Writing Badge System - Updated - Term 3 2020

Writing Programme Term 3, 2020 - Reflection and updated

Reflection for Term 2 and start of term 3. 

Introducing this system took longer than anticipated. I decided to start with my independent writers to gauge whether it was easy to understand and whether there were too many elements involved. Below are the pros and cons of the first system and where to next. This system needs to be simple and work to suit my planning and meet the kids needs.

Pros: 

- The writers were very excited about working towards getting badges when they achieved a goal.
- The goals were easy for the writers to understand if they were provided and example.
- Writers understood that they can work on their goals outside of their normal writing time (Daily 5 work on writing etc). 
- Writers were engaged and independently working towards their goals.

Cons:

- Goals on Hero are being updated and changing. Some badges and goals I have made do not match and needed updating. This meant I did not use the system for a number of weeks.
- Was not keeping up to date with writing goals as was missing the Friday sessions. This meant we were not tracking our goals or progress and badges were not being handed out.
- A system for children who were away was not in place. This meant it was hard to catch them up or keep track.
- Modelling books have not been used as much as I wanted. Have been using the white board for examples as groups have been big. 

Where to next: 

- Writers will remain working in their levelled groups however, these groups will change depending on they need to work on. Groups will be fluid and if children at level 3 need to work on a level 2 goals they can. 
- Writers can recognise their next steps. Announce what each group will be working on and place this on the writing wall. If the writers believe this is something they need to work on then they can join the group that day.
- Have all groups set up and ready each Monday or Friday for the upcoming week. Writers can understand what they are working towards.
- Badges will be given out on Friday's still and discussions about where to next will be had. Writers will get a sticker if they have achieved the goal and glue in their new goal for the following week. This will determine the groups for the following week and for planning.
- Each group will get a guided, DAT and badge session with me weekly. 
- Track in Hero by clicking off the goals as the badges are awarded. This means that anyone who is away will have the same goals and is yet to work on them.
- Use the modelling books regardless of group size, or split the group and do the same lesson twice. They can come back to the modelling book for guidance at any time.

Level 1: 

  

Level 2: 

Level 3: 

Tuhituhi Planning/Gathering Evidence/Monitoring Term 2, 2020

Writing Programme Term 2, 2020

How am I going to collect evidence?
How does the tamariki know what they are working on? (learner agency).
How will I use fluid writing groups effectively?

Week 9, Term 2: Introducing writing badge system

Independent Goal: 

Everyone will get a weekly independent goal. This goal will be something that child is working on independently either in their writing that week or at a writing station task. Friday check-in they will decide whether they need to keep practising or get a badge and new independent goal.

Writing badges once goal has been achieved: 
- Glue into their book next to their evidence
- They then take a photo of their evidence and badge
- Upload to their personal Google site
- I mark the goal as achieved on linc-ed
- Used for the group and independent goal achievement

Group Goal/Modelling Book: Based on whole-class needs. 

2-3 workshops each writing session. For example; Workshop 1: Writing a sentence, Workshop 2: Writing a paragraph. They come to the workshop based on their needs for that session. Provide examples for them to see and decide what they need to learn. They can show evidence on Friday and receive a badge if they achieve it. The class goal will be given out at the start of each week.

WALTs: for gluing into the modeling books for group goals. Also glued into kids books so they know what goal they are working on. They can work independently on their writing and provide evidence of achieving the goal.

Plan writing Thursdays: Every Thursday collect in books and decide what the child is working on for the next week. Glue in a new goal if necessary. If they achieve a goal take note and award the badge on Friday.

Friday writing groups: Reflect on the week of writing, award badges if they have achieved their weekly goal (mark off the goal on linc-ed). Highlight their evidence and glue in their badge in the margin next to their evidence. (They can begin to do this independently as they learn the system). If they are still working on their goal discuss what they need to do independently to get there. 

Perceiving Reality - Brain in Education (Thoughts)

Human beings all have different ways of interpreting and perceiving their reality. Some use their feelings, some use intuition, some use reasons and some use their senses. Whatever function dominates will be the way that person perceives their natural reality. Someone who uses their senses to interpret reality may be good at studying and understanding the natural world, however, they will be so locked into their senses that they cant understand the idea that there is anything beyond the physical, they can't understand that there is a mental realm. Someone who is highly religious may not be able to reason. 
People process information and experience reality dramatically different and we need an education system that reflects this. We need to create an environment that caters to people's understanding of existence, the same way we have to think about people being visual or kinesthetic learners and adjust our programmes for them. Each of these mindsets has its strengths and weaknesses and therefore be better or worse for different jobs or tasks.  

