Longworth Education - The Role of The Teacher

14/03/2020

Link Longworth Education website.

Play
1. Self chosen and self direction - becomes intrinsic - how do you actually see learning in play?  
2. process rather than product driven ( how do you set up a end? Its ok to quit, and then come back) How can we set up an area of play that gives space, can be loud,  Where could I set up a Lego, home?
3. contains structures  or rules established by the players themselves
4. imaginative, non-literal and removed from reality (where could we have dress up (plan a party) ( get the sliders fix and then open up, options.
5. occurs between those who are active, alert and non stressed.

Peter Graham - Read his book on The Philosophy of Play

My Role in Play
Set up invitation
Observe (stand back)
Spray and walk away ( contribute and then move on)
you need to know them, what is driving the play
resource play - talk to groups (huts, dress ups, co-play (you must be involved)
Making mental notes
Look at the real world and then create the play.

Learning - though- play = Limited/No Adult Guidance

Teachers need to provide the frame work,  how things run MUST BE ADULT GUIDED - CHILD DRIVEN

Get to know the child so the child can learn = MUST HAVE A RELATIONSHIP
NOTICINGs ARE IMPORTANT

Behavior  - Is An Expression of Need

Needs could be: movement, belonging, 

• Emotional, destructive,  

My Thoughts on what I need to do/change

Co-play with the students, what is your passion, what is their passion
Need for meditation,  Circle time, zones of regulation 
Down in the jungle where nobody goes,
There’s a big fat gorilla,picking his nose,
When he picks it and he flicks it,where does it go?
Who’s gonna get that, who’s gonna get that, who’s gonna get that slimy snot?
The need to know the curriculum, try using social skills in playground. Tell them what they have done well.

Sharing is waiting for a turn

GET BEVAN TO DO A MINECRAFT SESSION WITH THE KIDS!

(where could we have dress up (plan a party) ( get the sliders fix and then open up, options.
 How can we set up an area of play that gives space, can be loud,  Where could I set up a Lego, home?
Paint table - set up for kids on a Friday ??


Need to stand up and engage with the child. vs teaching/directions, Stacey said that it is important  to have spaces for co play and nuggets to enhance learning, then to drift off for kids to do their own things.  Where are you needed the most ?

I would like to go and experience some other classrooms that are using play based learning at a older level.

Restrictions
resources, numbers, timetable, having one on one time.
Need for a floater

Next steps:
Set up some spaces.
Need to start looking at mindset - growth (afternoons??)

Provocations - How to move children into a hands on child driven project

 

PROVOCATIONS

We are going to continue to look at running provocations in the middle school team this year. Last year I felt like they were kind of  mucky and that the overall learning by a majority of children only happened occasionally. I would like to continue to explore meaning full experiences that will engage and hook our children into projects that are driven by them.

1. We need to teach the children the process of a project so that they are able to drive their own learning experience.

2. Help facilitate the projects by guidance, sourcing materials, allowing time and seeing about a budget

3. Mr. G - I see Mr. G as being a excellent help, as he is able to take small groups of children and can build/create some of their projects.

  

I am looking forward to attending the Longreach P.D. day to help me explore these thoughts

Provocations: A Start Up Guide - by Sally Haughey and Nicole Hill

https://www.pinterest.nz/brooksdemmi/provocation-examples/

Teacher Only Days 2020

 

Teacher Only Days 2020 31 January and 3 February

Monday 3 February 2020

Teacher only day link to slides

Karen and Michelle

Pastoral note - don't forget, make clear what you have done.

Tiers

Parent/Teacher meetings start of year expectations of what you talk about.

Friday 31 January

Six Bricks

Six Bricks Booklet

 

Inbox

x

Anne Cato	Fri, 7 Feb, 11:54 (2 days ago)
to Teachers

https://educationinnovations.org/sites/default/files/SixBricks_OK_print.pdf

Great teacher only day today exploring Lego with Jaco from Ministry of Education -child phycologist. Neat warm up outside with two blocks each, throwing to each other, catching in the air, trying to clap - how many times can you clap before the blocks land on the ground, throwing to each other, left hand right hand, variety of ways.. Great warm up. 

I think that we will try and incorporate this into our daily programmed rotations with Nicole. I would love to explore the continued practice of helping children push themselves out of the comfort zone and see if regular use of the Left/Right brain would make a difference.

Follow up on Math Whizz 2019

Today a Term 1 assessment came out regarding the children's usage of Math Whizz.

What have I learned?
I have analyzed the data and was disappointed to see the results although not surprised. We have set Math Whizz up as a at home structural project and that it is a finished work activity. These were the results from room 3.

• 12 of my students are meeting the math whizz recommended growth of 3 progressions a week.
• 11 of my students are investing 30 mins of more in time but less than 3 progressions
• 7 of my students are doing less than 30 mins of time invested per week and less than 3 progressions.

