Cyclone PL (2)

Setting up Routines and Expectations (Term 1, 2018)

I found out fast that setting up routines and expectations is important. I have always heard how the routines you set up in the first few weeks are the routines you set for the entire year.
This weeks focus was on setting up routines and expectations that align with the school-wide expectations and making sure this was done clearly and frequently.
Over the first week we touched on the school tool kit to refresh all of our thinking, and started working on our classroom treaty.
Week two we completed our treaty which has already been used as a management strategy. It is a great tool to use as we came up with our own treaty ideas pulling a part each one. We explored what each idea looked like, felt like, and sounds like, to make it easier to remember when we refer back over the year.

When week 3 came around I felt as though I knew my students well, at least in regard to how they react in situations socially and in their learning. This has helped to set up appropriate behaviour management strategies. I was able to use a common school 'attention grabber' where my students mostly respond and quieten down however, they are not always completely settled. I have added strategies like counting down which usually attracts the rest of the class. This strategy works for my class and allows students to learn to manage themselves and also step up and make sure their classmates are doing the right thing too.

Setting up routines has been a little trickier. A saying that keeps going through my head is "I don't know what I don't know" as I find it hard to know everything to set up, which is leaving me frustrated with myself. There is so many things going through my head however, every day is clearing many doubts I have. I have so many resources I can use within my reach and I keep asking myself how can I work smarter not harder. I have learnt two main things, one, that I do not have to start everything from scratch! I can use already exisiting ideas and adjust them according to my learners, and two, just to relax and take everything on board as it comes so I don't get overwhelmed with information.

Once we start to get familiar with the routines and expectations I would like to start thinking about a rewards system for my class. This will give my students something to work towards and motivate them in their learning.
So far positive cards are doing a treat and most of the time expectations are being met however, we are still continuously practising classroom routines and having to go back multiple times before we get it right. Maybe by establishing a larger goal they will think about their actions and decisions, and feel a sense of achievement when they succeed in their weekly or monthly goal.

Beginning the year

Going into my first teaching position I was excited/terrified about what to expect in the first week. Everyday I spent in my classroom I was gaining more confidence as meeting with staff and my Kauri team made this easier. Talking to teachers I realised that they were also nervous about the first day, meeting their students and how even as experienced teachers they sometimes felt as if they didn't know what they were doing. Obviously they have more experience figuring it out as they go, but this helped me to realise that all my feelings were completely normal.

I thought a lot about the first day, how it would go, meeting the students, and what I would say on the first morning I met them, but when it came to sitting down at the front of the class with all of them staring up at me I really had not prepared myself enough. If I was to do it again I would have prepared a few notes about what to say and how to say it however, not knowing my students gave me enough to talk about from the get go.
It took me most of the week (even now) to get the timetable in my head including when to do the roll, the 10:00 news, morning tea and lunch, pack up, team talks and general transitioning between lessons/activities. I have made a point of taking the time to check my planner before I sit down with the class so I can be confident with what to say and where the session needs to lead.

I have learnt quickly how fast the day really goes and how it is so easy to run over time. In week 1 it was easier to get away with running over time however, in week 2 this started to worry me as I was shuffling my plan around quite a lot or skipping things all together. This made me realise how important it is to keep things moving and time each activity so we all know when to move on.

Over weeks 1 and 2 to time with Waitangi day we discussed the treaty of Waitangi and, establishing our own class treaty. JO came in and read ‘The Tree Hut Treaty’ to room 10 in relation to creating our own class treaty next week. This was my first observation which reminded me how valuable the right picture books are when beginning a new topic. The students went away and made an X model which identified what our class treaty should look like, sound like, feel like, and what thinking it would involve. This model not only helped the students to unpack the treaty but also helped my learning in terms of learning more about the Hamilton East School toolkit, and how high the expectations are that my students set.

By week two we had established our class treaty after many sessions of breaking down what it meant to be a part of a safe and happy environment. We thought of a place that we regularly share with others. We learnt that these shared spaces have rules and directly relate to the wellbeing and safety of everyone who enters. By the end of week 2 we signed our treaty! ready for the new week. 

Cyclone PL (1)

NZEI TE RIU ROA Professional Development