Wednesday, 21 February 2018

Active Learners - Room 1

One of the things we have agreed to work on is about being an 'active learner'. We talked and discussed this topic with the class and this is the result of what my students have agreed on. (refer to the chart below)

We will try our best to follow this and act on it every day.

Friday, 16 February 2018

Glenbrae School Values

We unpacked and talked about each of our school values every day. We provided examples, and identified situations / senarios for each of the values. 

Refer to the chart above for details of each value. 

We use the language of respects to help our students identify what they need to do. 

For example, "we respect our environment by making sure that our rubbish is going to the correct rubbish bin everyday".

Wednesday, 7 February 2018

Welcome Back!!

Last year was very good, and I have learned and shared some of those experiences with some of you. I will
continue to be reflective on my teaching practice, and make changes if needed in order to meet the needs of
my learners.

I am very excited about this year and my goal is to accelerate all learners’ achievement in writing as
mentioned above.

At Glenbrae School for this year our focus is raising achievement in literacy with a focus
on Maori & Pasifika students. We also want to trasfer the leadership capability, and embed pedagogical
changes developed in Mathematics over the last two years to the leadership of literacy, especially WRITING.




Teachers to consider when planning:

All the above questions are there to guide / help us forming our Inquiry focus for this year.

Last year Maths was about authentic problems and contexts that relate to learners’

prior knowledge.

This year writing is about the same thing!!. I can’t wait to see how these ideas work

and help my learners accelerate their learning. 

My learners will definitely have a great year of learning.

Class Site 2018

Monday, 23 October 2017

Maths isn't hard, it's a language!

I have heard students who think that Maths is hard. These students are either students who speak English as their second language (ESOL), or students who are not in favour of reading. 

I hope that this video would help teachers to encourage their learners not to think like that. Maths language sometimes is the one that discourages learners from believing that they can do Maths. ESOL learners are more likely to be the ones fall into this category so what can we, as teachers do? 

I listened to this video and have shared some ideas with teachers at my school. Maths Wall, using of TALK MOVES, Number Talk, Picture Books and using of Problem Solving Approach are practices we use currently to tackle this problem.

Do you have children who think like this?

What about you? 

What about your school? 

What are you doing? 

Monday, 16 October 2017

Term 4 #1Hunch

Did I give my learners enough time to think, to explore and to think deeper before sharing their ideas with the rest of the class? 

I was teaching Maths in one class (older students) one day last term, and after the lesson before the end of the day, a student from that class came up to me and said, 'Ms, you did not give me enough time to think and explain my thinking'. I was a bit surprised because I thought the lesson went well and that everyone participated. This student made me think about the impact of 'wait time' on students' learning.

Therefore for the first three weeks of this term (Term 4), I will increase my 'waiting time' in Mathematics to support and help increase students' confidence, deeper thinking and independence.

In the above video the teacher says only one word and the children lead the conversation right through to the end. The teacher waits and gives these young learners plenty of time to explore and express their own ideas.