1. two of the students who are investing 30 mins but not getting 3 progressions a week are my at risk students
2. Two of my at risk children are  making their time and progressions.
3. 5 of my students that are doing less than 30 mins are working at stage 6

What am I going to implement for term 2

* Give out certificates on a Monday for the past 7 days (gold, silver and bronze in number of progressions) with a reward at the end of the term for students who achieve a green tick for the term. (pizza)

• Give all groups at least 10 mins everyday to work on Math Whizz and on a Wednesday at the end of the day people with 2 progressions go 5 min early??
• Send messages to my children that are not meeting expectations to motivate and celebrate successes.

* Monitor children who have the exclamation mark (yellow symbol) - these are our at risk children. This shows children who have lots of usage but are not making the amount of progressions they should be. These are the children that I will want to sit with at least once a week in class and work with them so they understand the lesson and can make the progression.

Term 1 results Math Whizz

Camp - Kearoa Marae in Horohoro

Feb 24th Room 3 Parent Meeting

Sylvia and I hosted a parents meeting regarding camp with a huge attendance from parents. We were able to cover some questions/concerns/ and the itinerary for camp.

Reasons why we want to do this camp are to:

• To promote student self esteem and confidence
• To develop class community and friendships
• To offer alternative learning opportunities
• To develop student understanding of Te reo and Tikanga Maori

Camp for Me

I love camp as its an opportunity to share an experience with your students it allows us to see a side to them that we might not get to see while at school. We are able to establish good foundations with parents and student.

I always encourage all students to have a go at all activities and make sure I know what I am doing.

Need to follow up on Flax Weaving.

March 17 2019

Today we created our itinerary with the team I am confident with the protocol on the marae as well as flax weaving. I will be leading my team the prayer pre-flax weaving.

I have with the help of Anne Cato, learnt how to print off the medical forms from the edge and have highlighted all students with issues, this has been cross checked with the teachers for any follow up info. Because we are the first group in we are kind of the guinea pigs. I am so exited to take the children to the swimming hole as I have been here with my own children. We are also going to take a eel line and have done some classroom work around this.

Reflection/Highlights

Camp was fantastic, I loved that it was just our class as I was able to spend time with each child that I might not have been able to. I love seeing kids succeed, trying new things and pushing the boundaries. Mr. McMillan ran some outstanding games for co operation which was so important for the bonding of our classroom as a complete unit.

* Lazer Tag

*Every child jumping off the rock

* saying my prayer in Te Reo

*smiles on the kids faces when they took lives off me

* the high fives

* Cooperative games

UBRIS P.D.

St. Marys Professional Development Staff Meeting - UBRIS Training

Tuesday 12/19 2019 Room 14

Support Information

This course has been created for schools to help with the guidance and rules for schools to manage challenging student behaviour.Where possible, schools manage challenging behaviour by preventing dangerous situations developing or using de-escalation techniques to calm things down. How we as a school can work together to create behaviour plans for children with behavioural issues so that we never end up in a situation.

Key things I learned:

• Only ever restrain or touch a child if you or another student is in danger, but before restraint can be used a behaviour structure plan should have been put in place and followed
• All children that have any identifiable behaviour need to have a detailed plan in place, these need to be shared with all adults that will be working with the child and must be put into action in order to prevent escalation to restraining.
• When writing up incidents you must be very careful when describing the incident, there must be no emotion, assistance from your team leader or trusted colleague is highly recommended.

Information gained from this session.

TAKE THE TIME TO KNOW YOUR KIDS, HAVE A CONNECTION WITH THEM, KNOW WHAT MAKES THEM TICK, WHAT MAKES THE RELAX.

KNOW HOW YOU WILL RESPOND TO EXCLATING ENVIRONMENT, WHAT ARE THE STEPS FOR ANY INCIDENT

Situations where  restraint  may be appropriate include:

• Breaking up a fight
• Stopping a student from moving in with a weapon
• Stopping a student who is throwing furniture close to others who could be injured
• Preventing a student from running onto a road.

Functions of the brain and nervous system works - the four levels of higher order functioning in our brains. If we are stressed and in fight or flight mode, our higher order levels of thinking are not functioning. They work like a staircase - we need to nurture the lower levels before reaching the higher ones.

When people experience stress, the first part of the brain to stop functioning is the frontal cortex - logic, which often then results in flight or fight.

How you respond to a situation will influence the response from the child's behaviour. Use the modes of calming, soft caring voice, breathing through nose out through mouth, moving to a safe space. Follow up with support for student and other staff.

Made me think about the need for reflection and basic teachings of behaviour responses.

Next Steps For Me:

• Based on what happened last year and this year the need for wellness in our classrooms is paramount. Students/ staff need a time of reflective time were we learn to breathe.
• Need for calm spaces at a school.
• Must expect the best and deal with the rest.
• Understand your support system and look after yourself as well.
• Identify the children we need to make behaviour plans for. Then create the plans collaboratively, and share as a staff and with support staff.
• Create a space for children to destress in, and teach these strategies so that they are the first response
• Have circle time/wellness time to destress, reading, prayer in class everyday

 Behaviour Iceberg Theory - this theory looks at what we can see on the outside but also the hidden triggers, key point here is that you MUST know your kids and have a relationship with them.