Culturally Responsive Practice - Priority Learners

As a school, we are looking at the teachers being the priority learners because we need to learn how to best educate, teach, facilitate in our learning spaces. By being the priority learner we can learn ways to help change our practice so we are responsive to our students. We have been asking a few questions to get things started.

What does a priority learner look like?

 

What do we do to engage our students?

Culturally Responsive Practice - What is it?

As a school we are having another look at being Culturally Responsive. I have had the privilege to be involved in discussions and had information given to me at other school too. 

To be a Culturally Responsive Teacher we need to be careful not to fixate on any one culture.

Being Culturally Responsive is part of being a Certified Teacher - Criteria 9

- respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of -akonga

     i. demonstrate knowledge and understanding of social and cultural influences on learning, by         working effectively in the bicultural and multicultural contexts of learning in Aotearoa New Zealand
     ii. select teaching approaches, resources, technologies and learning and assessment activities that  are inclusive and effective for diverse - akonga
     iii. modify teaching approaches to address the needs of individuals and groups of - akonga

As effective teachers we all try to reflect on our own behaviour in class to see if what we did could have been done better whether it worked or not. 

We know as effective teachers the importance of knowing our students inorder to build the relationship with them and their families, even when this is tricky.

Being judgement free isn't always easy but it is important. I have been in a school previously where Leaders were judged harshly this filtered down to the teachers and onto the students. It does not help make for positive learning gains. But as teachers need to break the cycle as this could be the same environment students are dealing with at home.

With the students I teach I try to making learning hands on and interesting helping to get the buy to help accelerate learning.

Slides thanks to Ruth Kereopa.

DFI Christchurch and Hokitika

Two wonderful full on days, answering questions and sharing information about gmail, calendar, hangouts and keep.

Gmail has short cuts and we all love things that make life easier. A few of the ones we looked at today were:
g+i = inbox
g+t = sent
g+a = all mail
g+d = draft
g+s = starred
c = compose
/ = search
v = move to

Through hangouts we looked at task students completed through the Summer Learning Journey (SLJ) and unpacked the comments. This is important as this is what can help accelerate learning. Just like a a book, Well done doesn't tell us or the student much. However a well constructed comment from a fellow student, teacher or principal inspires the student to dig deeper and keep trying.

Here is one tool I use to help remind my students how to structure comments for each other and
Tuhi Mai Tuhi Atu. 

I found out in Christchurch I need to play with groups a 'newish'  feature I will ask our admin to roll out. That is like a contact list you can invite people to join (and they can turn down) or if you can add like a group for PTA and they will received the information regardless.

We talked about how to a line photos for a blog post and an easy way to do this is through google draw.

You would think after doing it for 4 times I had workflow down, but even I manage to pick up things. I will say I am getting better with quick-time which is great as I usually work on a hp which does use quick-time, So Bonus.

SOLO

We have been on the journey to embed SOLO into our school for the last few years. And although students are all at different levels (from New Entrant to Year 8). The majority are all able to show or explain where they fit.

As a school we have flipped the curriculum and instead of first focussing on Literacy and Numeracy we focus on Inquiry and our reading, writing and numeracy stems from this.

This term our inquiry was 'What Inspires ME?' As a group the Year 5 and 6s focussed on the Arts. How people are inspired to be artists and how art can inspire others.

We read about New Zealand Carvers such as Joe Kemp, Painters Pascal Atiga- Bridger, Janine and Charles Williams. Actors Taika Waititi, Billy T James and Temuera Morrison.

After researching we wrote about our artist we have to write an information report. This lead to students learning more about paragraphs and when to start a new one.

Hands on activities included carving with clay, learning to follow music graphics and notation. Food experiments making ice cream, marbled milk and ice on a rope.

We also covered Food for thought and the children were given a budget to buy food this lead into numeracy and finding the best prices for different items.

Teaching Dialogue and How to Record It

After our last writing sample, I notice the attempts to include speech. We looked at how it would look if it was being spoken aloud.

So we drew 2 people talking and added the conversation that would happen at home. Then we looked at how it would look in a story. (Our first draft in our books we used stick figures)

We need to remember that speaking does happen in a vacuum. In other words the people are doing something, cooking dinner, playing on the PlayStation...

Each person who speaks what they say starts on a new line.

If only two people are speaking that the third or consecutive lines do not need the tag line 'said Mum.' only the first two need it.

Methamphetamine Exposure and the effects on Learning

As more and more children are exposed to different stimulants that impact on learning I have been learning from Kathryn Sears and about the effects of exposure of Methamphetamine.

