Skip to main content

Weekly Reflections

Week 9                                                                      Date: 27th March 2015

Goal for the coming week:
All SENCO referrals completed

Professional Development attended this week:
Te Wananga o Aotearoa (Reo Classes, Te Ara Reo L2)
PRT workshop 1

Reflections of past Week
All PAT tests have been completed, which now means I am now able to analyse my data, and identify next learning steps for both mathematics and the literacy learning areas. 

Information cards for goal setting meetings were successfully completed and the parents were thankful for this, as they were able to see where their child is at for the start of the 2015-year. The goal setting meetings were successful, and provided me with an opportunity to develop stronger and meaningful relationships with each child and their whanau. 

I was disappointed that I didn’t get my writing groups sorted for the start of term two, however I am planning on completing this task during week 10 (last week of the term). All SENCO referral forms have been completed for my students who are well below. 

I am continuing to develop and improve my teaching practice through the research (websites, resources, and readings) of the New Zealand Curriculum area of Mathematics and how improving my knowledge and understanding will be strongly beneficial to all students. Having sound knowledge will see students learning progress.  

I am continuing to stay engaged in professional dialogue with colleagues around how I can engage one of my students who continues to refuse to complete work that is associated with mathematics. Through discussions it was decided to set him up on study ladder to see if he will become engaged in learning in other areas of the NZC. I am becoming fraustrated as I am slowly running out of ideas. I have been in contact with Mum (face to face) to set up a meeting to set goals and expectations that the will agree too and also abide by. 


Comments

Popular posts from this blog

Inquiry T2 - Peer Tutoring

Through the rich seem reading, I identified that I wanted to explore peer tutoring. The purpose behind this is the hope to motivate students to be more invested in their learning to achieve their learning outcomes. Through discovering my new inquiry, my team leader and I looked at how this would link to improving outcomes for my target students (Year 8 Māori boys) in Literacy, how we could achieve this  and the purpose as to why this focus is important and beneficial to the learner.  The purpose (Why) The develop accountability and engagement.  How  am I going to achieve this?  Modelling peer tutoring strategies Unpacking terms of what makes a successful peer tutor, using the T.I.P Chart.  Providing meaningful feedback/feedforward.  What am I doing (Teacher Inquiry)?  Inquiry Question - How will peer tutoring motivate students to be more interested in their learning to achieve their learning outcomes with regards to l...

Culture

Culture  As a class we have been exploring culture and diversity. Each learner has been spending time exploring their ethnicity, religion, foods, traditional dances/music, iwi, country/ies of origin to help them better understand who they are. This has been a fantastic learning journey for all.  Students were shown a clip about what culture and diversity meant by taking notes. In groups students then needed to create a definition that they understood about what culture and diversity means. They needed to share this back with the class and explain their understanding about their definition.       Our reading workshops this term have been based on culture and understanding different cultural traditions and beliefs (Visual Arts, Music, and Foods for example). 

Prominent Taranaki Māori Leaders

This term as apart of our Te Reo Māori Unit, Tangata Rongonui, we have been exploring prominent Taranaki Māori Leaders (Te Whiti o Rongomai, Tohu Kakahi, Te Ua Haumene, Te Rangi Hiroa, Tā Maui Pomare, Wiremu Kingi, and Titokowaru).  Learners were given 20 minutes to research facts on a given leader (D.O.B, Education, Job, Family and Iwi connections for example). After this time, each student was placed into collaborative groups to share valuable information about their Tangata Rongonui. Every learner was extremely engaged in this process and were overwhelmed by the knowledge held by these Prominent Leaders of Taranaki.  It is pivotal that we teach our tamariki about prominent leaders within each rohe (region) of Taranaki as Aotearoa's culture and history.