Speaking te reo informally in class

This term I have made an effort to increase the amount of te reo I speak to the students, outside of Te Reo language learning time. These have been small but frequent pieces of language. We learn the phrase of the week, I am using te reo for praise and things like page numbers of journal stories (turn to wharangi rua tekau ma toru). We have also learned a te reo chanting game and sometimes listen to Maori waiata while working.

The students are quite used to me using te reo in these small ways. It is a start but I would like to improve my own language knowledge so I can say more in class and with more confidence.

Maths Formal Observation and reflection

I feel that I have made good progress with using the 5 talk moves and it has become a normal part of maths that the students expect. I find myself using the moves without really knowing I am - telling me that it is starting to become a way of 'being' - more than just something I 'do'. The talk is still largely led by myself and I am making an effort to direct the students' talk back to each other and less back to me in the 'ping pong' style. I use lots of think, pair, share but I don't yet think the students are thinking deeply about each others' responses which is something that Jody picked up on in this Observation. I agree that my next step is having the students discussing more freely and having them lead it. Jody and discussed how this might be a challenge. We thought about explicitly teaching them to lead a discussion through modelling and 'role play' and using prompt cards. Deb also introduced me to the idea of a 'fishbowl', where half the group sit down and solve a problem and the other half observe on the outside and then ask questions for clarification. When I tried this, the questioning was very basic - only 'how did you work that out' etc, then there was little to no challenging or further questioning once they heard the explanation. This is something I would really like to work on as it is totally student to student conversation.

Tracking sheet in beginning stage

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.