We made it! We opened the classrooms for formal teaching on Monday after a somewhat tear-ier start than we anticipated.
Otago Daily Times: School's In
It has been a truly tiring, but one of the best, experiences ever! It has been so great to be working with the children in their purpose-designed learning space. My group has activated all but one area in the habitat so far and the children are already beginning to respond to how those spaces have been activated. (There is one space I will definitely be making an effort to 're-activate' in a more positive way!)
There has been so much learning happening for me - getting to know the children and their caregivers, beginning to understand the stage-age relationship, being more adaptable than ever, working with and by the team during learning time, working with the team after-school, recognising strengths in others, dealing with issues as they arise and at rare times learning to be tactical in approaching possible difficult situations.
What I have really enjoyed is spending time getting to know my mentor group - their interests, their abilities, their personalities and what drives them. I have also really enjoyed our afternoon rotations working with the other mentor groups. I love that within our habitat ALL the students are 'mine', and all the other teachers. I believe having that flexibility to intra-change is going to be a powerful practice to support learning.
What am I looking forward in the week approaching? I'm looking forward to spending a bit more time with other groups and developing a deeper understanding, not only of my group, but of the other children. I look forward to the focus we are going to have around collaboration and enabling those students to have the ability to strengthen their working relationships with others.
Saturday, 14 February 2015
Tuesday, 10 February 2015
Praising for Progress
There is so much literature on giving praise to children. I do not wish to regurgitate that but after watching this video I do want to consider some of my practices that do not reflect my beliefs.
I believe in focussing on progress with children. I think this is easiest to do (and I probably do it best) with writing, because you can use the last piece of writing to form the focus for the next. I also think it's reasonably easy to do with reading and maths - within small groups you're always making mini group and individual goals in order to progress. It seems that when students can compare pieces of work, like start of the unit/term/year and end, progress is more obvious and can be commented on easily.
Then I started thinking about the surface/knowledge features. Things like spelling and basic facts. Now spelling, I can tick off and say that my practice was to pretest - therefore, I was collecting progress scores rather than just a number. Basic Facts on the other hand, I have traditionally run a tables ladder then a challenge board. Once students have passed all their tables, then they move onto the challenge board and try to work their way up. James Nottingham would classify this as a practice that classifies low, mid and high ability, and yes, that is true. However, I have also seen it's merits where 'low' students can recognise their starting point (the bottom) and their progress and were determined to get to a certain place by a given time. Visually my tables ladder was probably not a good idea. I did do lots of talking around my expectations, "All I want to see is you improving, it doesn't matter how many levels, as long as you improve each week." (I should note that support and provisions were put in place for students not achieving or with processing difficulties). With both sides of the argument about even, would I still continue this practice? I think it would depend entirely on the group - it has worked in the past, but actually it may not one day!
This video also raised another important aspect, that I had never really considered, in our Professional Learning Meeting - what is the ratio of praise we give? Sometimes, as teachers, we do need build confidence in children and the type of praise we give for that is often going to be entirely different praise of progress. Is saying, "what a great job you've done!" such a bad thing some of the time?
I believe in focussing on progress with children. I think this is easiest to do (and I probably do it best) with writing, because you can use the last piece of writing to form the focus for the next. I also think it's reasonably easy to do with reading and maths - within small groups you're always making mini group and individual goals in order to progress. It seems that when students can compare pieces of work, like start of the unit/term/year and end, progress is more obvious and can be commented on easily.
Then I started thinking about the surface/knowledge features. Things like spelling and basic facts. Now spelling, I can tick off and say that my practice was to pretest - therefore, I was collecting progress scores rather than just a number. Basic Facts on the other hand, I have traditionally run a tables ladder then a challenge board. Once students have passed all their tables, then they move onto the challenge board and try to work their way up. James Nottingham would classify this as a practice that classifies low, mid and high ability, and yes, that is true. However, I have also seen it's merits where 'low' students can recognise their starting point (the bottom) and their progress and were determined to get to a certain place by a given time. Visually my tables ladder was probably not a good idea. I did do lots of talking around my expectations, "All I want to see is you improving, it doesn't matter how many levels, as long as you improve each week." (I should note that support and provisions were put in place for students not achieving or with processing difficulties). With both sides of the argument about even, would I still continue this practice? I think it would depend entirely on the group - it has worked in the past, but actually it may not one day!
