Criteria:
Demonstrate commitment to ongoing professional learning and development of personal professional practice
Key Indicators:
i. identify professional learning goals in consultation with colleagues
I identified my goals with my Head Teacher and my Mentor.
ii. participate responsively in professional learning opportunities within the learning community
I have attended a Growth Mindset workshop
Growth Mindset Workshop CNS:
Carol Dweck - Ted Talks
Students in comfort zone don’t try to push themselves
More important to be reflective on your mindset. Acknowledge your fixed mindset. Once known identify your triggers and how do you respond/feel? When you feel like you are stepping out of your comfort zone and that’s ok
Different situations will have different mindsets. Might be fixed to get feedback from one person but Growth from someone else.
Discuss at the moment focus on emotions what it looks like, what did you do
If they feel you have their back, more chance to step out of comfort zone
What parts of my mindset affect the kids
Book - Beautiful oops, Rosie Revere, Ada twist scientist, What would you do with an Idea?, Oliver Jefferies, Peter Reynolds, Tough guys have feelings to,
Identify strengths and struggles to students as they might not be able to recognise themselves. Discuss emotions and identify what they mean
I attended Educamp 2017
Educamp 2017:
Early Literacy-phonological awareness & alphabet coding:
Phonological awareness test
Do students know what a sentence is? Do they know they are made up of words
repeat sentences, walk out sentences, bigger body movements activate brain more
Thumbs up or down - same or different
Even if same word they beginning to hear the sounds
Peg games for rhyme
Syllables - compound words, 2 simple syllable words, increase to more difficult words
Children then break the words clapping them out - names of the class, music instruments
Blending sounds - begin with 2 then move up, say it yourself first and gets kids to tell you what the word is, dot robot activity,
Who teaches spelling?
Collage sound letter, large writing of letters while saying sound, write with pen upside down on word saying each letter t h e the.
Explicit vowel teaching - long and short sounds
Double letters - short vowel sound double sound if f l s
Open and closed words - got t traps the sound go isn’t trapped so shouts its name
21st century New Entrant classroom:
Clic - connecting , living, investigating, creativity - the card has a question so is directed
Parents offer ideas - parents join in, in the morning
Bee botting in the juniors:
Skip count on board, all dance the same, 40 commands, 4 buttons, 15cm movement, youtube ideas, mats with alphabets, roads, number, 15dm grid,
iii. initiate learning opportunities to advance personal professional knowledge and skills
I organised to visit Mark Riley at Central Normal School as he is the only other male I know teaching New Entrants and I wanted to see how he handled himself in the classroom. It also provided me a chance to see the differences in teaching.
CNS school visit 13.6.27:
Split into different rooms for reading - activities around the room and students have free choice what to do
Mixture of phonics, reading and handwriting in small groups
handwriting and sounds are sent home for homework
Sight words books – sight word and then 2 sentences students read through the book and take home for homework when they get the word right they get given the new word
Watches each child make sure they are forming the sound correctly
My name is …
My sound is …
Brain food altogether
Eat food after morning tea altogether
Is happy to be hands on but does not initiate, responds to what the students need
Bingo – students work out what number it is, before and after, says it in te reo, 2 digits 1 and a 0, simple addition problems, asks specific questions to certain students,
Use dominoes for addition student activity
I organised to visit Maree Wood at Winchester School to observe the Maths program they run, with a focus on Rich Tasks.
I organised to visit Maree Wood at Winchester School to observe the Maths program they run, with a focus on Rich Tasks.
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