– Cultural festival performance. It was an incredible feeling seeing the Kapa Haka group perform at the Cultural Festival – both Raegan and I were very very proud of all of the students. It was so rewarding to see all their hard work and ours come to fruition in such an energetic and enjoyable performance. We have received so much great feedback from parents from their achievements which are great to hear.
– Getting feedback from my students. As this week marked the end of tech cycle 4 and the beginning of tech cycle 5 I sent out a google form to get some feedback from the students. I also got some of the groups to give written feedback in class. It was great to hear what the students had to say – both feedback and feedforward. I really like to hear their opinion and always aim to make the changes that they suggest (within reason of course!). Here is a link to the surveys. Yr 8. Yr 7. The downside is that just under half of the students from each year level have responded.
– Feedback about the use of A3 SOLO sheets. I was able to ask the students in my survey if they preferred using the SOLO sheets or the booklets. Of those who completed the survey almost all of them preferred the booklets – 10/14 in fact. Though this may not be an accurate representation. Perhaps I should only focus on getting more thorough feedback from a focus group. This would be something to look at doing for the cycle 5 tech group. It would also be worth adding into the survey a section asking them to justify their answer.
– Having John Key visit the classroom. It was exciting for both the students and myself to have John Key come through the science classroom and see what we were doing.
– One big highlight that I am becoming more and more aware of as the year goes on is that teaching every student in the school really helps with whanaungatanga or building relationships and feeling part of the school community. I feel very privileged that I can walk through the school and know most of the students by name, have a real conversation with them that builds on the relationship we already have and be greeted by many of the students. It also helps when I take on extracurricular activities such as sport or Kapa Haka as I already have a positive relationship with many of the students which is key to behaviour management and setting up a positive and successful learning environment. It is also a great feeling walking into any classroom at the school and seeing familiar faces! This is important because as a tech teacher you can feel a bit separated from the rest of the classrooms/homerooms.
– Feedback forms. The issue I found with this is that just under half of the students from each year level have completed the form. This means that I may not have a true representation of what the students think about my teaching and science tech. Perhaps next time I need to send out the form a week before the final week to make sure that it is completed before they leave for the next rotation. I have sent an email to the classroom teachers of this rotation to ask them to remind them about the form but they already are very busy and I completely understand if it is not their priority.
Both a challenge and a highlight
– Starting a new tech cycle. Firstly this is a challenge for two reasons. One – I am often a bit sad to see some of the groups go as you begin to really get to know them and how the class operates – their strengths and weaknesses and what works for them and what doesn’t. By this time you have also built some great relationships with the class and this really helps the flow of the lessons. Two – it is challenging to get to know all the new students and their names and quickly form a connection with them. The highlights that come from this, however, is that as this is the 5th time I have done this year it is becoming easier and easier. I am finding that my confidence has grown a lot and I am able to establish positive working relationships with the classrooms quite quickly. I am also getting very good at learning names fast! 🙂
– Hail articles for Marae Trip and Kapa Haka
– Review SOLO entry slips completed by all the new classes
– Analyse results from google survey
– Begin reports for cycle 4 classes
Personal goals this relates to:
To implement 2016 Technology Inquiry: How does the use of SOLO engage priority and target students in assessing themselves. ,
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
2 – Demonstrate commitment to promoting the well-being of all 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,
1 – Wānanga – Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement.,
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.,
5 – Ako – Taking responsibility for their own learning and that of Māori learners.,
Code of Ethics
2 – Justice – to share power and prevent the abuse of power,
4 – Truth – to be honest with others and self