Our time is so full. Camps, learning programmes, CAP's, interclass sports, assessment, meetings with parents, meetings with RTLB's.
Now I understand that this is all learning-related. However, our greatest challenge is that everything we do needs to be related to learning. Learning-focused. And the challenge is, to fit the 'learning' into what we do so that it is the central focus. So that everything we do is learning-focused, not just some things.
We had an awesome learning conversation today. In team meeting, we discussed the decisions we make in relation to our math data. We talked about IKAN, Pearson, PAT, snapshots and group learning versus whole-class learning. We talked group structures - composition.
What really struck me is the fragile nature of learning itself. As teachers we are hugely aware of the impact of what we do. That our discussions affect learning, that our groupings affect learning, that our relationships with their students, their parents and their friends affect learning. That how we act affects learning.
Mindful teaching involves having these conversations. The most amazing part of it is that we so rarely have time to actually talk about the learning. And when we do.... we all exclaim how valuable it was. That we viewed something a different way. That the opportunity to reflect meant that we changed our practice... or reinforced it.
Thursday 26 February 2015
Monday 16 February 2015
Engagement
Wow I'm really enjoying this! My blog really makes me feel like writing! I'm wondering if the kids will feel the same thing! Could I find a way for them to create a one page spread newspaper too, which could be added to the class blog? There is so much scope for entertainment and engagment. And if I'm feeling it - hopefully the kids will too!
We've been really busy with the roll-out of the Chromebooks - so much work to do behind the scenes - unpacking, labelling, allocating, stickering. I'm so grateful that we have such an awesome team who work together so well, it could be a bit hard otherwise!
I've created a blog for the staff too, to try to put information all in one place. I'm not sure what will work best yet, but it's all a work in progress while I try to get the role sorted really.
I'm so enjoying the learning I'm doing though and I'm sure it will really impact on the kids too, as I learn and can pass it on to them.
This is such great professional development! MindLab starts in just a few weeks, so it will all be pretty full-on from there! I can't believe it's week 3 already- next week is camp and not long afterwards we'll be halfway through our term! Time to be pumping out the learning I think!
Are you engaged?
Tuesday 10 February 2015
Planning
Planning:
Where to next? Beginning the year, I know I have a desire to move towards a model where all my students can learn at their own pace. Where I can act as the facilitator, allowing; perhaps aiding in the development of their learning so that they are all engaged and motivated and determined in their learning process.
I find myself in a quandary though. I currently have some lower level learners - one or two who are quite disruptive to myself and the other students. My issue is - how do I cater for these learners as well as allocating enough time to ensure the others - 95% of my students - are able to access and excel at mastery of the learning we are planning on doing.
Catering for the individual while promoting the group ethos?
Where to next? Beginning the year, I know I have a desire to move towards a model where all my students can learn at their own pace. Where I can act as the facilitator, allowing; perhaps aiding in the development of their learning so that they are all engaged and motivated and determined in their learning process.
I find myself in a quandary though. I currently have some lower level learners - one or two who are quite disruptive to myself and the other students. My issue is - how do I cater for these learners as well as allocating enough time to ensure the others - 95% of my students - are able to access and excel at mastery of the learning we are planning on doing.
Catering for the individual while promoting the group ethos?
Leadership
Throughout the past year I've really been thinking about the idea of leadership. How it works in schools on a staff level, but also within a classroom. I came across a quote today in a leadership book I'm reading on iBooks called "The Leadership Challenge" by James Kouzes and Barry Posner.
'The best leaders are simply the best learners, and life is their laboratory' p 88
This fits well within a school setting, particularly one like ours, which is undergoing such change. The leadership within the classroom relates to me as well as the children. They have their own pockets of leadership, and I have a part in leading the class too. So what makes great learners great leaders? Probably the fact (as the book alluded to) that they 'learn from their errors and failures as they experiment, try new things, and incrementally move projects forward'.
So in order to be one of the most effective leaders in our class, where we are in the guinea-pig-phase of a new project, it's important that the kids can see me making mistakes and moving forward, having a goal I'm continually working toward. And it's important for me to create opportunities for them to fail and then persevere, sharing those failings with others in a way that is proactive, positive and collaborative. How to? Hmm.
The goal is such a big one:
Create a classroom where students set their own goals based on their needs, work consciously and consistently towards these goals, driving their own learning and reflecting along the way, so that at the end of it, they are able to be in control of their own learning - engaged - and MOTIVATED to do so.
So where to from here?
It's important to break it down I think.... to make it into smaller goals where I actually feel I can be successful.
Goal setting
Tools
Habits
Reflections
Identification of needs
Goals
Well that's a start.
Now to attempt to lead the way ;)
'The best leaders are simply the best learners, and life is their laboratory' p 88
This fits well within a school setting, particularly one like ours, which is undergoing such change. The leadership within the classroom relates to me as well as the children. They have their own pockets of leadership, and I have a part in leading the class too. So what makes great learners great leaders? Probably the fact (as the book alluded to) that they 'learn from their errors and failures as they experiment, try new things, and incrementally move projects forward'.