This slide show covers features of Methamphetamine Exposure from prenatal to school age children. How children social interactions can be affected along with physical characteristics and communication before explaining the implications for teaching and learning. Along with strategies to help students.

We can make a difference with positive parenting/teaching and early inventions. This is so true for many learning issues. So Kathryn is not trying to to make teaching harder by giving teachers another thing to do.

The implications for teachers is to ensure we are collaborative and have strong communication and understanding with the family and other agencies we need to help provide a suitable learning programme. This will also help with getting to know the child's background and understanding their family environment creating a foundation for home school partnership. One way to help build a positive relationship is to focus on their strengths with hands on activities. 

A well structured learning environment that is predictable helps with the unsettled child. All students with learning difficulties enjoy visual aides to give them clues to help anticipate what is happening next. It is important to have lots of repetition with out the teacher or learner becoming bored. 

Using prompt pause praise gives them an opportunity to think about what you are asking without getting confused because the teacher has continued waffling on. If you are havign a change in the programme remember to forewarn the student. 

DFI 2019 Chch

Today I had the pleasure of visiting Christchurch with Manaiakalani. As a facilitator I had a fair bit to chew on.

The day start well with Google Keep one of my favourite places to keep information and notes that are reusable.  Unlike the old paper post it notes the stick to my laptop for a while until they start curling or fall off to the bottom on who knows where only to be found at a much later date.

As a picture speaks a 100 words I find the part where you can add a photo or image extremely useful, I can see what I have stored at the caravan or use it for inspiration in the class writing program and it is to find.

The feature that helps the most is the reminder where I can set a location so that it reminds me through my phone (where I also have it loaded) as I drive past the shop to stop and get milk.

Once again even as the facilitator I was able to learn more. Quick Time for Mac needs to be set up and the microphone granted access. This is an easy step to forget as it doesn't ask for access like loom or screen-castify does. So then you get lovely videos of a discussion with their screen shared but no sound. Duh!

As the workshop was on work flow we discussed gmail, calendar and hangouts. which can make meetings so much more manageable if you are unable to make to the site.

Calendar with its wonderful letter short cuts , as goggle continues to develop products there is always more J and K work like arrow, J takes you forward to the next day and K takes you back, (year, month of day which ever view you are in. N also works for next.

I hope everyone else had as much fun as I did, Thank you for having me Christchurch.

Report Writing

Oh yeah, it's that time of year again!

Reports can be a challenge whether changing schools or with changes of staff. Everyone seems to have their favourite go-to comments and those phrases they would rather not see.

The hardest part of writing reports is trying to sum up what a child is like. It is personal and depends so much on the relationship you have with the child and their whanau. We are making a judgment on their personality, from our point of view.

Mathematics, Reading, Writing and Inquiry are so much easier as they are based on empirical data, learning intentions and outcomes, whether they have been achieved or not.

While writing reports, I continue to reflect: Have I done enough for this child? What else could I have done? Could I have done it better?

Here are a few of my favourite ideas for general comments:

Over the years, I have found writing about the key competencies easier too. TKI has some great ideas.

Sentence beginnings for everything else include...

'Remember not to be too fluffy. Reporting is not about adjectives and adverbs but facts about learning.'

I try not to repeat a sentence starter in a box on the same subject or curriculum area. The phrase .... needs to.... makes me think I should have done more, or why didn't I teach him that? 

I also notice as students get older, the phrase "beginning to ..", how do I know if they are beginning or if they have been trying to do that for a while?

Another sentence beginning I question, "would benefit from..." (yes they probably would but, I hate being told what to do with my children, so why would someone else what me to tell them how to raise theirs?

Don't get me wrong, I do give it to the parents straight. If "Fred" is a little sod, I would have talked to parents throughout the year and they will expect to see it in the report. 

Try to focus on things they can practise or what they are going to learn next as these are important. I want the parents to feel they have a choice in how they can help as they know their 'kiddywinks' best and what they can do at home.

Adding Gadgets - Blog Lists to Your Blog

I had a few questions asked of how to add to your blog, so thought I would share this. Hope it helps. And Thank you Loom for making it so easy.

DFI 2019 Gissy

Thank you for sharing the day with me and letting me join your cohort. Even from one of the drivers' seats there was so much to learn.

