P.D - PB4L Restorative circles

Maths observation - TAI

Last week my team leader came in during maths time for an observation. The learning intention of the lesson was to order decimals to two d.p, and be able to put them on a numberline, knowing the difference between a tenth and a hundredth. The focus for my observation was around reflection at the end of the lesson. It is important to me that my class are reflecting on their learning, making links to the learning intention/goal. I also expect them to be able to identify if they're struggling and specifically what part of the learning they need to work on. I am using the resource given by the maths advisors and find that it works really well. 

What is not going so well is the written reflection. We often forget, so the interval bell will ring and we would have missed our reflecting time completely. Also, written reflections are still often about task completion, rather than actual learning. I think the next step in remedying this would be to get the kids to use the same reflection prompts that we use for verbal reflection, in their written reflections. Also need to set a timer each day! 

I've noticed in Riley and Ben, a real sense of ownership over their learning and they are spending their independent time on RELEVANT activities. They have even been bringing their evidence to me without my asking. The real proof if this is working will be when I see this learning demonstrated in a different context, totally independently. 

So overall, happy with the things I'm trying. I just need to be really consistent and ensure reflection is done well.

Lesson observation sheet from T.A.

Keeping the small things small - PB4l

Keeping The Small Things Small

May 2017 - PB4L, Module 6

Reflect for a few minutes on your top 4-5 strategies for keeping the small things small. What is the least intrusive techniques you use to de-escalate situations and turn the heat down.

Pair up and share again/add to your list.

Ignore, use humour, reminder of expectations/consequences

Find your team and add any other strategies.

Buddy up with another person

Whole staff discussion - what are the common themes with approaches? Each person is to identify 2-3 strategies that are new to them and commit to trying them out over the next fortnight.  

	Team Strategies
1.Two students are having a noisy row in the school grounds.	Distraction - give them something else to do Get one to come with you for a walk and a chat Get rid of the observers
2. You hear a student swearing in the cloak-bay.	“We don’t talk like that at HNI” “I wouldn’t expect that from you” Exaggerated gasp
3. While on duty you come across a student who is clearly breaking the school uniform code.	“Come and talk about your socks” “Can I see your uniform pass?”
4. A student is continually distracting a student in your class.	Proximity, moving a student, changing the subject to about the learning, change what we’re doing/the task, give ‘the look’ Is that the best place to sit for your learning?
5. You see a student casually drop litter in the school grounds.	Did you notice that you dropped that litter back there?

Class Survey

I am thrilled with the results of this survey. It shows I have increased the amount of Te Reo I use which was a goal of mine from last year. I have taken note of the children who have mentioned the work being too easy as this is something I'm very conscious of, especially as I have so many high achievers this year. It is helpful to get this feedback nice and early so I can make some changes. It would be nice to know who the anomalies are in some cases so I could really make a difference for those kids.

How restorative am I? Reflection - Term 1

How Restorative Am I?

Take a moment to reflect on how, in your role, you deal with students when an incident or issue has arisen. Answer the questions below, shading the boxes according to this scale:

1 = not often

2= usually

3 = always

1. Do I remain calm during the conversation? 1 2 3

2. Do I really listen, without interrupting? 1 2 3

3. Does the student understand why they are having this conversation? 1 2 3

4. Would the student feel I am a good listener? 1 2 3

5. Do we explore how the school values apply to the issue? 1 2 3

6. Does the student understand the harm they’ve caused, who has been affected, and how? 1 2 3

7. Do I talk about how the incident affects me? 1 2 3

8. Do I take responsibility for any part I might have played when things went wrong, acknowledge it, and apologise? 1 2 3

9. If the student apologises to me, do I accept the apology respectfully? 1 2 3

10. Do I collaborate with the student to formulate a plan? 1 2 3

11. Have I, at any stage, asked someone I trust to observe my practice and give me honest feedback? 1 2 3

12. Do I try to handle most issues or incidents myself? 1 2 3

13. Do I seek support when issues get tricky for me? 1 2 3

14. Do I follow the school’s systems when looking for more support? 1 2 3

15. Is the relationship with the student repaired? 1 2 3

Look through your results and use them to identify where you could further strengthen your communication skills and restorative approach.

My RP goal/s moving forward could be;

1) Refer back to the school values more when dealing with behaviour/learning issues

2) Make a point to discuss WHO is affected by an issue (including me) and how to restore those relationships.

Classroom Walk Through

Maths Workshops

My maths has for the most part this year been structured in a student-driven workshop format. Students do a weekly or fortnightly pre-test (self-checker - pic 1) to see what they know already and what their next learning steps are. Students then put their name down on the workshop booking sheet (pic 2) to show they need to learn that particular skill/concept.

I use this as a guide for who I will be teaching on each particular day. If there are a lot of kids down for one workshop, I will split the group in two or sometimes even three, differentiating them (but to the students it is 'random')

Classroom walk through