Weather topic

Recording students in front of a 'green screen' as weather presenters
may be a bit more work than I imagined - but what a great way to
present their learning. I don't know why I don't sometimes keep
things a little more simple though? Like recording them in front of
the white board with a map and weather icons that they can stick on,
or isobars they can draw. Maybe I'll suggest that (and with some
gentle persuasion promote that as the best option). It is fun setting
up a TV studio in the classroom though :-)

The results will most likely be on youtube in a few weeks at http://youtube.com/room3kps

3rd New Beginning

Welcome, 2009. I'm a fully registered teacher with a permanent teaching position and about to start my third year of teaching.

One good thing about this career is that each new year can be seen as a fresh new start; taking all the good things from last year and adapting them, and taking all the bad things from last year and.. well adapting them.

This 'start-of-year' round I will take a mental note of student behaviours on day one, to assess for possible problem areas.  Normally students are a bit reticent on day one, slowly emerging from their shells as they get to know you.  Last year, they we're a bit too 'loose' with their own conversations during class discussions or teacher directions - this led to a whole year of struggling to have an appropriate environment where all students listened to one another and felt confident enough to take the risk of sharing to all students.  I realise now that if I see a similar 1st day lack of concern for listening to others, I will need to set some very firm routines and protocols in that first term to hopefully allow for a positive environment for sharing, learning, and discussing throughout the rest of the year.

A mixture of team-building fun but also strict expectations on behaviours during independent learning, group work, whole class work (particularly appropriate noise levels in those different situations).

Fully Registered

Well, here I am, now a fully registered teacher, and to top it off I now have a permanent contract to teach at my school.  Two years of teaching under my belt, finished my beginning teacher professional development programme,  and ready to continue on my journey.

It's been a little while (again) since my last note.  What's been happening?  We've had a successful senior school production, year six camp - and the biggie - some students I have been working with are the New Zealand winners of a Panasonic video competition called KWN: Kid Witness News.  This coming week myself and two students are off to Malaysia for an Asia/Pacific regional award ceremony.  If they are judged the best there, then it's off to the United States for the global awards.

You can view the video (Ecology Detective: Case of the missing Kereru) on my YouTube page youtube.com/mrrobashcroft

Happy Christmas!

Leading by example

I think I have begun to use exemplars less, and I don't think it's such a good thing.  I must consciously choose to do so.

Also, I need to work on promoting group and whole-class discussions where students share more and I less.

Class dynamics and a positive learning environment

It's been a while since my last post.  Not that I haven't been reflecting on my teaching - as most teachers know, reflection is a constant occurrence, documenting it may be less frequent.

Anyway, I was interested to see my last (written) reflection about class dynamics and am happy to say that things have changed quite a bit for the better.  Strangely though, it's hard to pick what exactly has made the difference.  Probably because it's a combination of many things.

A couple of things I have realised since though.

1. Some of my expectations were based on how my class was last year at the end of the year not the beginning.  I need to remember the journey a class takes in establishing its own community of positive learning.

2. Given time, students are generally able to cope with certain amounts of independent choice in their learning but this does take time to help them learn to manage themselves well when given learning choices.

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.

Posting for Podcasting

I'm in the process of trying to work out how to record and upload audio for podcasting in a way that can appear both in a blog, and as an 'iTunes' podcast listing.

When reading on the blog, I thought you could just click on the title of the post to hear the audio - but not so sure though.

To subscribe to this particular blog in iTunes, you'd need to choose Advanced/Subscribe to podcast feed.  The feed address would be feed://fullmarks.blogspot.com/feeds/posts/default?alt=rss

Social Engineering

I'm looking forward to term 3 (I think).

A big concern for me this year has not been so much over my programme, but the social make-up of my class. As I reflected on in previous entries, it has been a struggle to have students working together as a team.

Now that they've had two terms getting to know how each other works, and with me setting a variety of desk placements, I am giving them opportunity to have a bit more of a say as to where they might sit to best suit their learning.

Each student filled out a form

1. Would you prefer to sit ... on your own, with 2 or 3 people, a larger group
   
2. Name two people who you would work well with
   
3. Name one person you would not work well with
   

Some interesting results. Three 'soloists' and the rest split between small and large groups. So I've rearranged the desks. I wait with anticipation to see how the dynamics may or may not change.

Mac Journal

I’m trying out a new software program called ‘MacJournal’. I can keep my own reflections or journal entries on my own computer, and post to my blog the ones I wish - I think.

Numeracy Programme

Beginning to find a working 'skeleton' for maths at last (I think). Here's the core set of my planning/programme.

1. Numeracy Online Planning Sheets
2. New Zealand Curriculum Mathematics text books from Caxton Educational
3. Figure it Out series

I use the planning sheets for unit overview.

I use Figure It Out most often for group teaching rather than independent work.  And will use them in mostly in place of the equivalent sections from the 'pink numeracy books' as many of the math contexts in Figure It Out are more engaging for the students but allow for the use of materials to introduce new math concepts and thinking.

I use the NZCM text books for nearly all of my practice follow-up.  On the bottom of each page there is a reference to where each section of work relates directly to the numeracy online planning.  I have added page notes to my copy of the planning.

