Tuihana Shepherd Practicum - Assessment with Amber Grace Awanuiarangi Kaiako

Today Tui had an assessment with Amber for her practicum with my Ahuatanga Pūoro class and she was really nervous about it and how the students would be.  It actually went really well and alot of mahi was done

TEACHER OBSERVATION SUMMARY - TUIHANA SHEPHERD

On the 21st August 2019 a Teacher Observation Summary took place in my classroom for Tuihana Shepherd (Practicum) through Te Wananga o Raukawa.  I have attached her observation summary because I felt she did extremely well. I felt that the students also did well and were very respectful and there were no behaviour issues!!!

CELL PHONE HAUL

Sent out this email last Thursday - had some positive responses from Staff.


Awesome RE lesson due to a collection of 17 phones after continuous distractions.

There were a few hesitant students and some who were totally shocked when I took them but overall it worked out well

Best lesson ever!!! I really believe I will not have so many phone distractions next week. (That's the plan)

Kia pai tō pō - Have a great evening.

Just saying in my Ahuatanga Puoro class I take around a box where they surrender their phones at the beginning of the block no excuses and if they don't surrender them and I take them during the block they don't get them back till the end of the day MAYBE. That is ultimately working in my class and they know the consequences.

 Set the boundaries and just seeing students talking to each other and enjoying themselves is AWESOME.  Relationships is the key whānau.  Give it a go.

This was a cool reflection for me.

Professional Development - Ako Panuku 8/9th August ki Tamaki

Kia wana te Ako! Ā-Waha, Ā Whakarongo, Ā Tuhituhi, Ā Kōrero, Ā Pānui - teaching strategies was held in Auckland Thursday 8th and Friday 9th August.  There were 6 kaiako that attended from Gizzy - myself and 5 Kaiako (tane) all from GBHS.  Awhina Gray / Bev  ngā kaiako.  Range of kaiako, those who were solo kaiako at a kura and there were those who applied for positions in different subjects but instead were given Kaiako Māori because the school could not fill the position. (Auckland - Southern Cross school).  There were RTLBs as well.   The mahi was fun and enjoyable. Discussion also took place on other strategies teachers were using in class.  There were fluent kaiako from Ruatoki / Ngai Tūhoe whose language was supreme and beautiful to listen to, but needed support in the classroom regarding different strategies.

These strategies had been selected to equip teachers with a range of techniques for these language modes of Whakarongo etc.  Teachers learned a range of techniques that will keep learning interesting and provide repetition language without students becoming bored; and provide choices in selecting appropriate techniques (Nation: 1996, p.1.). 

These techniques can be used in a class with learners working at different levels while still keeping them engaged in learning.  Once a teacher is familiar with a technique, it can be adapted to  use in any learning area  of the curriculum.  

Our learners need to know what the technique is, why it is used and how it will help their skill development, and any tips to help them complete it successfully. So, until students are familiar
with the technique ALWAYS:  

• name the technique,  
• explain why the technique is being used,  
• provide any important tips students need to remember, or do to complete the task successfully, and  
• carefully explain the procedure

Mauri ora!!

NGĀ MANU KŌRERO 2019 TE KURA KAUPAPA O TE WAIU KI RUATORIA

Josh Adams Kōrero Tene

He Whakaaro Hou

Learning about Ngāti Porou Dialect and the differences/similarities

This is a link to the He aha to say playlist. 
This will be used in class so that students can identify and recognise Ngāti Porou dialect.

Reflecting on Class Management

I spoke with the TWHA class regarding the Behaviour Management in last weeks classes and with their Mentor and fellow teacher Mark Stewart being away.  I felt their behaviour/ manners/ respect/ etc was through the roof and totally unacceptable.  Not only did the relievers struggle but I also found it difficult and stressful and for me it was just not good enough.  The make up of this class is totally beyond me as to how you can have 25 males and only 10 females.  Whoever does the makeup of classes needs to really look at the consequences that are before the teachers taking the class.  I find it really frustrating and stressful that I am continually dealing with behaviour issues and not concentrating on the learning in the classroom.  We actually went back to the basics of getting your bag, going outside, lining up, entering the classroom quietly, and taking a seat.  This is a really important way of starting a class and it HAS TO BE CONSISTENT.  The other class has a teacher aid as well and I believe we should look at getting a teacher aide especially for K / C and J; Still a journey to continue.

WOOLF FISHER RESEARCH CENTRE CLASS OBSERVATIONS

A researcher came into my class block one Wednesday 8 May. I requested for a summary of my observation and she gladly sent me a copy.  It was a lot of analysing but with my facilitation with Renee it made things much clearer.  She helped put the data by the explanation of the observation and it is an excellent way of giving evidence for my Teacher Appraisal observation.  It was set up really well where the researcher only had to enter Yes or No for the document.  I would like to set up a document something similar to do an observation on other teachers and make it more easier to undertake.  woolf research center class observation  Thanks again Renee for an amazing facilitation.

