KĀHUI AKO, JULY 27, 2O23: TERM 2 REFLECTION

 

KĀHUI AKO, JULY 27, 2O23: TERM 2  REFLECTION

I have found the last term's teaching for this group difficult. This has been a result of external factors (personal and family sickness) , the internal class culture that has been affected by students' known attitude (unreliable attendance to school, for example) and how these factors intersect. 

A clear example is that I want to be able to provide these students routine and reliability, as I only see them once a week. I was interested assessing their  attendance that out of my 10 students there was a small core group who had come every week, a fluctuating group who were affected by their absences from school and a group who rarely attended due to absences and not wishing to attend. I had regular 60% attendance but very rarely the same students.

The main conclusions that are relevant to my inquiry were:

1. Assessment and regular data collection was difficult for the maths focus

2. My theory that individual, student led  projects would be motivating and helpful for focus and attendance was presumptive and possibly had the opposite effect.  

3. Are we "stuck" and how can I "un-stick"  the situation next term?

Looking Forward:

I have decided an intervention or new strategy is to give the students the same task (laser cutting a design of their choosing into a wooden ruler) to give them some certainty and scaffold use and enthusiasm for the machine. 

I had presumed the children would be really keen and motivated to use the machine, however have noticed most have been shy or unwilling to ask questions about how to use it. Perhaps I need to hook them into seeing the machine work before exploring independent projects. 

KĀHUI AKO, MAY 24, 2O23: INTRODUCTION OF TOOLS

 KĀHUI AKO, MAY 24, 2O23: INCONSISTENCY & INTRODUCTION OF TOOLS

Due to the nature and habits of students I have in my cohort, I knew it may take some time to have a regular group of students. Irregular attendance is common and my timeslot of 9AM Monday can be difficult for any student.

I am reviewing the cohort in collaboration with classroom teachers, our SENCO, and Social Worker and will ask some students to leave the group. Especially those who have not turned up to school on the days of our four sessions so far this term. I will definitely keep the door open to these students however.

Students up until this week had been turning up without their computers. Although I am encouraging them to use pencils and pens as much as possible, they need their digital tools, especially when exploring 3D Printing. Observing their learning and behaviour while experimenting with Tinkercad 3D printing software was very interesting - these students, despite their wide vocabulary and loud voices are doers. They want to make and they are asking me and each other work related questions. 

This often impatient thirst for knowledge is something I wish to encourage and recognise. 

KĀHUI AKO, MAY 5, 2O23: ABSENCE SPANNER

KĀHUI AKO, MAY 5, 2O23: ABSENCE SPANNER

 

Due to family illness I have not been able to see my students for the last three sessions, adding in the holiday break, It has been over a month since our first session. This is frustrating on many levels. 

However I have had time to at least research and think about the best and most efficient way to collect data on my cohort. I have consulted Chris Bush, our SENCO who is familiar with all of my students on how best to collect data on self esteem. She recommended Oranga Tamariki Three Houses Engagement Tool:

I will customize this model to simple Worries, Strengths, Hopes & Dreams labelled houses and will repeat this process every term with the students.

In regards to collecting information on student's data regarding measurement and geometry I think a customized e-asTTle test is the best way to get standardised data. Being cognizant that my students may be 'test-adverse' I will use formative assessment as well.

KĀHUI AKO, MARCH 20, 2O23: FIRST CLASS- BRAINSTORM

  KĀHUI AKO,  MARCH 20, 2O23: FIRST CLASS- BRAINSTORM

Pink: Students' prior knowledge and first ideas for the class. My personal priorities circled.

Green: Behaviour conventions, expectations and support- I asked students to choose five values from the school's 'Pt England Way' or strategies in their classroom: 

• 'Focus
•  Care/Awhi 
• Respect/ Mana
• Learning/Ako
• Fun'

'Asking for help' : Quoted straight from Mitey Learning Outcomes that we opened class with.

Orange: Te Reo Māori. As we work together I will use Te Reo relevant to the lesson. 

KĀHUI AKO, MARCH 16, 2O23: COUNTDOWN TO CLASS & MITEY

 KĀHUI AKO,  MARCH 16, 2O23: COUNTDOWN TO CLASS & MITEY

I have my group finalised. The number is larger (ten) than I had originally thought of, however I am keen to work with all of these tamariki. 

I have talked with facilitators at Mitey regarding Learning Outcomes and warm up games for mental health within this group and will use this framework with the students. These Learning Outcomes are being used throughout the school so hopefully will be transferable within their home classrooms.

I will talk to our SENCO Teacher about how best to construct a rubric of measurable outcomes to plot the progress of students throughout the year.  

KĀHUI AKO , MARCH 9, 2O23: STUDENT INITIATIVE & ONE-TO-ONE TEACHING

 KĀHUI AKO ,  MARCH 9, 2O23: STUDENT INITIATIVE & ONE-TO-ONE TEACHING

As the group formation proceeds, and I wait for feedbacks from colleagues, some students who know about the proposal are respectfully  asking whether they are still in and, "When do we start?"

One student has ben particularly persistent and polite. He has also figured out a way to start the learning by presenting a personal project proposal before I have even given this option to the group. His scooter is worn but reliable and he wants to give it a new coat of paint to prevent rust. He knows I have spraypaint and knows the Makerspace is the safe place to paint it.

I was very impressed with his negotiation of a reasonable time to paint. We established the hours I was free and the hours he needed to be in class. He was accepting of time limitations and obligations. In the past this has not been the case and I was struck by how accepting he was of these boundaries.

He turned up when he said he would, explained what needed to be done, learned how to use two allen keys at the same time, learned a little about oxidation, learned about spray painting (its benefits, risks and process) in a very attentive and observational manner.

Again I was somewhat surprised as I have observed many children get very  impulsive as soon as they see a spray can and often do not listen to important safety and instruction practices.

I am interested how this very positive, productive and respectful behaviour will change once the group is going and the teaching is not one-to-one.

KĀHUI AKO , MARCH 3, 2O23: SELECTION

  KĀHUI AKO ,  MARCH 3, 2O23: SELECTION

The first weeks of this term have been interesting in regards to the two major weather events (‘The Auckland Floods’ and Cyclone Gabrielle) affecting attendance of all students and triggering some deja vu of how teaching during Covid impacted on students’ relation to school and teachers needing to be nimble and supportive of our community.

As our students trickled back in I used my Kāhui Ako release to talk with our onsite SENCO, Social Worker and Deputy Principal in further depth about the aims and processes of my inquiry.

There was unanimous opinion that the make-up of the group was crucial and that if not done carefully this project could have converse outcomes.  There was also string advice  to not to fill this group with disruptive children, but also to add  those ‘quieter’ students who may be flying under the radar socially and academically and may benefit from working hands-on  in the Makerspace.

 An important takeaway from these discussions was the importance of friendship to many of our emotionally self- dysregulated students who are feeling lonely in class. This initiative could be a great  opportunity to help kids who are struggling making friends engage positively with their peers, and for their peers to see them in a more positive light.

These conversations helped me rethink and adjust my  longlist for candidates. It also gave me the above criteria to send to classroom teachers to ask for further suggestions for candidates.