tier 2 training - PB4L

At the Kerikeri Ministry of Education office we have begun our Tier 2 training for PB4L. We need to examine as a school if we are ready for Tier 2. We can also be looking at Tier 1 and see if it is working well. Reflection Square - One thing that 'squares" with your beliefs That we can streamline Tier 2 students/behaviours so it is not all falling on one or two members of staff, e.g. SENCO Triangle - Three points you want to remember or share Forming the team Help new teachers with Tier 1 Make a PB4L board Circle - A question that keeps rolling around in your head What is our data looking like? When will we meet? Or can we start using a nominations form? From here I will be talking to other staff to form a team and also undertake a TFI with Mel. Also, a bit of homework reading of the Tier 2 handbook.

Activities Week

We have just enjoyed three terrific days of Outdoor Education in our custom designed Junior School Activities week. Before school began the Junior teachers decided that it would be great to have some fun camp style activities without staying over at school. We also incorporated our inquiry learning into our day trip planning. Whakawhanaungatanga was our beginning of term focus which led nicely to incorporate a visit to Kerikeri to the Stone Store, Kemp House, walk to the pa site and visit Te Ahurea. We were able to take a glimpse back in history to see how Maori and European people could live within close physical location many years ago. For the rest of this term and all of Term 2 we will be exploring sustainability through the context of the ocean. To kickstart this unit we planned a trip to the rocky shore at Chuck's Cove. This location is right on our doorstep and some children have spent many hours there and some had never been before. Many parents had a greater understanding of the marine life in our rocky shores than I do and the day was fantastic thanks to the easy learning atmosphere our parents created at Chuck's Cove. Our first day was based on experiences that we knew our junior children have previously enjoyed at school, such as making huts in the manuka trees at the top of our hill (normally out of bounds). We also enjoyed borrowing Paparore's recently purchased second hand bouncy castles. This was a fabulous fun time with no agenda. The three junior teachers were able to observe students in their outdoor play, gaining further insight into their interests and learning behaviours. We were able to have lots of fun building relationships with our tamariki. Reflecting back over the week I do think this worked well for our traditional camp week. We had lots of fun and formed closer relationships with tamariki and whanau. This is normally what we would expect from camp week, but the added benefit was we incorporated our inquiry learning which made planning a lot easier than planning another day trip later on to match our learning. Overall, a top week!

My Teaching Inquiry Focus - Post 1 - Setting the Goal

 This year I would like my teaching inquiry focus to be on maths. Since I have been in the Year 1 classroom I have not felt I have been effectively teaching a successful mathematics programme. It was interesting to discuss this with Su, our school coach, and work out some goals. It was confirmed to me that it should be my focus after hearing that one of our target groups is the Year 3 students for maths. I feel this reflects that they could have had a better start when I was their teacher. Meg, the Year 3 teacher is also having a maths teaching focus as this target group is in her classroom. So it will be great to collaborate to improve maths teaching in the Junior Syndicate. 

My first move was to commit to teaching maths in the first block. So I timetable maths straight after fitness or assembly. I am keen to use what has worked well for me in the past but also incorporate new teaching pedagogy such as mixed ability grouping, patterns based learning and problem solving effectively.

My goals after coaching: 

 1. See more achievement in maths.

More specifically: Everyone is stage three or higher after one year at school - e.g. counting materials by imaging and with Stage 3 knowledge. Including my target students.

2. Pedagogy around maths problem solving - students have an intrinsic desire to be a mathematician.

More specifically: My planning reflects tried and true methods to acquire number knowledge with a problem solving, pattern based, strand integrated focus as well. The students are excited to do maths because it is fun, challenging and rewarding.

I will achieve these by:

• Integrating unit plans with my trusty SPRING planning (numeracy project based). Begin any strand learning on Fun day Friday and send a seesaw video home to encourage practice at home.
• Use slides via Kowhai class site to stick to the daily plan, visually see Learning Intentions and Success Criteria
• Use EE as a digital modelling book.
• Regularly assess four target students with JAM, PACT, formative assessment recorded into digital modelling book and photos on Seesaw.

Target students: RS, AM, LM, CT

Initial JAM results

Phonics

This year the Junior School has implemented the Yolanda Soryl phonics programme. We have decided to cross-group our students so we have a range of stages being taught and students can work at a level appropriate for them. The leadership team has been terrific at supporting our need to timetable this slot in and keep it regular. We also have the support of two fantastic teacher aides so we can have smaller groups.

Currently we have two stage 1 & 2 groups, one stage 2 group (who we think will move soon to stage 3), a stage 4 group and a stage 5 group. It is early days yet, but I believe it is working well.

I have felt for some time that regular time spent teaching specific phonics reading and writing skills has great benefits. My two big challenges were not consistently keeping it in my day and students being at different levels. This scheduled time has fixed both of those challenges.

I am very grateful that the new Junior School team has embraced this programme. It is also terrific to have our two experienced teacher aides use their knowledge and skills to lead their own groups.

Some of the websites that I visited last year concerning phonics:

Yolanda Soryl Literacy

Better Start to Literacy approach - After reading articles about Gail Gillon's phonological programme for students in Christchurch.

Bright Kids

Many articles have drawn my attention regarding phonics from New Zealand and Australia.

Beginning of the Year Classroom Set Up

It is always busy at the beginning of the year getting to know new students and take yourself back to setting up routines for new learners. I have a brand new group of students and have been surprised at the literacy skills they have arrived at school with. In Term 4 of last year I had an intake of 10 new entrants and 7 of whom were ready to move to red readers after 2 - 4 weeks at school. This year I have had 2 out of 9 students ready in the same way. Hence, I have slowed down my process and am not rushing in to writing as quickly as I might have previously.

My principal has recognised that I have chosen this path and raised a good question during my walk through observation: What changes will need to be made when more students become ‘ready’ for a more structured learning programme?

So far this is what I have established:

            - Modelling and guiding students through independent learning activities that will be slowly introduced into the mahi list. (I had planned on having my independent activities 'mahi list' established in the first week).

            - Most students are still learning to write their name. Therefore, too many students would have needed 'mirror writing' and so their learning goals for writing are to 1) write their name with correct letters and 2) learn to correctly write 26 letter/sounds

            - I am trying to prioritise the Early Words programme in my day. I feel 7 out of 9 students will benefit from this approach immensely. This is difficult to do and I am hoping students in Rimu will finish soon so students in Kowhai can get teacher aide support.

            - Trying my best to talk regularly to parents about their child's good progress in class and encourage the mahi they are doing at home. Four parents are coming to the Reading Together Programme which is really encouraging.

            - Choosing achievable activities for our phonics sessions. 

My next steps are:

            - To personalise the individual learning videos that students will begin to complete in their 'mahi list'. Currently we are doing this together during writing time.

            - To add a time of drawing so students gain confidence for drawing a plan in their writing.

            - Ensure I am modelling writing before guided writing and having a time of shared writing with our class blog on Friday.