Sensing and Intuition

The "SN" preference refers to how we gather information. We all need data on which to base our decisions. We gather data through our five senses. Jung contended that there are two distinct ways of perceiving the data that we gather. The "Sensing" preference absorbs data in a literal, concrete fashion. The "Intuitive" preference generates abstract possibilities from information that is gathered. We all use both Sensing and Intuition in our lives, but to different degrees of effectiveness and with different levels of comfort.
We are Sensing when we:

• Taste food
• Notice a stoplight has changed
• Memorize a speech
• Follow steps in a plan

We are Intuitive when we:

• Come up with a new way of doing things
• Think about future implications for a current action
• Perceive underlying meaning in what people say or do
• See the big picture

Within the context of personality typing, the important distinction is which method of gathering information do we trust the most? Do we rely on our five senses and want concrete, practical data to work with? Or do we trust our intuitions without necessarily building upon a solid foundation of facts?

Thinking and Feeling

When Jung studied human behavior, he noticed that people have the capability to make decisions based on two very different sets of criteria: Thinking and Feeling. When someone makes a decision that is based on logic and reason, they are operating in Thinking mode. When someone makes a decision that is based on their value system, or what they believe to be right, they are operating in Feeling mode. We all use both modes for making decisions, but we put more trust into one mode or the other. A "Thinker" makes decisions in a rational, logical, impartial manner, based on what they believe to be fair and correct by pre-defined rules of behavior. A "Feeler" makes decisions on the individual case, in a subjective manner based on what they believe to be right within their own value systems.
We are making decisions in the Thinking mode when we:

• Research a product via consumer reports, and buy the best one to meet our needs
• Do "The Right Thing", whether or not we like it
• Choose not to buy a blue shirt which we like, because we have two blue shirts
• Establish guidelines to follow for performing tasks

We are making decisions in the Feeling mode when we:

• Decide to buy something because we like it
• Refrain from telling someone something which we feel may upset them
• Decide not to take a job because we don't like the work environment
• Decide to move somewhere to be close to someone we care about

Some decisions are made entirely by Thinking or Feelings processes. Most decisions involve some Thinking and some Feeling. Decisions that we find most difficult are those in which we have conflicts between our Thinking and Feeling sides. In these situations, our dominant preference will take over. Decisions that we find easy to make and feel good about are usually a result of being in sync with both our Feeling and Thinking sides.

Extraversion and Introversion

When we talk about "extraversion" and "introversion", we are distinguishing between the two worlds in which all of us live. There is a world inside ourselves, and a world outside ourselves. When we are dealing with the world outside of ourselves, we are "extraverting". When we are inside our own minds, we are "introverting".
We are extraverting when we:

• Talk to other people
• Listen to what someone is saying
• Cook dinner, or make a cup of coffee
• Work on a car

We are introverting when we:

• Read a book
• Think about what we want to say or do
• Are aware of how we feel
• Think through a problem so that we understand it

Within the context of personality typing, the important distinction is which world we live in more often. Do we define our life's direction externally or internally? Which world gives us our energy, and which do we perhaps find draining?

Judging and Perceiving

Judging and Perceiving preferences, within the context of personality types, refers to our attitude towards the external world, and how we live our lives on a day-to-day basis. People with Judging preference want things to be neat, orderly and established. The Perceiving preference wants things to be flexible and spontaneous. Judgers want things settled, Perceivers want things open-ended.
We are using Judging when we:

• Make a list of things to do
• Schedule things in advance
• Form and express judgments
• Bring closure to an issue so that we can move on

We are using Perceiving when we:

• Postpone decisions to see what other options are available
• Act spontaneously
• Decide what to do as we do it, rather than forming a plan ahead of time
• Do things at the last minute

We all use both Judging and Perceiving as we live our day-to-day life. Within the context of personality type, the important distinction is which way of life do we lean towards, and are more comfortable with.
The differences between Judging and Perceiving are probably the most marked differences between all the four preferences. People with strong Judging preferences might have a hard time accepting people with strong Perceiving preferences, and vice-versa. On the other hand, a "mixed" couple (one Perceiving and one Judging) can complement each other very well, if they have developed themselves enough to be able to accept each other's differences.

Mentor Programme and Overall Reflection 2019

Mentor Programme and Overall Reflection 2019

2019 saw the biggest growth for me in teaching. This year I developed a lot of confidence, content knowledge and built on my overall pedagogy. The biggest thing I learnt in 2019 was understanding what kind of teacher I want to be. I learnt how important planning deliberate acts of teaching are however, I also learned that teaching does not always need to be planned. Children need to be given experiences and opportunities. They need to know that it is ok to make mistakes and learn to problem solve on their own. It is so important to look for teachable moments everyday as those can sometimes be the most beneficial.

