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!!