21 November 2007

Collective thoughts

Term 3
This was a successful term, however I often felt a bit 'on the back foot'.  I suspect that this mostly comes down to unit planning lacking a bit.  Between the overall syndicate planning/aims, and my daily planning - it's the unit plan that, when clear and prepared well, helps to work towards supporting the students' learning with engaging experiences.  This worked well in terms 1 and 2, but I noticed the difficulties arise in term 3.

One other aspect of 'thin' planning is the side affects being issues of behaviour management. Students still work better when routines are consistent, and learning foci are clear.

Term 4
EOTC - 1st four weeks saw senior classes mixed up so all year 5s were in one class.  This was a good period of time.  Interesting to see the different dynamics of a different social mix.  Also, the general maturity differences between year 5 and year 6 became quite evident.  This was good to note, as I am more aware now of differences between these ages when my regular class comes back together.

Report Writing - in the process of this now.  At this point I can see where strengths and weaknesses are in my assessment of different areas of learning, and looking to next year how I may try to 'marry up'  different aspects of subject assessment to avoid double-up of data collection (or gaps in data).  I have collected/viewed some other teachers'  assessment records to use and adapt for next year.

03 November 2007

I'm growing a Moustache for 'Movember'

During Movember (the month formerly known as November) I'll be growin a Mo. That's right I'm bringing the Mo back because I'm passionate about men's health and the fight against prostate cancer.

To sponsor my Mo please click here...
[SPONSOR ROB ASHCROFT]
and then choose [SPONSOR ROB ASHCROFT] again from the Movember website

29 August 2007

Read read read

At a recent staff meeting we looked at reading level statistics of our students measured over time. It did highlight some need for change or improvement in the way some of us run our reading programmes.

For me, it seems apparent that I need a much more structured, almost junior-style reading programme. I am currently basing a lot on topic-related reading and information gathering. However, many of my students would benefit more from a systematic programme that strengthens reading comprehension which, for many of my readers, is not currently effective when using topic related texts that are often only suitable for higher level readers.

I have also tried this term to give some freedom of choice to students, which on one hand they appear to engage with, but on the other, gaps appear in their ability as independent learners. I am thinking that this may well be an age thing. In our quest to promote independent learning and thinking skills, some of the basic skills needed to underpin this type of thinking is being given less time. That is, the ability to effectively decode and then comprehend what we have just decoded.

Again, like in maths, I need to get back to some basics and follow some good structure. Topic can take a back-seat within my reading programme.

One equation - multiple strategies

Why didn't the Numeracy Project people just wait a little bit longer before handing out the (well-researched and structured) planning books until they, or book publishers, were able to put together full and structured supporting practice workbooks.

Yeah yeah, I know, we want to move away from just using text books because the teaching model of links back and forth between materials, imaging, and number properties requires us to support students in gaining a sense of number. This indeed happens in our small group teaching, however, to follow up with some decent practice tasks that use number problems and word problems are required for every lesson set out in the numeracy booklets. This would ensure that students get practice at something directly related to what they have been discussing in previous teaching sessions.

There are plenty of resources yes, but they are so all over the place that to find a good progressive link requires the need for a full-time personal assistant. Figure-it-out books, online Numeracy planners, digital objects all seem like useful resources, but none of them match neatly/sequentially to what is set out in the Numeracy Teaching Books.

It's not good enough to be adding new resources in an ad-hoc manner. The Ministry and Numeracy Project overseers need to release a supporting student practice/activity text to work alongside the teacher books.

I am now returning to working out of the teacher books (rather than online planners), which is helping me see how to progress with my students - but the lack of matching material without going on a time-consuming treasure hunt leaves a lot to be desired.

I didn't plan to leave it so long...

Just over a month since I last checked into the reflection room. A few things on my mind. so I'll split it into three parts. Planning (this one), Maths, and reading.

Term three, Year one, has been a funny (strange) one in that I feel like I've kind of been chasing my tail. I think it comes down to not having my own clear plan of not-so-much where I'm heading (leaning objectives of unit) but more the in between stages of learning experiences. This is particularly in relation to topic related studies. Maybe it's because I've been focusing still on trying to get a handle on how to structure my math programme - which seems to consume a lot of my time at the moment?

Maybe it's just that I've been unplanned. Either way, I need to take a serious look at how to have a clearer overview of learning experiences over a few-weeks period if I am to feel that I have a more effective programme overall.

17 July 2007

Pleasantly Surprised

I was pleasantly surprised come Monday the first day of Term 3. I was so excited to see 'my kids' again, and be back in the classroom. It had nothing to do with feeling prepared, or planned, or ready to take on the new term - it was just a real nice feeling to be back with the team that make up Room 3.

It put a spring in my step and a song in my heart. Yeah mushy and feel good I know - but I liked it and want to keep the feeling.

