Observations from P Cox (SCT)

Observations from T Youngman (SCT)

Observations from K McLean

Observations from J Hale

How to become a recovering confrontationist

Elements - wanted postets

Towards equitable outcones in secondary schiols: good practice.

TKI

Picnic Tables for Kindy

Mr Smith, one of the technology teachers, organised with the Paeroa Kindy to make some small picnic tables. While the year 10 students he gathered 15 Year 9 students to work on the project.

I was interested in seeing the project be rolled out so offered to help. The students got into 5 groups and set to work finding out about the kindy fire which distroyed their building in July this year.

Year 10 End of Year Quiz

English and Science joined together again.

Picking a self portrait

Catapults - cross curriculum

English and Science joined forces this week to design a course for our year 9 class. We decided on a theme... catapults. 

Minecraft trial with 9 Asp

Build a part of the school using Minecraft
Team 1 - English block
Team 2 - Science block

Plan what your block looks using tape measure and graph paper

Plan - measure the block. Different people do different parts.

Main parts - deck, 4 classroom, film room, toilets, hallway, ms mccleans office,

Each block is 1m

Organising a plan for who was going to measure which part of the English Block

Measuring

Great problem solving conversations happened

Teamwork

They had to think about what was the best way to measure aspects of the rooms

Prior to building their section of the building in Minecraft, two girls drew a plan

It's coming together!!

Overall, I found it a positive experience and look forward to seeing the program develop,  There are so many opportunities for problem solving and communication.  It brings in aspects of Mathematics such as measuring and estimating and there is the possibility to build in literacy including procedural writing and oral presentations of what they did.  There is also leadership roles that need to be filled.

For me personally, I got to interact with a group of student's I don't get to spend a lot of time with and it was fantastic to see some of the student's known for their off task behaviour to be focused and loving what they were doing.  There was a range of abilities but together they helped each other and it was exciting to see the blocks come to life in Minecraft.  I also got to see how Minecraft works and how it can be used in a classroom setting.

Skills being used-problem solving, measuring, communication, learning to use minecraft.

Moderation of Carbon Cycle poster

Earlier in the year, I wanted to have discussions within our department around the standard we have set for our internal standards.  During discussions with my mentor I came across clarifications and the role they play.  This then lead me to look at the Conditions of Assessments for the different standards we were offering. To me it highlighted that our expectations might be a bit high.  

My first step was to look through my student's assessments again and I identified some of them I wanted to discuss further with my HOD.  We had a number of conversations about it but we really weren't on the same page.  One weekend he took them home and had a look through them.  He really wasn't impressed that I had continued questioning the marking and on most of them he came back with an even worse view.  

The next step was to speak with the Principal, who then worked with Ric to come up with an external moderator who would look through the assessments.  I gave the moderator a selection of the student's work, she looked through it and as a department we sat down to discuss the findings.  As a result, a number of student's grade's did go up, we also identified some student's who's grade came back lower but we didn't change it.  

During the process, we identified a need to update the Student Instructions for the AS90953, the Carbon Cycle Standard.  Based on the marking schedule we required them to draw their own carbon cycle but in the student instructions it just said to place your carbon cycle in the middle of the poster.

There was one student who had researched the topic really well but didn't use his own diagram.  It was decided that it wasn't a minor error therefore he couldn't resubmit his standard.  

His parent's continued making inquires and as a result the Principal nominee for NCEA looked at this student's work.  After months of discussion a decision was made.  The student gained a Merit.  

Year 12 garden - Trip to Paeroa Garden Centre

This year I decided to include an Agricultural and Horticultural Standard, AS91296.  They need to design and create a Potager garden.  Before we began this unit of work we headed down to the Paeroa Garden Centre.  It was the first time I had taken a group of student's on a trip outside of the class.  To ensure I did things correctly I spoke with my mentor and the teacher in charge of EOTC.  I needed to complete the following information and consent form.  As it was a low risk trip it was covered by the blanket consent from so didn't need permission from their parents. As the weather, was a bit hit and miss we took the school van.  

The goal was to find out what plants they could include in a winter garden.  There was lots of fantastic information and the student's were receptive to it.  Some of the student's did need to be reminded to not touch things and when we were back in class we talked about some things we could do differently next time such as asking more questions, ensuring they had the right shoes and being respectful of their surroundings at all times. 