The first for me to try was Boomerang - something I have hear lots about and have never managed to find (usually because I thought it was an extension and was looking in play store). But is was one to google and add 'boomerang for gmail'. very helpful as I am one of those who loves to work when everyone is in bed, now I can send emails are a sensible and resonable time so not to disturb others  during there down time. Unlike a few friends of mine who use boomerang to send at the most un-opportune time.

The Calendar short cuts I have heard about them before but having them reinforced and now having played with them how can we go wrong switching from day to month to year in a flash. Even search for a day in the future so simple.

D-day     M- month    Y-year    G-go to    T-today    C-new calendar event    S-settings    A-agenda

Loom I will getting this added to the class chromes so we can use it and then  attempt to trim and cut what we are filming.

Writing interesting Stories - Paragraph Starters

At the beginning of the year we write about ourselves. All children can write about themselves and or their dreams.

To encourage them to write I show them some story starters, these can be used to start paragraphs or sentences but the hook the reader and help to keep the reader interested through the story.

 

We had a lot of fun writing a paragraph at a time using different hooks to keep the momentum of the story going.

Stickers for Feedback and Feed-forward

Students and Stickers...

My students enjoy receiving traditional stickers as rewards after their book work is checked. Over my teaching career I have found they work harder when they received constant feedback and feed-forward to help with their next steps and a sticker added colour helping them to find what I had written.

As technology changes so must the ways we encourage children. So I started with using images that I might have traditionally use as stickers such as smiley faces. The comment boxes the students could see the feedback or feed forward and then click resolve (helpful so I knew they had read the comment), but parents did get o see this once post on blogs. So I thought of another way.

Making my own stickers

Having made buttons for websites, I thought about how I could apply this knowledge.

Keeping the phrases simple meant I could add Te Reo. For these ones I used images the children have coloured for the background.

For others I used the Learning Intention to help the students be more reflective.

How to Create your own Stickers...

1. Open a Google Drawing
2. In a text box type the comment you would like to use. Try to consider all the possible feedback and feed forward you would write for the Learning Intention.
3. Add an image
4. Download as a png. Remember to save it where you can find it, at least use the word sticker in the title so when you do a search in google drive and it will come up. Maybe use a sticker folder.

Why I Created Stickers...

Teaching in a digital environment the last two years, I enjoy encouraging students to do their best and show them where they can improve. You can put smiley faces on their work, you can add comments. Comments the individual is the only one who can see it (unless they share the work in other ways not on a blog). Smiley face the students can access through images so I was always worried they would add their own.

Where I found more information on digital stickers...

https://usingtechnologybetter.com/how-to-give-quick-feedback-to-students-with-digital-stickers-and-google-keep/

Incredible Years IY - Building Relationships with Students and Proactive Teaching

Session One

Building Relationships

There are many ways to build relationships with students. Each of them takes time and consistent effort.

• Making home visits before issues arise
• Positive phone calls, or send notes home about student progress or how they are settling in
• Invite parents to fun school events, games days, performances shared lunches
• Show the student you care, listen to the student (make sure you are looking at them, do be busy listeners)
• Share about yourself

• Give students choices (this helps them to save face, e.g. "Put that 'what you are fiddling with' in your tray or in your bag.") - This removes the item so they can focus on the learning
• Dialogue Journal 
• Talking about their life outside of school
• Eating with students
• Promoting positive self-talk
• Teaching how to say I statements
• Inviting students to be responsible for the class and daily tasks
• Inviting students to help decide which way the focus of learning is going to go
• Know and use their names
• Encourage them to be helpful to each other and collaborate with others

Teachers can make a big difference to a child's future when they spend the extra effort and time nurturing positive relationships with all students. This is not always easy and requires time and commitment from the teacher. The caring teacher demonstrates an important model for the students. Emotional security in young children's relationships with their teachers is the necessary foundation for them to be able to feel confident to try out their imaginations, test new ideas, make mistakes, solve problems communicate their hopes and well their frustrations and gradually grow and gain academic skills.

Proactive Teaching

Proactive teaching is something I strive to achieve. It is easier to solve problems before they become overwhelming for both the student and the teacher.

• Develop clear class rules. E.g. does rather than don'ts
• Post rules so all can see and make sure all understand through role-play and discussion
• Have a predictable schedule and routines for dealing with transitions
• Get students attention before giving instructions
• Following through with praise
• Place inattentive or easily distractible children close to the teacher
• Redirect disengaged children be creative with this strategy
• Use positive warning reminders about behaviour expected rather than negative statements
• Give Frequent teacher attention through coaching, praise and encouragement

Having a clear classroom structure and rules, a predictable schedule and giving specific commands doesn't take extra time. Sometimes a little extra thought is necessary, but with practise, it becomes second nature. The emphasis is on being a proactive teacher, not reactive, thinking about the set-up of the classroom, using visual aids that help everyone from the ones with learning difficulties to those who are always rearing to go. 