So in order to be one of the most effective leaders in our class, where we are in the guinea-pig-phase of a new project, it's important that the kids can see me making mistakes and moving forward, having a goal I'm continually working toward. And it's important for me to create opportunities for them to fail and then persevere, sharing those failings with others in a way that is proactive, positive and collaborative. How to? Hmm.
The goal is such a big one:
Create a classroom where students set their own goals based on their needs, work consciously and consistently towards these goals, driving their own learning and reflecting along the way, so that at the end of it, they are able to be in control of their own learning - engaged - and MOTIVATED to do so.
So where to from here?
It's important to break it down I think.... to make it into smaller goals where I actually feel I can be successful.
Goal setting
Tools
Habits
Reflections
Identification of needs
Goals
Well that's a start.
Now to attempt to lead the way ;)
Saturday 7 February 2015
Motivation & Engagement vs Routine & Expectations
Early in the year as a teacher it's easy to fall into the trap of embarking on the learning journey full steam ahead... Leaping into the engaging aspects of learning rather than reining it in and taking the time to go over routines and expectations.
As I go over the expectations and watch the frustration of students who have done it all before; their eyes eager for the opportunity to 'just get on with it', their school-ready personalities honed in on what all the teachers before myself have expected of them and their stationery and mindsets at the ready. A few of them try not to but I notice the eye rolls and the placid expressions that belie the 'brakes only barely held on' beneath the surface. And I can't blame them. I remember what that felt like.
My eyes lift from theirs and roam the fringes... And then I am reminded why I do this. The students that are hanging back, dubious. The ones who are already distracted... Poking their neighbour in the ribs. I think about the importance of this. And then I try to find a middle ground.
How can I get the classroom agreement done, the expectations set, the team building done... While maintaining the focus on the ground-rules for those that need that constant reminder... And still allow the brakes to come off a little for the others... So that they CAN get on with the business of learning and experience the exhilaration and success they are capable of. So that I'm not holding them back... And the ones who need the constant reminders are not holding them back... So that everyone gets what they need?
This, I feel sure... Is the most important part of personalising learning. Research suggests that children are born with the instinct to learn... Every day, all day. Inherent ability. So the first thing I must do is not squash that by holding them back or letting them go too soon. To create a programme where the balance is in favour of each individual. This, I feel, will not be an easy task.. But one I need to master to feel successful as an educator. How to? This will be next.
Tuesday 3 February 2015
Week 1: Ideals
Week One is always the best one of the year. Getting to know fresh, new faces, making connections, setting the expectations for the rest of the year. I have the patience to go over how we move around our classroom, line up, speak to each other etc, because I've had some time away from my teacher role, enjoying the summer with my family. New students means a chance to start really fresh - for everyone.
The first task is usually simply learning names. I make a deal with the kids that if I can't name them before morning tea on Day 2 they'll get a treat. There's never been a Day 2 I've missed a name. This year, I had most of them by morning tea time on Day 1. So my goal two day is to simply go around the classroom, not missing anyone out. Faces light up as I 'name' them. I feel successful.
At this time of year, it's easy to jump into everything. There's a year stretching out ahead of us and so much to cover. There's a year of extracurricular activities stretching out in front of these kids too, at our wonderful, busy school. So there's less time to cover it all. I have to remind myself constantly that what I do now will affect the productivity of the rest of the year, so it's okay to take a little more time now.
Looking at our current 'technology' and knowing we're charged with the task of attempting to move toward 1:1 with devices, so that every child has a device to use, I am concerned. The old PCs I do have are not wonderful. They take up a lot of room and are in varying states of 'aged decrepitation.' Asking the kids who has some form of device, I find that about 6 do. I hope (fervently) that others will be excited by our new Chromebooks and encourage their whanau to purchase this great learning tool for them. I'm excited by the prospects as I remind myself that even when we didn't have 1:1 last year, our class was engaged in some great learning, much of it e-Learning based. It's going to be a great year.
The first task is usually simply learning names. I make a deal with the kids that if I can't name them before morning tea on Day 2 they'll get a treat. There's never been a Day 2 I've missed a name. This year, I had most of them by morning tea time on Day 1. So my goal two day is to simply go around the classroom, not missing anyone out. Faces light up as I 'name' them. I feel successful.
At this time of year, it's easy to jump into everything. There's a year stretching out ahead of us and so much to cover. There's a year of extracurricular activities stretching out in front of these kids too, at our wonderful, busy school. So there's less time to cover it all. I have to remind myself constantly that what I do now will affect the productivity of the rest of the year, so it's okay to take a little more time now.
Looking at our current 'technology' and knowing we're charged with the task of attempting to move toward 1:1 with devices, so that every child has a device to use, I am concerned. The old PCs I do have are not wonderful. They take up a lot of room and are in varying states of 'aged decrepitation.' Asking the kids who has some form of device, I find that about 6 do. I hope (fervently) that others will be excited by our new Chromebooks and encourage their whanau to purchase this great learning tool for them. I'm excited by the prospects as I remind myself that even when we didn't have 1:1 last year, our class was engaged in some great learning, much of it e-Learning based. It's going to be a great year.
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