My mentor was approachable, available, dedicated, and a teacher I aspire to be like everyday. She was calm and open minded but, clear about her expectations of me and what her role was. I consistently felt comfortable to ask questions, make mistakes and reflect on what went well and what did not. An effective part of my mentor programme was the well established time to meet. This meant I always had a time where I was wholeheartedly listened to and could speak openly and honestly. She was able to listen well, give advice and provide resources to make productive change.

Everyday collaboration meant sometimes I would rely on my mentor for behaviour management solutions, more than I would need to if she was not there. I thought if something was a little bit out of my comfort zone I could just ask for help. While this was great, I believe I could have tried fixing the problem myself before asking for help. As my confidence grew over the year, after observing my mentor in difficult situations, I was able to take what I learnt and apply it to my practise. My mentor was always open and willing to help me out when I needed it.

Teaching alongside my mentor was incredibly beneficial. I was able to observe and be observed everyday. After term one I was comfortable being observed and could move past the nerves and actually get the most out of every lesson. I felt I learnt the most from 'doing' and seeing the teaching happen, instead of only having a conversation about what I could have done/could do next time.

Overall, I enjoyed teaching alongside my mentor in 2019. I felt comfortable and supported in everything I did. My mentor consistently dedicated her time and offered her skills to me. The school and her always ensured my needs were met and aspirations were always a focus. I feel very lucky to have an amazing support network who continue to help me achieve my personal and professional goals.

Wellbeing for Teachers - Dan Bair

Wellbeing for Teachers

Teaching being recognised as a highly stressful profession alongside accident first responders.
We have an increased Liability and emotional investment (relational teaching).

Theories and Methods
- "Flow"
- Fulfilment
- Accomplishment
- Sense of self (We give so much)

Strong: Do something that energises you, stimulates your mind and body. Get into your body and out of your head.

Intelligent: Create a state of constant inquiry, curiosity, and learning. "Life Long Learners". Write down three things everyday you do not understand and search them up at the end. Engage with our own curiosities rather than just worrying about stimulating young minds to be curious. Strengthen memory to enhance cognitive abilities.

Creative: Inspiration (Creativity is the first thing to go in times of stress) We do not feel inspired to do the activities we would like to do. If you force yourself to do something it will change your brain chemistry.
- Take a piece of paper and make a Strong, Intelligent and Creative column and everyday you are on holiday you must tick off each of these. When school starts up again, continue to try and tick the boxes. Slowly build it up to more often. What do you gravitate towards when stressed out?

Term 3 - Behaviour Management Goals

Behaviour Management, Term 3, 2019.
Research and development (Educational Psychology - for teaching and learning).

Labelling and person first language:
One of the characteristics of all social groups is the tendency to categorise and label people in terms of attributes that seem significant for the group. In all cases, it is now considered more acceptable to use person first language by referring to the person first and the label of their condition second, if this is necessary at all.
- Acknowledge the person first, their personality traits, not let them be defined by their disability.
- The importance of language being used to label and identify people has grown during the last decade. Example; Gender neutral language became preferred - substitution of 'flight attendant' for 'air hostess'. Similarly, the way we identified persons with disability changed fro 'a retarded individual to a person with an intellectual disability'.
- The words we use influence the way in which we think about people, objects and events.

'What you think and do as a teacher, your attitudes, and how you treat children will be determined by your philosophy'.

1: Ignore the inappropriate behaviour.
- Ignore certain behaviour, then the student receives no reinforcement for that behaviour and the behaviour will become less frequent.

2: The active punishment approach.
- Praise another student. Point out what the right behaviour is without singling that child out. As soon as the inappropriately behaving student does something appropriate, praise them for it. Look to give the student more reinforcement for appropriate behaviour than is normally the case.

3: Use of punishment (consequences).
- Specific behaviours only.
- Immediate as possible.
- Implemented consistently.
- Effective.

4: Dealing with inappropriate behaviour.
- Know the individual student. How does a particular child respond to praise? To consequences? Is the student likely to become abusive and aggressive if ignored, punished, or confronted?

Practise:
Relating this to my teacher pedagogy upon the reflection of my term 2 report, it is important that I am making the effort to understand children's' personality before labelling them based on their intellectual disability. I believe I am open and patient with these children overall however, when I am only having negative experiences with a child I can forget who they are as a person and their behaviour begins to define them. This term it is important that I find and practise strategies to manage the experiences and challenges I face, so life for that child and myself becomes easier. 
Keep personal thoughts to myself about a child's behaviour and not let this influence thoughts about their overall personality. Remain professional in stressful times - train the brain to react and approach situations differently.

