Reflection on Maths Rotations

Reflection

Reflecting back on this reflection from the beginning of term I feel as though my Maths rotation has developed and changed to suit the learners in my class.


These are some of the things I have developed and changed:

1. Setting the expectation for behaviour and noise level at the beginning of the lesson. Having consequences if the expectation is not met.
2. Students having evidence of their learning. If they do not show me their evidence then they must stay in at playtime/lunchtime to complete learning. Making students accountable for their learning.
3. Creating the "teacher time" station something that I can come in and out of so that I can move around the classroom and help where needed. 
4. Creating more "hands-on" learning as I have a majority of boys in the class and they love to create with their hands.

These 4 developments have impacted my Maths rotation in the best way possible and the learning is running much smoother.


I feel the Notice, Recognize, Respond, Revisit model that Vera shared with us has been helpful in reflecting on my teaching practice.


Links to the standards: Design for learning, Professional learning, Learning focused-culture, teaching.

Class Dojo!

Class Dojo!

17th April 2019

I implemented a class Dojo in about week 3 of Term 1. I created a Dojo point system for my class as I was struggling with behavior with some of my students. This has been an awesome addition to the class and the students work hard to do the right thing (sometimes) to get points. At the end of the week, the student with the most points will get a prize. I have seen some very positive changes in behavior and I am very glad that this is working well.  

Students get points for:

• being on task
• working hard
• listening
• time management
• helping others
• listening
• responsibility
• critical thinking
• teamwork 
• persistence

Where does Kaingaroa School Fit?

Where does Kaingaroa School Fit?

During one of our first staff meetings, we were asked to organize a compilation of words relating to our school and wider clusters in a systematic way so that we can visually see where we stand as a school.

This activity was extremely helpful, as a beginning teacher there is a massive amount of acronyms and jargon to understand. This activity made it clear where our school sits in the community and helped me understand the acronyms and jargon used. 

High Expectations

Professional Development

Maanaiakalani

Creating High Expectations Schools Lecture

My learning:

1. Teacher mindset and expectations for ALL students should be high and personalised for each learner. Maori, Pasifika, NZ European.
2. Students achieve more when teachers have high expectations of low achievers. 
3. Grouping- affects students self-esteem 
4. Easy to manage students learning in levels. 
5. Alternatives to grouping 
6. Grouping based on favourite animals, shoe size, friends. 

What I found interesting was a specific example of the power of mindset. A scientist working with rats told his assistants that the rats were really intelligent and could find there way through the maze quickly. Because the assistants came into to lab with that mindset the scientist discovered the rats found there way through the maze quicker


Junior reading

Suggestion from lecturer: Students get to choose to read a book from a selection of levels. Even if they struggle. They can put a card in to say I can read by myself, I can read with some help, can someone read this to me. But doing this the teacher is giving students a chance to branch out from their reading level and challenge themselves.


I have implemented this in my library time. Asking students to choose whatever book they like but they must identify if they can read it by themselves, they can read with some help or needs someone else to read it to them.


I have also created mixed ability groups for Maths. This is working well as the students help each other based on their different strengths.


Links to the teaching standards: Design for learning, professional learning, learning focused-culture