– PCT Workshop 2 (see notes from the day here). Though it was a bit repetitive this was a good refresher. I found it helpful to be able to share ideas and experiences with other beginning teachers from other schools. I learnt about some helpful resources and have been inspired to complete my inquiry.
– Using the SOLO visual organisers for the Yr 7 experiments. This has been very successful and I have received some great verbal feedback from students that they prefer using these over the booklets. However, printing these for every experiment will get costly and time-consuming – plus I will be left with heaps of A3 sheets to keep? mark? etc. Perhaps there is a possibility here to make a digital one? Or maybe it isn’t required for each experiment?
– Marae Trip on Wednesday. Although it has been quite a challenge for me to plan this trip and I felt a lot of responsibility was put on my shoulders to pull this off I am really proud of myself for doing so. It was amazing to see our ākonga learning about the māori culture – at the marae. It really hit home to me how valuable contextual learning is and how much more engaging it is for our students. Having the tour around the Kaiapoi Pa was definitely a highlight. Talking to some of the students afterward they really enjoyed their time. Many of them had never been to a marae before so this was a very special and unique experience for them. I have asked some students to email me with a few sentences about their experiences so that we can generate a Hail article from it.
– All my lessons this week have been fantastic as I have really developed some great relationships with my classes (we are now in the final week of this tech cycle).
– Tech Angels has been going really well! We are getting some of the students to be contributors to Hail so that they can write articles for their classroom.
– Some of the behaviour on the marae was less than desirable – especially towards the end of the day. Two of the students were particularly challenging and were not always respectful towards their peers and staff members. Myself and another teacher who joined me on the trip tried to manage this as best as we could. I did have high expectations and sometimes I wonder if this is unreasonable?
– Balancing teaching with extra-curricular. I am spending a lot of my release time doing things for Kapa Haka, the marae trip, and ICT so I do feel that my time spent on planning for my teaching and getting things done for my registration (readings, reflections, inquiry etc.) has been a little neglected. In saying that I felt I had some fantastic lessons this week.
– Kapa Haka : Cultural festival rehearsal on Tuesday and the final performance Thursday night
– John Key visiting my classroom Wednesday afternoon
– Observation on Monday – 11:50am
– New tech cycle starting on Thursday – get feedback from students about my teaching
– Write Hail article for Marae Trip
– Get written feedback from the students about using the SOLO sheets
Personal goals this relates to:
School Wide Goal 2016 – Cobham teachers and leaders will use the Tātaiako competencies of wānanga, whanaungatanga, manaakitanga, tangata whenuatanga and ako to ensure their teaching/leadership behaviours and practice are about knowing, respecting and working successfully with Māori learners, whānau and iwi.,
Inquiry: How does the use of SOLO in Science Tech help improve the delivery of curriculum and student outcomes?
Criteria this relates to:
Practicing Teacher Criteria
1 – Establish and maintain effective professional relationships focused on the learning and well-being of akonga.,
3 – Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.,
4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,
6 – Conceptualise, plan and implement an appropriate learning programme.,
10 – Work effectively within the bicultural context of Aotearoa New Zealand,
12 – Use critical inquiry and problem-solving effectively in their professional practice,
2 – Whanaungatanga – Actively engaging in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori Community.,
3 – Manaakitanga – Showing integrity, sincerity, and respect towards Māori beliefs, languages and culture.,
4 – Tangata Whenuatanga – Affirming Māori learners as Māori. Providing contexts for learning where the language, identity and culture of Māori learners and their whānau are affirmed.,
Code of Ethics
3 – Responsible care – to do good and minimise harm to others,
4 – Key Competencies – Participating and Contributing