This video also raised another important aspect, that I had never really considered, in our Professional Learning Meeting - what is the ratio of praise we give? Sometimes, as teachers, we do need build confidence in children and the type of praise we give for that is often going to be entirely different praise of progress. Is saying, "what a great job you've done!" such a bad thing some of the time?
Monday, 9 February 2015
The Year 1-4 Gap
Up until now I have been a teacher of Years 4-6. Part of my personal inquiry and appraisal goals this year is to develop an understanding of the 'junior' years - particularly the development within this range. This is partly a forced decision because of the make-up of our school roll, however, it's an area that I've been willing to dig my toes into.
Within our habitat we currently have an age range of 'experienced' Year 1s to Y4s. Each Learning Mentor has a Mentor Group, which is similar concept to a high schoolers 'Home Room'. These groups are mixed Y1-4.
As we are at the beginning of the year, and the beginning of history(!) the school focus is on establishing relationships, culture and routines. We are spending a lot of time with our mixed-aged Mentor Group.
It's been really interesting for me to see the difference in these students and to understand and appreciate all the extra learning those newer to school students have. Obviously there is a difference in academic ability, but not only is all that core learning going on, students are learning just how to be at school.
It is usual to have a range of ability within a traditional classroom as well. However, usually it might be one or two students at the extreme. With a mix of Y1-4, the difference seems to be more extreme - perhaps it's that knowledge of school life is missing in those younger ones, so your not just educating to academic needs, but there is another layer. E.g., a Y3 with good knowledge of learning routines, reading at L8, is different to a Y1 who is reading at L8 but also needs teaching about learning routines. Do you put them in the same group?
It is wonderful to have the older students to model those habits and to become leaders within the group. For me, I really need to consider that balance in being a leader and being a babysitter. I believe it's really important the latter doesn't happen for two reasons: 1) The Y3-4s need their own extension and 2) the Y1s deserve the best quality teaching from the trained professional. So now, how do I find that balance?
As we begin to establish learning groups across the habitat, some of the questions forming in my head will be more easily answered. In the meantime, I will continue to enjoy the company of my mentor group and getting to know those individuals. And, as the year progresses I look forward to reflecting back on this topic to develop my philosophy.
Within our habitat we currently have an age range of 'experienced' Year 1s to Y4s. Each Learning Mentor has a Mentor Group, which is similar concept to a high schoolers 'Home Room'. These groups are mixed Y1-4.
As we are at the beginning of the year, and the beginning of history(!) the school focus is on establishing relationships, culture and routines. We are spending a lot of time with our mixed-aged Mentor Group.
It's been really interesting for me to see the difference in these students and to understand and appreciate all the extra learning those newer to school students have. Obviously there is a difference in academic ability, but not only is all that core learning going on, students are learning just how to be at school.
It is usual to have a range of ability within a traditional classroom as well. However, usually it might be one or two students at the extreme. With a mix of Y1-4, the difference seems to be more extreme - perhaps it's that knowledge of school life is missing in those younger ones, so your not just educating to academic needs, but there is another layer. E.g., a Y3 with good knowledge of learning routines, reading at L8, is different to a Y1 who is reading at L8 but also needs teaching about learning routines. Do you put them in the same group?
It is wonderful to have the older students to model those habits and to become leaders within the group. For me, I really need to consider that balance in being a leader and being a babysitter. I believe it's really important the latter doesn't happen for two reasons: 1) The Y3-4s need their own extension and 2) the Y1s deserve the best quality teaching from the trained professional. So now, how do I find that balance?
As we begin to establish learning groups across the habitat, some of the questions forming in my head will be more easily answered. In the meantime, I will continue to enjoy the company of my mentor group and getting to know those individuals. And, as the year progresses I look forward to reflecting back on this topic to develop my philosophy.
Saturday, 7 February 2015
Kitting out the Classroom (Habitat)
One of the most exciting things for a teacher is setting up the classroom. We go into a state of craziness over transforming what is often a very dull space into a spectacular, inviting, creative learning space. I'm personally not much into Pinterest, but I do identify a little with this fabulous parody.
I should point out here that my personal philosophy is that a classroom has to work for the teacher - but it's primary function is to support the learners. It has to be a safe place, and a place where students feel they belong. I believe that a teacher can decorate a room, perhaps in a theme (I had a 'Flying High'/Aeroplane theme last year) but learning materials must wait and go up when they have a context to the children. Start teaching vocab/sightwords then put them on the wall, teach your writing process then put the prompts on the wall, etc.
