Bring on the challenge!
Week one:
Great things require time! It has been interesting ..
Noticings - no structure or consistency.
Systems put in place Week 1
- After morning tea/ lunch silent reading bookbags out.
- Introducing consistency in everyone's language for everything we do. E.g. to get attention etc. Also lacking is expectations of teachers and what is acceptable with both behaviour as well as the learning and what the students are currently producing
- To help manage behaviour as well as model expected behaviour, I have introduced some leaders from senior school to help us out as part of their 'service' a requirement in our re programme. They now sit with us and walk to and from any assemblies, Liturgies etc. This is working very well. It takes the pressure away from the teachers as well.
- Also locking classroom at lunchtimes as it's amazing what these kids seem to get up to at lunchtime!
Explicit teaching and Planning
I have set up using slides to plan. These are shared in a shared doc. TV hasn't been used all term with some of the teachers. How are the students expected to know what they are supposed to learn if the LI and success criteria is not in front of them to refer to!
Bringing back play slowly but this needs to be taught after observing it is evident the kids don't have anything to do so they are naturally getting into trouble.
Week 2 set up
- Play dough and blocks and I need to think fo some purposeful must-dos and the ones that have been created so far the kids are finding it too hard and constantly asking me when I'm explicitly teaching how to do it. Even after it has been introduced by the teacher. I have mentioned this observation and it was taken on board which is great so this is a change, the must-dos are becoming more purposeful and achievable this is ongoing!
- Introduce Home learning to the Hub as well. Wanting something that complements what we are doing at home but not that we have to mark.
- Teacher release time I have also changed as teachers were out on a Tuesday for a whole day. I feel strongly that the main teacher needs to be this hub, (particularly if it's having issues) during the first part of the week.
- Introduced collaborative planning for Maths. This was accepted well. All 3 teachers are now planning for different stages.
- Made the walls a learning space as only RE up and some words. Now lots of learning around the room.
Lots of positive parent feedback about me coming to the Hub. I have had many conversations with parents giving me a great positive welcome and they are noticing changes already! Great! also many emails from sad/frustrated Aroha parents.
Week 3
Lots of positive comments from home re Home learning. Great!
Observed enough to see imbalances in the time teaching of main curriculum areas. I have made changes to this.
Writing changes. T and I starting to work as a collaborative team. Going well! beginning to share writing now as well. Target writers go into the quiet teaching space every day to get explicit teaching and interactive writing from one of us (we take week about at the moment).
Week 4
Maths is not really flowing at all so decided to spend time teaching maths games so kids are doing constructive purposeful activities when not being taught in a group.
Our Day in Maramatanga Slide introduced as a daily visual for Hub so it is onscreen for parents to see each morning. Positive feedback from parents around this. I am hoping this adds to trying to keep the consistency as well to what's being introduced each morning.
Writing working well.
Also reading getting L on board to collaborate with reading. So important that everybody's must-dos are consistent and what we expect of the kids. Some changes have had to happen here. This sets our kids up for success. E>g. what are the whiteboards used for? Learning- practicing spelling words, making new words from the blend or chunk of the week.
Week 6
Sharing the Reading is great as it helps group numbers. How do we structure the downtime? Now noticing not working as well with another class involved!
Trialing as of today, Thursday Week 6. TA in is one break out space teaching phonics, literacy games to the students of the teacher whose doing guided reading at that time. Teacher in adjacent breakout space. Two groups in there. One guided the other reading the reader, either after or before lesson depending on the group (fluency read for after, or getting acquainted with the text) They then rotate to the TA space again. Meanwhile other teacher out reading the Big book to her group as well as introduce must-do sheets/activities and be getting the children to do this to a high standard.
Thougths- What happens if we don't have a teacher aide? Also how do we bring in the 3rd teacher? What about "Early words" but think this can be done in the first half hour while we have Jodi?
Could we do the same for Maths? Need to introduce Maths families as well once a week this may help the management. One group doing maths games while other 2 maths families or vice versa?
INTRODUCED STICKER CHARTS
See Term 3 for new ideas to implement.
Week 4
Maths is not really flowing at all so decided to spend time teaching maths games so kids are doing constructive purposeful activities when not being taught in a group.
Our Day in Maramatanga Slide introduced as a daily visual for Hub so it is onscreen for parents to see each morning. Positive feedback from parents around this. I am hoping this adds to trying to keep the consistency as well to what's being introduced each morning.
Writing working well.
Also reading getting L on board to collaborate with reading. So important that everybody's must-dos are consistent and what we expect of the kids. Some changes have had to happen here. This sets our kids up for success. E>g. what are the whiteboards used for? Learning- practicing spelling words, making new words from the blend or chunk of the week.
Week 6
Sharing the Reading is great as it helps group numbers. How do we structure the downtime? Now noticing not working as well with another class involved!
Trialing as of today, Thursday Week 6. TA in is one break out space teaching phonics, literacy games to the students of the teacher whose doing guided reading at that time. Teacher in adjacent breakout space. Two groups in there. One guided the other reading the reader, either after or before lesson depending on the group (fluency read for after, or getting acquainted with the text) They then rotate to the TA space again. Meanwhile other teacher out reading the Big book to her group as well as introduce must-do sheets/activities and be getting the children to do this to a high standard.
Thougths- What happens if we don't have a teacher aide? Also how do we bring in the 3rd teacher? What about "Early words" but think this can be done in the first half hour while we have Jodi?
Could we do the same for Maths? Need to introduce Maths families as well once a week this may help the management. One group doing maths games while other 2 maths families or vice versa?
INTRODUCED STICKER CHARTS
See Term 3 for new ideas to implement.
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