Data tracking of target students

Relationships with the community and parents for student well-being

Below is a snippet from an email communication between parent and myself, regarding a student with ADHD's welfare. I have also been in contact with the local health nurse who gave me some information (pic below) about strategies for ADHD students. This student's Dr has also been in contact, keeping me up to date with decisions about medication etc. (pic below)

Reflecting on my Maths Video

Working with target maths group

Here are some short video clips of me working with my target group in maths. We were placing different representations of fractions along a numberline. Fractions were a mix of simple, improper and mixed. I had been working on using the 5 talk moves to get more mathematical discourse happening. I think I'm using them pretty well, however I need to make sure I'm using all five, not just re-using the same two or three. Another next step for me will be to move towards the students initiating the discussion, rather than it being so teacher led.

   

Classroom walk through

Student Agency P.D with Brad Gay 12/5/16

How do we build our knowledge of Student Agency at HNI?

We teased out the the concepts of questioning and student voice/choice.

How to be a good questioner?

• Won't accept the first answer/ hurdle/ digging
• Curiousity
• Confident
• More than one answer
• Communication and clarity to verbalise
• Open to know more
• Active listener
• Reflective
• Asking a range of questions
• Cyclical
• Self reflective and aware of yourself and your thinking
• Patient/ Impatient
• Thinks about the big picture

Good student voice and choice

• Feels comfortable to give feedback
• Confident to question the concept
• Opportunities to explore the elements of the concept
• Are given opportunity to explore their interests within the concept
• Start to give ideas of activities: offer up ideas for further action/social action.
• Opportunities to speak up in a form they feel comfortable with
• Share their learning in a variety of ways.
• Opportunities to both collaborative and individual work.
• Opportunities to discuss with other students.
• Cultural and personality perspectives considered/family values

One way to build knowledge in staff is to tease out concepts together one or two at a time. A model that can be used when discussing is the ECG. Emotion, Cognition and Growth.

Reflection for PTC’s

Emotion	Cognition	Growth
How do I feel about this? What issues does it raise? What’s my heart's response?	What have I learned? How does this connect with what I know? What’s my head’s response?	How can I use this to strengthen my work? How can I apply it? What might I introduce? What action might I take?

Student Survey

These are results from an anonymous survey completed by my class. Overall I feel happy with the responses however there were a few things that struck me as areas that I need to lift my game. The question about digital use impacting learning returned a lower than average response. This is in line with how I would answer the same question myself. I don't feel like I made enough of an effort to make the most of digital resources. We tend to just stick with the basics and not experiment with other online tools. This is something I want to change this term.
In this survey, 74% of students said that I only use Te Reo some of the time. This is true and definitely something I need to change. Our Te Reo lessons often get postponed as other activities are prioritised instead. My own Te Reo knowledge is also very limited, and it never seems to get any better. I need to do some personal learning - P.D? to learn more so I feel more confident learning in class.
Another thing I noticed was that a few people said that the work was at the right level only 'some of the time'. This is something I feel a bit anxious about sometimes, as I find it a challenge to meet te needs of my lower learners and my very high ones. I feel it is my extension students that miss out often and don't feel challenged.