Further university study

Well I've taken on some part-time post-graduate study, while still working full-time.

An interesting byproduct of this has been a renewed understanding, or reminder, of what it is like for my own students as they work each day at learning new things.

• It's tiring and takes much effort
• It's easy to get information overload
• It's important to go over new things many times until they 'settle' into a clearer understanding
• It can be hard to ask questions when you think you should know what you don't really know

So as I continue my own learning and professional development, I think of my students who, at their own level, are doing the very same thing.

Time flies

Almost midway through Term One already.  Where has the time gone?  Like every year (but more-so this year) I'm reminded of how most of the first term ends up being all about establishing the class culture, work habits, expectations, and routines.

The difficulty this year is trying to set realistic expectations, while at the same time figuring out what the most realistic expectations should be.  This includes my own expectations of learning behaviours.  Am I expecting too much?  At which point do I 'draw the line' on off task behaviours.  Gauging this properly for the young 5 years olds is a bit touch-and-go at the moment.

However, I must admit, if I look back over progress during the first five weeks, we are making steps forward.  Here's to that continuing. :-)

Accountability and Consequences

I continue to have some issues with dynamics at a whole-class level.  That is, when teaching, discussing, sharing with one-another.

Even with regular direction as well as reflection on the physical environment and 'interest' of learning content, and other aspects of my pedegogy, I find some key elements of having a constructive team-learning environment difficult to establish to a level that I am content with.

After considering many possible reasons for this, and discussions with my tutor teacher, I am leaning towards developing the way in which I communicate expectations backed up with a system of accountability and consequences.

A likely scenario will be where I have some system of adding names to a list (on the board) whereby the consequences of making it onto that list mean students will have some form of negative consequence, such as staying in at break time (possibly combined with a 'time added' component based on time wasted).  Although I would like to use positive reinforcement, in this particular case (and for a time) I feel some negative consequences to promote positve behaviour may be necessary.

The most common type of behaviour occurring that impeeds on thinking and learning are... having separate conversations during whole-class discussions, movement around the room, distracting others or self from the learning activity.  General routine things that are needed to ensure a positive and engaging time of learning as a large group.

Watch this space and see how we go.

ps. I think I will also try to increase my use of positive verbal praise to reinforce postive behaviour.

End of Year One Summary

Well, I had to get my priorities right and have my holidays first! Now for my brief reflection before gearing up for a new year of learning (for both myself and my students).

Overall a positive year - very demanding and plenty of long days, but successful all-the-same.

Strong(ish) points

• Positive learning environment where students feel safe and happy
• Promoting thinking through scenario/action-based learning
• Good use of new-media technologies to promote learning
• Encouraging independent learning and intrinsic motivation
• Success in extra-curricula video production for Panasonic competition
• Trying lots of different approaches to teaching, and being willing to change
• When used, shared learning intentions were successful in directing students' learning focus
  

Points to focus on

• Establish writing groups and fairly regular 'conferencing' to improve learning in writing (and assist in my formative assessment of individuals)
• Both Maths and Reading groups to have more routine to help students focus on beneficial learning habits
• More regular setting/sharing of learning intentions and goals

I'm looking forward to this coming year, and the challenges it may bring. Also looking forward to hopefully being stronger in some areas so I can focus more attention to the (seemingly never-ending) gaps in other areas of my teaching.

Kia Kaha (have good strength)

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!

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."