Tiomai's Learning Journey

 22T1W1 First week done and dusted. Although they were only 2 days, it was great to meet my students and start getting to know them and vice versa. Prior to school starting, I had emailed students' parents introducing myself on the 1st. When the doors opened on Thursday, parents were not present as we are in Orange of the traffic light restricting parents from entering the school. As sad as it was unable to put a face to parents that have made contact so far, it was wonderful to meet the children.

Content covered today:  Part 1: Who are we? Summary Part 2: Our whakataukī Creating Classroom Culture Emotional Regulation & Resilience Part 3: Small Group Maths Games

Matauranga Māori Māori knowledge/Māori world view - “How Māori perceive the world” Matauranga Maori intrinsic identity that makes up Maori Culture. It is inclusive. Taha Maori - It usually only pertained to Maori students (A Maori side or element)  Indigenous knowledge VS Scientific knowledge THEMES Indigenous knowledge Scientific knowledge Oral & Visual Purakau Karakia Marae carvings Raranga  Pepeha Waiata Written Recorded - accuracy and evidence however, one sided Sacred & Secular together Having the means and acknowledging where and who it was from. Wood from trees, ritual and karakia to/ for Tane Secular only Just the means. Wood from trees. Teaching through storytelling Taking the learner on a journey acknowledging all who played a part  Didactic To tell Integrated it takes a village to raise a child Analytical Nature vs Nurture Holistic Big Picture Reductionist Individual parts Subjective Specific to the person saying it “It’s very cold outside” Objective So...

Uniform expectations - black sandals, plain black shorts for PE Prizegiving - ? Devices for Home learning/ Lockdown - Middle/ Senior classes Before school - students should go straight to their classroom when gates open. After school, the gates will be locked at 3, no hanging about in the play/ school grounds. Duties - low on staff members, help out where/ if they can.

This session was led by Loiuse Dempsey, one of the authors of the well-known series of literacy books. On today's session she took us through what an effective, balanced reading programme should/ could look like. Some of the content she covered were: 3 Types of Reading lessons (Pleasure, Writing Support and Across Curriculum) Stages of Learning to Read Shared Reading (Intro, zoom in, zoom out) Guided Reading Independent Activities I found the session to be very informative and helpful specifically in my practice as it fits in with my reading goal to deliver an effective reading programme. My takeaways from this session were: 1. Guided Reading sessions - BE REALISTIC It is only one component of a balanced reading programme; we don't have to teach everything or everyone (so don't stress if I haven't seen everyone) Make time to talk Quality over quantity (teach the intended skill explicitly ) 2. Planning and Assessing Tips Have a class focus for one month with goals/ obje...

After much discussion with my mentor and team and especially with the data we have seen in regard to our students, we have decided that our goal this year were: Literacy:  To learn about and c reate a wraparound literacy programme to improve outcomes in literacy Numeracy:  To learn about and implement DMIC practices within my teaching programme. My personal goal:  Integrate Matauranga Māori in the Classroom  Steps I will take to achieve them: Literacy 1: Become familiar with the Literacy (reading and writing) curriculum of my school. 2: Observing other teachers 3: Readings 4: Professional Development 5: Feedback on practice Numeracy 1: Become familiar with DMIC pedagogy 2: Readings 3: Observing other teachers 4: Professional Development 5: Feedback on practice Personal Goal: Matauranga Maori 1: Learning Areas in Te Reo Maori 2: Tikanga and Kawa 3: Using Te Reo Maori kupu/ phrases (Haere mai ki te whariki, turituri, ka pai, ata marie...) 4: Learning and...

A great understanding of Te Ao Maori was revealed in this PD, specifically how in a sense there is a similarity between the Catholic faith and Maori spirituality. Māori Spirituality stems from their mythology of the Creation of the world.  "Te Kore" nothingness - although there is little, there is something "Io" Supreme Force that created everything - equivalent to God Ranginui and Papātuānuku - In a tight embrace Tamariki - *atua ( Tāne mahuta, Tangaroa, Rūaomoko, Rongo, etc...) - In between their parents "Te Ao Marama" Separation of Rangi and Papā - "Let there be light" Genesis. The concept of (Gods') time differs from our understanding of time. It says it took six days to create the world - e.g. Gods' minute = million years. No one fully understands how long it took to create the world.

Motivational discourse? ( Booklet ) 4 steps toward positive talk? Turn and talk/ partner talk (think, pair and share) Make it the norms to ask for evidence from those who answer correctly and not only those who answered incorrectly. Assigned competence? - model explicitly positive behaviour, kindness, encourage positive affirmation. To build each other up. Building a learning- focused environment. I set the tone. (Don’t feel the need to rescue the child, rather sit back, observe, listen and support…) Feedback/ feedforward We can assign competence to the process, not just the answer. Play detective to find another way to answer the question. Assign competence to the actions that help other students participate. (see slides ) Noticing and responding - knowing when to add on or feed forward. Grouping - mixed ability and social (those who can work together)

 I spent this week organising and setting up my classroom. It was overwhelming at first because it was such a new experience. I also did not realise how much of a taxing task it was too.  I did not know where to start, but some logical advice from my mentor was "set up your mat area and tables first then you will see how everything will flow". As she advised, I did exactly that, once the mat area was sorted, everything else slowly came together.  There were many things to think about when setting up this classroom.  Movement around the class Learning areas My area Tables and seating Mat area  One of the things I found challenging (minor) was where I was going to situate myself so that I was able to observe all my students and the outside, also so that students were not facing outside and being distracted with what could be happening outdoors. I did in the end find a good corner where I could also utilise for reading groups too.  The most challengi...

Prior to this engagement, I was both excited and nervous. However, as the meeting progressed I gradually felt overwhelmed and began to feel I was in over my head. It was a lot to take in and process. My mentor was great and had already made templates and plans for both J and me. I think my dilemma was it was too much in one sitting, so instead of making inputs during the meeting, I sat back and listened and asked questions about what I didn't understand. In saying that, there is much I need to get familiar with in terms of the school's local curriculum and the pedagogies that the school is utilising within the school. My next steps: View and familiarise myself with the HCCS local curriculum (Year 2) View and familiarise myself with Stephen Graham's writing (Year 2) View and familiarise myself with DMIC (Year 2)