Oh, and by the way, I made sure I let the kids know I was truly happy to see them again. Very important to do so I think (shortly followed by my short spiel on how this term is definitely the heads-down-bums-up term where they can make some real progress on their personal goals in focussed learning).

:-)

11 July 2007

Term Three Start Up

Just noticed it's been a few weeks. My last note mentioned my sore wisdom tooth. Well today I'm getting it out. Making use of my holidays :-)

As I look to my initial planning for this term I'm thinking...

• I'm one quarter through my provisional registration (thanks Raewyn)

• I think things may in fact possibly get less overwhelming (maybe coming to the end side of the 'new baby, things will settle in after a few weeks' stage

• Each term sees me restructuring my timetable format for maths and reading (this time maths I feel a bit better about, just need to still make some independent resources to support the programme)

Reading - I want to develop some routines for individual conferencing, both to help students think more about their own learning, and for me to keep better track of where they're at.

08 June 2007

Mr Grumpy

I was a bit grumpy today. I have a wisdom tooth that's causing me a bit of grief. Wise or not, I explained to the students that I was a bit under the weather, and to be aware that that may make me tend to be a bit open to grumpiness.

Some may say we need to rise above our own ailments, but I was thinking that if we need to be clear about learning, maybe being clear about our own feelings and possible consequences and choices we need to make in relation to them. I am not a regular grump, so I'm sure this 'rare' occasion is worth discussing openly with children for them to see that I too need to make appropriate decisions about my response to situations I find myself in.

The other thing though that added to my grumpiness is that I am currently completing PROBE assessments on each individual student. It is my first time - and very labourious. Hopfully things will improve as I do more.

21 May 2007

Juggling

As a combination of reflecting on how teaching and learning is going, as well a variety of professional development courses I've attended recently, I find the desire to implement new ideas (requiring creation of class resources) comes up against day-to-day preparation time.

So, what specifically? I want to put together some box resources for my maths groups to help in organising a better-functioning rotation of learning experiences. I need to have a range of practice activities that can be attempted independently and hopefully match with current learning going on in the teaching group sessions.

What is lacking is a single resource point that links with the Numeracy Project and is suitable for independent work - particularly in knowledge maintenance. The closest thing I've found so far is a support material PDF that is suitable for students working with number properties (ie. they don't require the use of materials or imaging to understand the problem to work out). This particular booklet links to Books 5 and 6 (Add/Sub, Mult/Div).

I guess the only approach at this stage is a 'bit-by-bit' accumulation of materials and hopefully next year will see me a step ahead?

02 May 2007

Different Perspectives

I had an observation of my teaching today during a writing lesson. The focus was interaction with children. Overall the feedback was very positive.
  • great questioning
  • supportive manner with children
  • clear learning outcomes expressed
  • links with prior learning made
  • whole class, group, and individual interactions
  • good wait times for attention and answers
  • dealing appropriately with distractions
  • children's input/sharing encouraged - leading to further learning
So I should feel good about it, and in terms of the observation focus, I am. However, I found myself inwardly frustrated with the progress of the lesson itself.

Yesterday's lesson was focussed on 'planning for writing an informal letter' Today's was to be 'drafting an informal letter using a plan'. I was discouraged by the small number of students who had completed their plan from yesterday.

I am unsure whether it is lack of focussed work habits or just that I expected too much? But really, I don't think I expected too much. So, one could say I could have collected all the books in to check progress - fair enough, but that can't be done everyday (I had feed back in writing the day prior).

So where to from here? Maybe it's a combination of continuing to give clear direction and learning intentions with the added and continual positive sharing of expectations in regard to quality work and good work habits.

22 April 2007

Don't forget - Pat on the back

I've had a few people ask me if I'm enjoying my work at the moment - and I'm actually finding it a difficult question to answer. I'm not disliking it, it's just that things are quite overwhelming at times that I don't seem to take time to focus on the good stuff that's happening. There's always things that can be improved, and more-so when starting out.

One thing I've been down-playing to myself is getting involved in doing out-of-the-ordinary stuff, some of the cool things I'd like to give a go and integrate with my teaching. The reason behind it is that I want to get some good solid foundations right - particulalry in the key areas of maths and literacy. However, like I stated earlier, things can always be improved, so when is the time to start implementing the extra bells and whistles? Something for me to tamper with this term possibly.

One thing is the possibility of producing podcasts relating to the learning going on in our classroom. We had some great group presentations on the last day of term for our science topic on estuary eco-systems. I think, if I get moving pretty soon, put something together with some of my students to record their learning for others (such as parents, students, teachers) to view.

Anyway, back to the difficultly of answering 'am I enjoying it'. I have to give myself a pat on the back, believe it when people say I'm doing a good job and take time to reflect on and celebrate my successes, rather than only reflecting on improvements I need to make.