But what happens when there's four teachers, with four differing philosophy's sharing the same four walls? How is the space and resources managed?
It's certainly a discussion that has to be had within and team - and perhaps to school level. It needs to be considered - what do management, visitors and parents want to see on the walls? Just finished products? Should parents see the planning and crafting process as well? Should there be no children's work and just reference points to learning tasks? Do children even pay attention to reference points? Can a classroom have too much 'visual clutter'?
Then there is the matter of resources. Do you put everything out at once so children have access to whatever interests them? Or if your focus is on measurement, do you just put out the measurement things? Should books be kept in one place, or all over the habitat? Should language resources be kept in a language 'centre' or should the children access that everywhere? What if it's a language book - is that a book or is it language!?!?!?
For all of these questions I can make a decision for myself. But it comes back to the team - it's one of those little things that's going to take some time, but I think it's time worth spending getting on the same page.
The key in the end.... WHY?
I should point out here that my personal philosophy is that a classroom has to work for the teacher - but it's primary function is to support the learners. It has to be a safe place, and a place where students feel they belong. I believe that a teacher can decorate a room, perhaps in a theme (I had a 'Flying High'/Aeroplane theme last year) but learning materials must wait and go up when they have a context to the children. Start teaching vocab/sightwords then put them on the wall, teach your writing process then put the prompts on the wall, etc.
But what happens when there's four teachers, with four differing philosophy's sharing the same four walls? How is the space and resources managed?
It's certainly a discussion that has to be had within and team - and perhaps to school level. It needs to be considered - what do management, visitors and parents want to see on the walls? Just finished products? Should parents see the planning and crafting process as well? Should there be no children's work and just reference points to learning tasks? Do children even pay attention to reference points? Can a classroom have too much 'visual clutter'?
Then there is the matter of resources. Do you put everything out at once so children have access to whatever interests them? Or if your focus is on measurement, do you just put out the measurement things? Should books be kept in one place, or all over the habitat? Should language resources be kept in a language 'centre' or should the children access that everywhere? What if it's a language book - is that a book or is it language!?!?!?
For all of these questions I can make a decision for myself. But it comes back to the team - it's one of those little things that's going to take some time, but I think it's time worth spending getting on the same page.
The key in the end.... WHY?
Opening!
A new school generates a considerable amount of interest within a community and here in 'little, old' Queenstown we are BIG news - so I discovered when I was recognised in the supermarket! It is fabulous that people are taking an interest in the future of education and the direction that we are going.
As part of the opening sequence (I guess you could call it!), we hosted the community for an open day. It was lovely to see such a diverse range of people there. Young couples, who haven't yet had children, and those with very young children - right through to older generations who just wanted to see what the fuss was about. Of course, the foundation children and their families attended too, and it was lovely to see the children interacting with the spaces.
Some spaces were a lot more popular than others, which was great to observe in an informal setting. It has sparked discussions amongst the learning mentors but how to 'activate' the other spaces and how to 'manage' the popular ones!
As part of the opening sequence (I guess you could call it!), we hosted the community for an open day. It was lovely to see such a diverse range of people there. Young couples, who haven't yet had children, and those with very young children - right through to older generations who just wanted to see what the fuss was about. Of course, the foundation children and their families attended too, and it was lovely to see the children interacting with the spaces.
Some spaces were a lot more popular than others, which was great to observe in an informal setting. It has sparked discussions amongst the learning mentors but how to 'activate' the other spaces and how to 'manage' the popular ones!
Part Two of our opening sequence was a BBQ and welcome for the families. The children received a name tag with their name and their 'mentor' teacher on it, as well as a treasure hunt. The children had a great time heading around the school finding all the places they needed to know about - library, toilets, fountain, bike stands, kiss and drop, their habitat, and of course, their learning mentor. It was lovely to meet the children formally, finally and for it all to start feeling 'real'. I can't wait for first day Monday!
Friday, 30 January 2015
The Week Gone By
13 days of induction have gone by. This week has involved getting into the real nitty gritty of day-to-day running of the school. We've had lots of great discussions about curriculum statements and practices. Of course, we have been using our beliefs to drive the principles and practises. It's great to be able to work together on this and have the ownership of that documentation.