TWHA REFLECTION

Last week Mr Stewart was away sick and this group was his mentor group. This class was a real challenge and I felt that it was because of matua's absence.  This should be no excuse on my behalf I should have been able to cope regardless.The behaviour was difficult to manage and I was really aware that the reliever was also struggling.  have Usually there was about 6-7 students who have behaviour management difficulties but today I would say at least 20 were off task. It would have been helpful if there was a reliever who was use to collaborative teaching and actually knew most of the students. On reflecting back I would have looked carefully at timing some of the assessment at hand and then let them maybe have free time 5 -10 minutes and then get them to refocus back into the task at hand. I may talk to Mr Stewart about how to restructure / remanage our class.  Class routines are not set in concrete and it is quite irritable.  These challenges need to be addressed as soon as possible. 

SAMR MODEL AND SCREENSHOT

The process of learning a pātere in relation to SAMR is so real. From the words to the making of a papa kupu to understand meanings, then to a pictionary to see visually the meanings, learning the waiata, putting it into a slide presentation, having a question answer session to see if the meaning has been understood, and then present their slides to the class. The relationship to SOLO was also seen throughout the process and the link was very positive.

Trying to sort an app to do a screenshot etc was a challenge. It took such an effort but at the end of the day sooo worthwhile. Things don't always work the way you want it to be. It was a good wero. I explained that I was getting students to print out their folders/slideshows etc as evidence for their mahi. I was shown how to print so many slides from a slideshow on a page to save putea. I had a lesson to show them how it worked and I was so proud of myself that some of it worked for students and for some it didn't because of their devices. Overall the lesson was pumping and the students were enjoying seeing their finished docs being printed and they were really proud. Still ongoing but it was mutually a positive learning curve.

REFLECTION OF BUILDING RELATIONSHIPS

The photo album of TWHA students in our class worked well and for the first time today I was able to name each student.  It was a real relief to know that I was able to do this. The students appreciated me knowing their names. Correct pronunciation for some of the names need to be learned properly. The next step with the students names will be the alphabetical roll call in a circle - the quickness of finding out who is absent - huge help when they go on their ski trip - it will quickly identify who is missing from the group. Not having a reliever Block 2 today for TWHA was challenging but when we joined groups with the other class - it was more manageable - there were 3 teachers available for the big group. Managing student behaviour was also challenging with the students - there was a presentation made by the police to a student regarding her impact project - getting them to the gym and returning to our classroom in a orderly manner - better strategy required. TWHA had a team meeting to discuss use of classrooms (this will remain), assessments due for Year 7/8 and comments for reports due before 28/5 - VFT; reports are to be forwarded to mentors on Friday 31/5/

HE MAHI WHAKAWHITI KŌRERO

We had an awesome week thus far. When doing the roll using Kei konā koe ___? Ae, kei konei au / Kāore i konei, We have now added Kei te pēhea koe? They are replying really well. Students are taking charge of leading Te Inoi o te Atua we are also quoting Kia tau ki a tātou katoa. The pātere Haramai a Paoa is now complete. The students have completed and recited a pepehā - great achievement - Ka mau te wehi! Their vowel usage for writing using syllables and pronunciation has improved immensely and are speaking more confidently. We did group work using the rākau and they grasped the meanings of te, ngā, me, tangohia, whakahokia, homai, hoatu.  They practised in groups for 15 minutes and then each group demonstrated what they had done. This task was well done.  Earned 10 minutes free time. The words Kia Ora, Tēnā tātou katoa, whānau, iwi, tapu, mana, waka, Aotearoa, was learnt through Māori sign language - it was supposed to be homework but they decided to do it in class and it was complete in 10 minutes. They all passed the quick test I gave them. Other kupu hou were the subjects along with ako, akomanga and akoranga. Still working on some behavioural issues - with phones, and devices - but we are getting there. Very proud of them this week. We have an issue with one student who is addicted to his device- today he actually took part in the spelling using his pukapuka and contributed to the rākau demonstration - that was a huge hurdle for him.  Well done.

BUILDING RELATIONSHIPS

I put together a photo album of students in Te Whare Hauora - so that I can put a face to a name and this will help me to build a better relationship with students - calling them by their actual names.  This is the class that I am using for my teacher inquiry I find that when you improve the student teacher relationships it is not only positive but also long lasting.  Students who have left school still acknowledge me and that feels pretty cool. Those students who have close, positive and supportive relationships with their teachers will attain higher levels of achievement than those students with more conflict in their relationships.  Progress reports are due soon and this is where attitude /  behaviour / perseverance/ completion of work /  attainment. Being able to put a name to a face I can gauge where their learning is at for the first trimester.

TĀNGA KŪKARA

Today for PD I  went into Makaore's presentation of the above and did mahi for Toi Kupu, Te whakatītaha i te atahanga and Te pānoni i te ahua.  Saved in Manaiakalani folder and sent students Ko wai au - Tānga Kūkara to make a copy and we will work on this next week.