Pat, pat, pat - there you go Rob!

09 April 2007

Another First

So, Term 1 is complete. I'm looking forward to Term 2, and the opportunity to refine my teaching practice. A couple of aims for this coming term should be
  1. My maths programme, and having a more progressive weekly plan that meets the assessed needs of each group.
  2. A routine way of ensuring I monitor each student's ongoing written work for the purpose of formative assessment - particularly in reading and writing.

22 March 2007

Documenting Reflective Thoughts

I begin this post with a comment to anyone - if anyone else is reading this. A this point my blog will most likely take a change in audience, and therefore writing style. The audience is myself, and therefore the writing possibly disjointed and brief comments rather than in-depth explanations. In fact, spelling and grammar are not a focus, more-so is the documentation of my thoughts at the time. So, if you happen across this place, feel free to dip in and view. Just be aware, I am writing to myself (is that considered crazy like talking to yourself? I guess not, or else everyone who keeps a personal diary is crazy!).

It's end of week 7. I have not written a reflection since week one. I still feel that I'm just one step ahead of myself. This'll be enough to survive a relatively positive year, but not enough, I think, to get to the end of the year and feel truly satisfied with myself.

Ideology and reality are constant tensions, but often we need extreme ideals to move us out of a complacent reality. I can do better than I am. I can plan further ahead. I can try to experiment with ideas. I can, I can, I can.

I don't like the feeling of being just one step ahead, one day in front planned. It doesn't give me time to indulge in creative and ideal thoughts about improving my teaching.

Plan simple to allow time to think ahead? Reality tries to slip in and reminds me that even simple planning is time-consuming at the moment. My release days seem to fly past with not much substantial [planning] gain.

I think I need to jot my thoughts down more regularly. It's therapy. Seven weeks is way too long. Too many things to think about now. OK, fresh leaf. Start from now. It's like the value of taking just 5 minutes in the morning to pray/meditate. It doesn't often give you grand 'enlightenment' for the day, but is definitely good for the soul and keeps your spirit in the sky while feet on the ground!

Here's to time for reflecting! "Planning is everything, The Plan is nothing."

11 February 2007

First week reflection

So here we are, first day completed and first week (albiet three days) completed. Not only did I survive but I feel at home in my own class and am enjoying the group of students that make up 'room 3'.

What went well?
Despite the build up of anxiety over the previous weeks, the sense that I have 'no resources', beginning to think ahead to next week already... all my planning worked out and we began, bit by bit, setting up our routines (Some of which I begin to implement as the need becomes apparent).

It's kind of like getting used to a new pair of shoes rather than trying to fit someone elses. There are aspects that feel quite uncomfortable, but at least I know that with more 'wear' the shoes will fit so much better than me trying to be someone else.

The other thing I've realised is that now I'm in-the-thick-of-it, it's not so bad as some of my previous fears. And even though many had said it'd be alright, it's kind of like when you have a newborn child and people say "just wait about six weeks and things will begin to get a lot better" - true advice, but not really of much help when you're in the 'shock - this is a reality that I'm not sure of yet' stage.

Where to next?
Well, it took me weeks to get ready for the first three days, now I've got a day to get ready for next week (yes I am in on Sunday). The next difficulty I'm facing is starting to put in place group planning for reading. I have sorted some groups based on previous PAT results, but now need to get some things underway that will last more than one day. My one consulation that keeps my fears down is that last week turned out ok having been planned. And once that specific plan is in place, then things become much clearer.

So today's goal is to break things down into parts, prioritise, and get the planning completed (I think I'm getting better at making lists now?). Look at that timetable and take one bite at a time. Next week's reflection will be able to report on my success.

31 January 2007

Freak Rating Downsized

As at the end of today I have now been able to set up my classroom's physical layout (after long delays with the cleaners) and have had my first syndicate planning meeting. These two things have assisted greatly in reducing my anxiety. Particularly the planning meeting because now, as a newbie, I am clearer about what planning will be done as a team, and what by me. Basically comes down to a clearer indication that both term overview & long-term unit plans will be mostly sorted for/alongside me, which leaves me to implement that into my daily plan. Kind of normal really, but for a while there I was feeling like I'd have to prepare a lot more of my own complete unit plans.

A teacher-only day tomorrow with some professional development around reading programmes. Then on Friday it'll be back to checking/altering my list of priorities and making sure I have a specific and clear plan for the first couple of days and all resources ready - then we'll move forward from there.

I think the excitement is coming back!

26 January 2007

Officially Freaked

Well here we are, one and a half weeks to go and I am now officially freaked out. The closer I get, the less I feel prepared. There seems to be so much planning to do and too many gaps. I'm finding it difficult to get a solid start, other than picking at bits and pieces.

So here's my upcoming strategy... Make lists, prioritise, and complete each one at a time. Hope it works and I begin feeling a bit better.