Year 9 Revision for End of Year Science Test

This year it was decided that our students would only sit a one hour Science test instead of an end of year exam.  We had limited time for revision so I decided to get them to create posters based on the Need to Know lists I gave them for each topic.  There were lots of great discussions and I was really impressed with amount of work some of the students completed.  

They worked in groups of 2-3 students, were given a Need to Know list for one of the topics we completed this year.  Armed with there science books, a text book and an Ipad they set to answering the questions.  

There was some fantastic group work and use of the resources to find out the required information

Healthy Relationships - Kia Kaha Program

Today, I sat in with Year 9 ASP while they participated in the Kia Kaha program which is about building healthy relationships.  We talked about the importance of working with people and how good relationships are beneficial.  All different types of relationships such as siblings, sport teams, work collegues, all take work.  

The student's brainstormed, "What does a healthy relationship look like?"

They came up with:

See - smiles, team work, passion, honesty,
Hear - laugh, positive comments, healthy communication, compliments, encouragement,
Feel - happy, secure, safe, respected, loved, trust, important, special, heard, valued, included, 

We then watched a short video clip called Ivan by Gabe Pope.  It was about a student being picked on as he was poor and smelt. No one was speaking up. Some laughed, others ignored what was happening.  After class, a girl talked to him about what was happening, she showed support.  Ivan now had one person who was on his side, lead the way and others backed her and him. 

This discussion then moved on to how other people's words become your inner voice.  It is important to recognise that what people say is more about them. It can be helpful to tell yourself that "they don't know me so why should I take on what they say".  

Bullying is not ok.  If you are being picked on at school..how can you focus and learn.  If you witness bullying it is not ok to do nothing.   It is also important to remember that the bully might be a nice person but his behaviour is not acceptable. 

To sum it up, if there are healthy relationship in class there are positive outcomes and it provides a better learning environment.  Talk about people in a positive light, be respectful and show empathy to others.  Everyone is responsible.  It takes work but is worth it.  

My thoughts:  It was fantastic to see this topic addressed and I am pleased to see that they will be continuing with the Kia Kaha program next year.  It would be fantastic to see all teachers involved in the program as well so that we can consistently include the same messages in all our classrooms. Good relationships are important, we need to be mindful of others and the journey they are on. Working together is better than being against each other. 

10Ruru Christchurch Trip

After a roller coaster year with 10Ruru I was privileged enough to join them on a trip of a life time for 7 young individuals.  For all most of them it was their first time on a plane and they were terrified (some more than others).  My favourite moment was seeing one of the students go from sitting with a jersey over her head on the plan to sitting by the window gazing out at the magnificent view.  

Airport

Two weeks prior to heading down to Christchurch I damaged my ankle during a PE lesson so was on crutches.  I was determined to keep up with the group and participate in every aspect of the trip. Have to say though it was a relief to sit in a wheel chair and get pushed around.

Tired of using my crutches

For a lot of them it was the simple things, the things I take for granted, that were the most enjoyable for them.  Whether it was being taken out for a hot chocolate or being given $10 to buy themselves some lunch.

Lunch at Burger King

Going up in the Gondola's was a great experience.  Some of the students (and adults) were unsure about travelling up into the ranges in a tiny gondala but it was awesome to see them do it anyway.  Unfortuately, the weather wasn't the best so the views were not as spectacular as they could be but again it was just awesome to be able to share in a new experience with these group of students.

Gondola's (http://welcomeaboard.co.nz/gondola/)

We all walked out to the end of the Brighton Pier.  It was freezing!!! My favourite moment was seeing a couple of the girl's strike up a conversation with an older guy fishing off the wharf.  Their confidence and the respectful way they spoke to him was heartening to see.

Brighton Pier

This next photo was taken after we had all explored the Christchurch Museum.  The student's engaged in a number of the displays and overall they were respectful of the space they were in.    

Group photo after visiting the Christchurch Museum

On a tour around the city, it was inspiring to see what the people of Christchurch were doing to rebuild their city and the heart of their people.  The art displays around the town were beautiful and the use of shipping containers to build shops was inventive.  Amongst all the hope we also got to hear of the loss and witnessed the fall of this building.