Partnering with Parents

Involving parents in their child's education requires a commitment to families. A way to start forming a proactive plan to involve parents needs to be carefully crafted before school starting and teacher time set aside for communicating and collaborating with parents. It is a demanding process, that can be time-consuming but, it is worth the effort. The value of this approach for children's social, emotional, and academic growth cannot be underestimated. In the long run, this commitment to work with parents may actually save time, for it can lead to more positive relationships with students, less stressful classrooms and more support for both teachers and the family.

Ways to build these relationships with family overlap with building relationships with the students.

• Send home regular positive notes and make positive phone calls
• Don't store up grievances
• Be brief and concise when describing behaviour and focus on the positive behaviours that will be taught
• Ask for parent feedback and suggestions
• During discussions 
• Don't interrupt, argue, give advice 
• Do listen attentively and validate parents' concerns
• Recognise the parents' point of view
• Take one step at a time in goal setting
• Stay calm and patient
• Stop and call time out if anger mounts
• Make positive recommendations for solutions in collaboration with parents
• Plan a follow up with parents
• Encourage ongoing conversations

 

Saturday morning, I watched a group of boys from my class and ones who have moved up. I took photos that I printed and sent home to families.

I believe we are doing many of these things in our school. Next year will be a challenge as we will have to ensure with 50 students and 2 teachers we coordinate our efforts to prevent overlapping or students and families being missed. This is where our log of communication comes in handy.

What could I do better?

• Home visits and talking face to face with families
• Talk to parents before issues become overwhelming
• Praise students when they have followed an instruction. I have previously thought saying "Thank you" showed them I appreciated what they were doing, but why shouldn't I go the extra mile and praise them for acting without hesitation or doing the job efficiently? We all like praise for a job well done.

First Aide - Work Based First Aid Training

Work Based First Aid Training with Life Care Consultants Ltd

Keeping First Aid Easy

• Do the best you can, with what you've got
• DRSABCD
• 30:2 no mater who
• Provide General Care +1

The First Aider

Gives initial care for an illness or injury and is a life skill that everyone should have. The main aim is two-fold:

Being a First Aider means you will step forward and offer help to those who need it and taking responsibility for providing the appropriate care for the ill or injured person.

Being a First Aider is not for everyone and that is okay.

Things to consider as a Workplace First Aider -

1. Who knows I am a first aider?
2. What happens when I am not there?
3. Am I familiar wit all the hazards on the worksite?
4. Do I need further Advanced First Aid training?

Workplace First Aid

A quick First Aid response can mean the difference between life and death, or can reduce the severity of the injury. First Aid can also help protect business, by reducing the impact an accident can have on productivity and the cost of leave.

Where Do I Start?

1. Do the best you can with what you've got.

Doing something is better than doing nothing. You are not training to be paramedic or a nurse, and while it might be useful to spend hours learning how to wrap bandages and tie slings you probably won't have a well stocked first aid kit with you.

A key starting point is being aware of the 'CHAIN OF SURVIVAL'. This is the sequence of interventions that when implemented in order and with as little delay as possible, will give the best chance of survival.

1. Early recognition of first aid emergency
2. Early access (calling 111)
3. Early CPR
4. Early defibrillation
5. Early advanced care

2. DRSABCD

3. CPR - '30:2 No matter who'

Cardiopulmonary resuscitation - a fancy set of words for push on the chest and blow in the mouth. 

30:2 refers to 30 pushes to 2 breaths and repeat cycle until emergency services arrive. 

No matter who refers to the age of the person - it does matter if they are young or older, big or small.

4. General Care +1

General Care is the routine (common sense) actions you must consider for every ill or injured person. 

• Protect the casualty
• Reassure the casualty
• Rest the casualty in a position of comfort
• Remain with the casualty
• Remove or loosen any restrictive clothing
• Temperature - warm or cool as needed.

The 'plus 1' aspect of this message is the one key treatment you need to provide for a specific injury.

Treatment for-

Bleeding is pressure

Burning is cooling

Severe Allergic Reactions - Individuals should have an Anaphylaxis Management Plan. Do they have an epipen/adrenaline (or similar)?

Recognising a Stroke

Remember to think FAST - Face Arm Speech Time to Call 111 (in New Zealand)