One of the best things about this week, for me, has been the time we have had together as teaching teams and nutting out our first weeks - discussing the use of space, resources and skills that each person has. I'm really going to enjoy working alongside this team.
However, the highlight of the week for the staff was the handing over of the keys! Some of us gathered together on Friday evening for a small ceremony to receive the keys. There was an extra added bonus of seeing the furniture there and unpacking some of it. There were a few children who had come along too and the magic was in watching those children use and enjoy the spaces. I can't wait for next week, when we will get to work in the spaces ourselves, and for the moment the children arrive! It's getting real - this is what it's all about.
One of the best things about this week, for me, has been the time we have had together as teaching teams and nutting out our first weeks - discussing the use of space, resources and skills that each person has. I'm really going to enjoy working alongside this team.
However, the highlight of the week for the staff was the handing over of the keys! Some of us gathered together on Friday evening for a small ceremony to receive the keys. There was an extra added bonus of seeing the furniture there and unpacking some of it. There were a few children who had come along too and the magic was in watching those children use and enjoy the spaces. I can't wait for next week, when we will get to work in the spaces ourselves, and for the moment the children arrive! It's getting real - this is what it's all about.
Growth Mindset
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Growth Mindset is a term I came across late last year when I saw the above animation. At that time, I identified with a Growth Mindset, but was a little naive as to how crucial it really was.
As part of our pre-induction this year, we were asked to read a chapter of Carol Dweck's work (highly recommended), and it really became clear to me that identifying with a Growth Mindset was not enough. I had to be explicitly aware of it.
To have a Growth Mindset is to have a belief that you can do something and put the effort in to achieve it. I really like in this animation that James Nottingham's 'pit theory' is referred to (perhaps unintentionally). I particularly like that the two characters at the end are making their way through a series of pits, of varying sizes - because this is what learning is like. Sometimes you do go backwards but how you learn from that becomes a crucial part of your development.
With Growth Mindset being a big part of the beliefs at school, I have been thinking about the best way to communicate this to the children - particularly the Y1s and 2s. I think children naturally have a Growth Mindset, but it is up to the adults (teachers and parents) around that child to nurture their growth. In my last classroom I had a small poster on the wall: FAIL - First Attempt In Learning. I was amazed by the number of parents who started a conversation with me about that. So often we forget that failure is a part of learning and developing resilience. As adults we have to be very mindful of how we talk about failure to children.
Although I've been active on Twitter for some time, I have predominately been a 'lurker' and 'retweeter'. On Thursday I plucked up the courage to participate in the #edchatnz thread on Growth Mindset. In one hour I had some of the most thought-provoking PD and challenged myself against some of the questions being asked. I have a new addiction to Twitter as a result, and will be participating in future #edchats because I can learn about anything!
Growth Mindset is a term I came across late last year when I saw the above animation. At that time, I identified with a Growth Mindset, but was a little naive as to how crucial it really was.
As part of our pre-induction this year, we were asked to read a chapter of Carol Dweck's work (highly recommended), and it really became clear to me that identifying with a Growth Mindset was not enough. I had to be explicitly aware of it.
To have a Growth Mindset is to have a belief that you can do something and put the effort in to achieve it. I really like in this animation that James Nottingham's 'pit theory' is referred to (perhaps unintentionally). I particularly like that the two characters at the end are making their way through a series of pits, of varying sizes - because this is what learning is like. Sometimes you do go backwards but how you learn from that becomes a crucial part of your development.
With Growth Mindset being a big part of the beliefs at school, I have been thinking about the best way to communicate this to the children - particularly the Y1s and 2s. I think children naturally have a Growth Mindset, but it is up to the adults (teachers and parents) around that child to nurture their growth. In my last classroom I had a small poster on the wall: FAIL - First Attempt In Learning. I was amazed by the number of parents who started a conversation with me about that. So often we forget that failure is a part of learning and developing resilience. As adults we have to be very mindful of how we talk about failure to children.
Although I've been active on Twitter for some time, I have predominately been a 'lurker' and 'retweeter'. On Thursday I plucked up the courage to participate in the #edchatnz thread on Growth Mindset. In one hour I had some of the most thought-provoking PD and challenged myself against some of the questions being asked. I have a new addiction to Twitter as a result, and will be participating in future #edchats because I can learn about anything!
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