SMART - Goals

Inspirational, Specific, Measurable, Achievable, Realistic, Time-bound - SMART goals

By ____ (time), I will/have ____ so that ____.

For the first 2 weeks of term 3, 2019 I will focus on 'The active punishment approach' I believe by using a positive approach - ignoring the inappropriate behaviour and praising when things are done appropriately - this will work to make sure both I and the student in mind is remaining calm. I need to make sure I have established when that child has taken it to far and redirect or 'spray and walk away' if it does escalate. During curriculum sessions I will set expectations of what needs to be done at the beginning of the lesson, continue to praise appropriate behaviours from this child, and if the child is struggling to get started - approach the situation calmly "I can see you are having trouble getting started, can I help you?".

In reflection of this behaviour management goal, I believe this worked well. By changing my approach to negative situations it made it easier to move on, ignore the little things, and give the child a chance to settle down. Once the child realised they were not going to get a reaction out of me they actually were more likely to not respond that way or moved on faster. Not reacting or paying attention to the small things will be an important response for me going forward. My choice will be to remain calm and patient with the child and ensure they have at least 15 minutes to cool off before approaching them again.

Term 2 - Professional Goal Setting

SMART - Goals

Inspirational, Specific, Measurable, Achievable, Realistic, Time-bound - SMART goals

By ____ (time), I will/have ____ so that ____.

Ra Rima
Beginning Term 2: By the end of week 6, Term 2, I will be consistently seeing all of my reading groups so that I am keeping an accurate record of their progress and learning, and making sure they are getting the most out of their time with me.
Week 4, Term 2: So far reading rockets has helped my speed of each group as it offers fast yet effective ways of teaching reading strategies. I am able to spend time on deliberate acts of teaching, but can also keep it short and simple.
End of Term 2: The goal I set for reading this term was to ensure I was seeing all my planned groups each lesson. By the end of term 2, I can confidently say that this was achieved.
Reading rockets has been a huge help as I am given specific strategies to teach, along with how to teach them. Kids have loved seeing themselves move up the rocket and it allows them to be actively engaged in their learning. They are able to decide whether they have achieved a goal or not and which goal they think they should be working on next. (This process is very much guided and they are given options chosen by me).
My next steps in reading - I would like to try and put some time aside to create more in depth follow up activities so they remain interested and are getting more from the experience.

Tuhituhi
Beginning Term 2: By the end of week 6, Term 2, I will use 10 minute modelling sessions for a quick, specific focus so that my class feels confident about the single thing they need to be working on. However, I would still like to make sure I am delivering quality content full lessons, just in a shorter time frame.
Week 4, Term 2: So far this term we have written Persuasive and Moment in Time. Persuasive was easy to get lost in a discussion at the beginning of each session, which gave the kids not a lot of time to plan. In the end I discovered it was easier to have them planning on the mat with me while we are discussing, than to send them off to try and remember what we talked about as a whole class. We have just begun Moment in Time which is easy to keep short and simple, as long as I continue to not complete the entire planning process with them. All I need to do is give them an idea of what they need to do on their own, so they can use their own ideas to inform their writing.
End of Term 2: Overall, I was very happy with my writing lessons by the end of term 2. I believe I figured out the structure and timing of the lesson sequence just by practising and reflecting each lesson. I kept the DAT short and sharp which allowed time for the guided writing time.
I made sure I was prioritising the children in the guided group and any children who were 'lining up' to see me had to have their work checked by a buddy. This ensured each child was getting quality learning time with me. By cutting short the 'motivation' part of the lesson, I found I had more one on one time with groups and also my class was writing independently as the work was not being half done for them before they started.

Pangarau
Beginning Term 2: By the end of term 2, I will have developed my content knowledge in number and strand maths. I would like to be able to clarify anything in planning sessions with Georgia, so that I spend the entire maths session on deliberate acts of teaching.
End of Term 2: Overall, Maths is a subject that does not come naturally to me however, I have learnt over the term that it is not how fast you get the answer - it is just important that you get there.
I made sure the kids understood this so we could work together to find the best way to get the answer. It was really important that I knew what I was teaching and knew the answers before going into the lesson. I found the kids had multiple ways of working out strategies and therefore, we were able to figure out which is the best way and my maths lessons became 'student led'.
The overall structure of my maths lessons has improved as I am thinking about the learning that happens throughout the entire session - rather than just what the kids are learning in the groups. This had been evident in class as my kids are engaged and are noticeably enjoying their maths time.