This has worked well for me this term.  In addition, I still need to make up some math game/activities or problem-solving to supplement the programme.  Again, many of these can be found in the figure it out books. 

Class culture and behaviour update

Since my last post, I feel I have made some positive progress in establishing more of a co-operative and caring 'team' environment.  I can't say it's top-notch, but definitely improving.

I have had to utilise a few different things.

• Friday afternoon activity time, where time allocated relates directly to amount of marbles left in jar by end of week (1 marble = 1 minute, starting Monday morning with 30 minutes)
• Regular (twice a week) class meeting where we discuss our team goal and open up for students comments on issues as a class and any 'celebrations' or positive comments on specific things that individuals or groups have done to show a supportive and caring team-player.
• Ongoing teacher-sharing of expectations and use of words relating to teamwork, support, co-operation.
• Occasional activities with a purposeful 'team-building' aim.

Of these, the marbles have been useful but diminish quickly over time in their 'power' to influence.  Possibly partly due to my personal preference for intrinsic motivation, but this also matches research on the long-term use of external motivation.

I have been impressed with the development over time of the class meeting.  It is moving away from being mostly filled with 'teacher talk' and has more contributions from the students themselves.  Hopefully empowering them to both share and listen as a supportive team who are beginning to consider more how their class environment can be improved for friendship and learning.

Behaviour Management Strategies

Strange that it's taken me a whole term to fully notice, but my class dynamic seems to have produced a group of individuals who happen to be in the same class - rather than a group of individuals who work together as a team, appreciating one-anothers' strengths, abilities, and personalities.

This seems to have led to difficulties in managing whole-class teaching and discussions, with students regularly talking over, past, through, each other giving not much thought to the importance of a class of 30 individuals needing to work together, show patience, and respect one another.

So this term is a focus on working together as a 'team'. In fact, my purposeful discourse now includes the word 'team' a whole heck of a lot.

One aspect of my own ideology is that of promoting intrinsic motivation, so I have been slow to put in place behaviour management strategies that give external motivation. This is generally based on the overlying assumption that external motivation has a limited period of affect, and dwindles in power over a period of time.

All that being said, this week I started a 'marble jar' which has 30 marbles in it representing 30mins of games time on a Friday afternoon. Marbles come out and go in based on how well students (or how much time saved/wasted in) settling and working in ways that promote good learning habits - especially as a team.

So, from day one I have noticed students very responsive to the sound of me rolling marbles in my hand to signal a possible decrease in the jar, as well as indications of marbles going to be added. My only hope is that the students' work habits will become second-nature before the external motivation wanes in power.

Reading Contracts and Target Box under-way

Well, this week I started a couple of ideas from my Harry Hood professional development course.  Both are programmes that I will run for four weeks, then switch over for the second half of term.

The reading contract I have set up integrates with our energy/electricity topic study and has students generating questions to research and then present an interactive learning centre for other students to view.  I will see this group (of capable readers) once a week for a specific reading skills teaching session.  I have been impressed with their positive attitude and engagement in self-directed independent work.

The other group (of fairly confident readers) I have on a reading mileage programme called 'target box' where over four weeks they will be aiming to read as many (mostly short) books as possible.  They also have a list of possible follow-up activities to choose from, which they do on a 3:1 basis.  That is, they can choose one follow up activity for one in every 3 books/articles they read.

Both have got off to a good start, and I hope this will allow me time to focus some planning for the more regular teacher sessions I have with my other two lower reading groups.

Harry Hood - Literacy Professional Development

A very useful and informative day.  Things I will specifically take away with me...

1. Audience & Purpose are key
   
2. pre-writing | drafting | revising | proof-reading | editing [NOTE: TEACHER EDITS AT FINAL STAGE - focus of student's writing goes from deeper to surface, that is meaning to mechanics]
   
3. Guided reading not designed to drive up reading age (recreational reading does that).  Year 5-6 students, focus is on developing skills in critical thinking and exploring language.  Therefore they need to be reading text they can already read (ie. just below current reading 'age').
   
4. Reading contracts for upper reading groups to 'free up' time to spend with lower readers daily.
   
5. Newsboard, Target box (see personal PD notes)
   

Term 1 overview

It's been an interesting term.  On the one hand it's been an 'easier' term than in my first year.  I think mostly in terms of being comfortable with how things operate in my particular school.  On the other hand, I've felt a bit 'up-in-the-air' with what I'm doing, and where my students are at.

There's a few things I need to consider when reflecting on why this is.

• Our syndicate-wide programme
• My expectations based on last year
• Class planning (as always)

This term starts with many extra activities such as swimming, cricket, jump-rope, PATs week etc.  These are often at set times that disrupt other 'subject' programmes.  Also, I think some of my expectations are based on where I was with my students at the end of last year, rather than remembering the progress that occurs over time (including my own grasp of where student are 'at').

Another aspect of programme planning is how we start with a focus on statistics, meaning my standard 'number' groupings didn't start until weeks 5-6.  This, means that it is really only now (week 10) that I feel I am getting a better feel of where individual students are working at.

Classroom behaviour management is settling in now, as I continue to put a large focus on students managing themselves and their own behaviours.  This seems forever to start seeing the 'fruit' of allowing students some choice but, as we end the term, I think we're getting there - being a team environment where students are thinking about their own learning as well as the community of learners around them.