Support Staff Day 2016

May Edblog Challenge

Tuakana–teina
The concept of a tuakana–teina relationship

The tuakana–teina relationship, an integral part of traditional Māori society, provides a model for buddy systems. An older or more expert tuakana (brother, sister or cousin) helps and guides a younger or less expert teina (originally a younger sibling or cousin of the same gender). In a learning environment that recognises the value of ako, the tuakana–teina roles may be reversed at any time. (NZC - http://tereomaori.tki.org.nz/Curriculum-guidelines/Teaching-and-learning-te-reo-Maori/Aspects-of-planning/The-concept-of-a-tuakana-teina-relationship)

This year my Y10 class has taken hold of this concept and we have become this for the Room 8 (y1/2) class.  For the first two terms, twice a week, my students go in and read aloud to the students.  They have free range from the library to choose a text they are comfortable with.  More often than not they come back really excited as they have found a text that they loved as a child.  They then read the text themselves before they go in, and after interval, they then read aloud to a group of these students.  This term the roster is somewhat more determined rather than volunteered, as it is my hunch that reading aloud to these students is going to support and improve the literacy of the Y10 students struggling with reading.  

Feedback from the Y1/2 teacher is that she is seeing a growing confidence in the students asking questions of the younger ones.  They are inviting them to be critical listeners, often without even realising it.  She is seeing a growing strength in their speaking and reading.  I am seeing students come back with a more positive mindset about reading.  "They loved it Miss."  "They didn't care that I made a mistake." "They asked ME questions."  "They wanted us to read another story to them."  For my readers who struggle to engage in a text or level of the text that school tells them 'should' be reading, this readaloud opportunity gives them a positive reading experience.  Now to do the teacher thing and figure out how to record some DATA about it.  

Refresh - April

REFRESH

An NZ government reference group report from 2014 suggests that collaborating in regional networks in partnership with our communities produces better outcomes for students.  In Area schools, this collaboration and networking becomes all the more pertinent, as in the senior school, you are often the only 'expert' (yes, in quote marks for a reason) in a subject area.

This report goes on to state that "Education is the powerhouse of modern societies. To prosper, grow and innovate, New Zealand needs highly-skilled people — people with increasingly sophisticated skills and digital competencies."    It continues with a list of ten things that need to happen to support this within NZ.  The one that stood out for me was number 4.

 Create future-focused learning environments.   Design vibrant, technology-rich, cyber-safe learning environments. Make these environments flexible enough to serve multiple learning contexts, including one-to-one, small groups, collaborative and community learning. Put learning at the heart of the system.

I believe that the creators of #NZreadaloud5 have done just this.  This is my refreshed resource - a change in the way that I am using novels and story within the classroom to create a more future-focused learning environment.  We joined in Term One, which was not a great success - mainly due to both myself and the students not being that confident with the technology platform.  This term however, has been AMAZING!  My students are enjoying being read to each period (for at least 20 minutes) and then working in smaller groups on tasks, which are relevant and topical.  They then collaborate to post to Edmodo and have been getting feedback from other staff and students around the country.

I am enjoying taking turns making to share and then also using the created tasks of other staff around the country.  I am finding seeing how other teachers have posed tasks and learning activities has also given me the confidence that I am able to design more vibrant tasks for my students.  This supports a finding from the report that suggests  "that innovative teaching practices flourish when: 1. Teacher collaboration focuses on supporting peers and sharing teaching practices. 2. Professional development involves the active and direct engagement of teachers, particularly in practising and researching new teaching methods."

So, all in all, that is my revamped resource - and further inspiration from some amazing educators around NZ.  You all rock!

InspirARTion

I am trying out some Apps to see how they work.  This is InspirARTion, available for Chrome.

Growing & Daring

“Twenty years from now you will be more disappointed by the things that you didn't do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover.” 
― H. Jackson Brown Jr., P.S. I Love You

So, I had one of those emails.  The ones that go something along the lines of .... there were 50 applicants, only so many spaces and unfortunately this time you were not chosen.  My reaction to missing out on the Educational Trip - slightly disappointed, but realistic.

What I am not disappointed about is the effort I put in.  I am glad I went through this process and it has highlighted several aspects of my professional development that could, well continue to develop. So ... plan forward - keep planning the unit that will build on the Asian links within my curriculum area.  I have had another look at what PD is most relevant and needed to support my students' growth also - and this is where I will continue to maintain focus.  

March Edblog Challenge

So this is your chance to, "dream big New Zealand" (sorry), and blog about what your dream school would look like, function like, be like. What would be its purpose, its vision?
You might like to consider how you present your ideas. You could consider: writing, drawing, mind mapping, videoing, audio recording, interviewing students/colleagues etc. 

I need to admit that this one threw me a tad.  If I write down my "big dreams" am I showing dissatisfaction with my current status?  I don't want to put myself into a hugely dissatisfied state - but yet, if no one every dreams, nothing every changes either.   I decided to talk to a student and get their perspective.

The conversation with Student X ... "I want to know that every teacher is purely there to help the students create and learn.  Every student wants to learn and grow as an individual and to better themselves and others lives.  From a young age instead of teaching us functionalities (like rules and the majorities perspective) we could be taught to go with it, but going with it wouldn't  be like most people interpret it now.  We would follow out passions, rather than being told to do a certain amount subjects, you'd be learning what you want to succeed at that thing and be able to help others.  In primary school you'd need to learn reading and writing, but instead of being taught these with punishment you would use positivity.  Because the teachers would be trained this way it would just work. " (Dictated to me from Student X in secondary school; with permission)

(( Student X kept on talking "can we add in some stuff about decile numbers and stuff.  We wouldn't have really really rich and really poor - if we did school like this and governments like this we could even things out and school would become a better place to learn and kids would develop more.  We would end up having a better economy and country. "  I think this would be an awesome writing topic for my seniors!!! ))

What I took out of her comments ( and our subsequent discussion as said student was on fire) was that for this student:

• There needs to be space for students to be able to follow passions.  
• Students have a desire to be able to support fellow students in learning and life.
• There is a perception by students that not all teachers have remained passionate about not only their subject, but their learners lives & hauora - something this student feels needs to be really clear and obvious.
• There is a want for equality, some extra trips and courses cost - and those who need them the most may find it difficult to ask for help; if they even know where to ask.
• There is a need for students to have continual positive reinforcement surrounding them.
• A happiness from this student that they are not invisible for the most past which means they know their Hauora is cared for by most teachers.

My wants for a dream school:

• A want to be able to personalise the learning.
• Having strong supports in place so that teachers are able to remain passionate about their subject & sustain  passion and interest in and for learner's lives and hauora.  We are human to - and need to look out for and support each other so burn out does not happen.
• Money not to be an issue (hm.  Not sure how this would play out.)  I remember being that student in Y13 who had the home-made blouse rather than the expensive uniform one - at 17, I struggled with this.  In hindsight, I know my mum did the best she could, but for a teen, it was hard.  

Right - enough to be ruminating on for now.  

I love quotes!

 This spoke to me as I moved through my week.  I want my students to realise it is ok to have failure, it means we are moving!  We don't need to be up to Level 5P right now ... it's a long distance run not a sprint.