Tour of Christchurch - Demolition of one of the many damaged buildings

At the International Antarctic Centre, we experienced blizzard conditions, went for a ride in hagglund and listened to a passionate penguin carer.  All fantastic learning experiences for our students and would build fantastic learning opportunities back in the classroom.

International Antarctic Centre (http://www.iceberg.co.nz/)

Overall, it was a fantastic opportunity for students and teachers alike.  The home backgrounds of these students is not overly positive and the opportunity for such an adventure wouldn't normally be out of their reach.  Through funding and a lot of hard work by Mrs Hale and amazing experience was possible.  I really hope they take all that comes their way, grow and learn.

For me personally, it was a fantastic opportunity to build connections with this students and teachers. Each student came along with a different life story, different strengths and challenges.  I need to listen to them and find the best way to support them. In order to that I need to leave all prejudice and came at each situation with a fresh pair of eyes.  I also gained an insight into organising trips outside of the classroom and it opened my eyes to what is possible within teaching.

Appraisel - To review and adapt teaching strategies for student research

During Term 4 this year, I worked with my HOD to work through the current appraisal process.  It is currently a work in progress but was a great place to start looking at what the appraisal system will look like next year.  

I really wanted to look at using questions and group work to improve student research when they were using the internet. 

Two key things we have been working on are:

• Formulating questions and using them to research a particular topic 
• Having distinct roles within their groups to help them work collaboratively

Questions

In Science we use brain cell questions.  1 brain cell questions usually starts with what or when and requires a short answer,  2 brain cell questions require the student to explain an idea and 3 brain cell questions involve detailed answers around comparisons or discussions.  

I would normally pose a big idea/key question and then we would discuss what things we needed to find out in order to answer the key question.  From here I would help them identify 4-5 questions they needed to answer in order to understand the main idea.  

Group Roles

The class worked in groups of 2-3 students.  There were 3 different roles recorder, researcher and

reporter.  The recorder was responsible for writing down the answers to the questions using the information that the researcher had found out.  If there was a 3rd member in the group they were responsible for sharing what their group found out with the class but if there were only 2 people in the group then the researcher was also the reporter.

Next Steps

During the appraisal process, I identified that I need to find some academic readings on group work and other strategies to encourage effective research.  I also want to gather some student voice on how my class felt about the use of questions and group work. 

Attached below is my appraisal documentation.

Page 1 and 3Page 2 and 4

Year 10 Camp 2013

3 Man Slingshot

 During Term 4, last year I was selected to go to Year 10 camp at the Christian Youth Camps near Ngaruawahia (http://www.cyc.org.nz/).

I was a group leader for activities were I could support and encourage the Year 13 leaders to step up into their role and also help motivate the Year 10 students.  It was a fantastic opportunity to work with students in a different setting and be able to build a relationship with them outside of school.

Mudslide

Waingaro Hot Springs

The activities ranged from mudslides, paintball, obstacle courses, rock climbing and biscuiting.  We also had a 3 man slingshot competition, a quiz, scavenger hunt, skits and went to the Waingaro Hot Pools on evening.

The range of activities provided opportunities for each student to shine, overcome fears and reach their full potential.



For me personally, it was a fantastic opportunity to gain skills about how to run an effective camp for skilled professionals.  I was also able to get to now some of the staff better.  I was also encouraged to step out of my own comfort zone which is always rewarding.

Quiz time

Obstacle Course

Feedback Friday's

Throughout 2014, I have used Feedback Friday's as a way of giving student's feedback on how they are doing with a topic and it also gives them the opportunity to give me some feedback on how they are finding things.  We have a number of assessments through the year which are graded, achieved, merit or excellence but I find that student's tend to read the grade and then not think any more about it.  I really want to build a culture of continued improvement.  I want my students to be able to accept failure and then grow from that.  It is still a work in progress but I am looking forward to building on what I started this year.  

Here is an example of the latest Feedback Friday that I completed with my Year 9 class.  This time I used it as a way of assessing our latest topic and I was able to giving each student feedback.  Both, commenting on what they did well and identifying what they need to work on.