Monday, June 15, 2020

Leaving St Marys Term 3 2020


Lovely emails from whanau of Room 14

Moving on...

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Tammy-Lee Holmes tammy-lee@goaldigger.co.nz

13:28 (33 minutes ago)
to me
Hi Kate,
We told Zoe this morning and she was devastated.  She is not one for change that little one. 
Anyway, we had a talk to her about it and she is ok. I told her the school would find her another 
amazing teacher.

We are sad too, but not for St Michael’s as it will be such a bonus for them to have you!

Anyway, just wanted to say thanks for everything you have done for Zoe so far this year.  
She seems to be really coming out of her shell and gaining confidence, which is a huge plus!

Sob, sob!! ☹️

Saanvi
On Mon, 15 Jun 2020 at 21:59, binni anand <binni212@hotmail.com> wrote:
Good evening Mrs Keaney
We got the letter this afternoon and found out that you are leaving St Mary’s. 
When I gave this news to Saanvi she was very upset and cried the whole time saying

why she had to leave us we are the best kids in the class and she’s the best teacher I had!

Why can’t she stay with us until end of the year. This has gone for the whole evening trying

to convince her and it’s taken me so long to calm her down. Please explain her nicely why

you took this decision.
She doesn’t want to go to school after you leave St Mary’s . She wanted me to write to you

to please not leave her class.😔

We will miss you so much Mrs Keaney. I have never seen Saanvi getting so attached to

someone . She’s going to really miss you. Thank you for loving the kids so much that

they don’t see you being replaced by anyone🙏

Kind regards


Shivani

Lea



Your letter today

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jorgelina ferrreira

15 Jun 2020, 19:22 (18 hours ago)
to me

Hi Kate

I hope you are doing well.
I just wanted to say that my heart is broken 😥. Pedro and I are both in 
shock that you are leaving St Marys.  I would hate to think that they didnt look 
after you properly as you deserve. 
I guess if you are happy we will be happy for you, no doubts about it.
I feel grateful that my kids had you as their teacher. 
We will miss you tremendously. 
We wish you all the very best Kate because this is what you deserve, you are an 
AMAZING PERSON AND AN AMAZING CARING AND DEDICATED TEACHER. 
The kids dont know yet, we haven't told them. 

God bless you and your family. 

Jorgelina and Pedro. 


Tuesday, May 5, 2020

Writing PD 25 May 2020





Listened to webinar Monday 25 May 2020 - Focus was mainly on Chapter 6 of their Writing book. 
Lots of promotion around their products. 
Ideas:
Editing, when modelling how to edit, use a famous authors example.
Emphasis on end of lesson sharing. Need time for the wrap up. 
Editing 
Self check   Partner check. Wrap up - maybe share with class
1/3               1/3                 teacher check 1/3

Use PM28 in writing book for Amazing writing
Templates for
writing 4 great sentences about your weekend.
Write 4 great sentences about your favourity piece of clothing.

Leaf metaphor example of publishing - cool idea in Writing book
REFER Google drive - PD - Literacy Ideas - for full slides of webinar. 

Wednesday, April 29, 2020

ICT resources


Hello!
A new topic has been posted by Rob Clarke in the Online Learning Community for Learning Architects:
Topic url: https://members.learningarchitects.com/forums/topic/tips-for-educators-using-zoom/
Summary:
If you are a teacher, this PDF from Zoom is well worth reading, it has a list of great tips for eng…
Have a great day,
Rob and the team
Learning Architects
www.learningarchitects.com

Friday, March 13, 2020

Longworth Education Professional development day 14 March 2020

Longworth Education


Play in the Classroom: The Role of the Teacher
Saturday 14 March 2020
St Mary’s Catholic School Rotorua
**WORKSHOP REQUIREMENTS**

Thank you for your registration to attend our workshop ‘The Role of the Teacher’. We will be located in St Mary’s Catholic School, 37 Carnot Street, Glenholme, Rotorua 3010.

The day is jam packed with information and activities.  As a result, we will be starting promptly at 9.00am and concluding at 3.00pm.  Morning tea will be provided and lunch is at your discretion.  Lunch will be approximately 30 minutes. Coffee and tea will be available throughout the course of the workshop as required. 

This is intended to be a highly practical and interactive workshop.  You will be critically examining your current practice in comparison to that of the literature around effective and successful teaching within a student-directed learning environment. 

In order for you to participate effectively in this workshop you will be required to bring the following:

·      A video recording of no more than ten minutes of children playing in your classroom/learning environment.  This should be a typical learning activity involving children in self-directed play – NOT teacher directed or structured.  It may involve you commenting, or be of children playing without teacher interaction – this is your choice. 
·      This video will be used in small group reflection and practice times.  It will not be broadcast, nor will it be used or recorded for any other purpose other than to review and upskill your own practice.  Please bring this ready to view on your own device (eg ipad or laptop).  This device should be able to be viewed by a small group of teachers at one time.  Wi-Fi may not be available. 
·      The New Zealand Curriculum document
·      Photos you may have of your students engaged in play.  These will be used as practice for constructing a narrative assessment.  Please print these out.

We look forward to working with you all at this workshop.

Stacey Mabey & Ann Langis,
Longworth Education Ltd


The role of the teacher - teaching through play
Anne and Stacey

The philosophy of play
Free to Learn book Peter Grey
Self chosen and self directed play - becomes intrinsic- becomes children are free to choose if they want to join in or not, having a level of independence. They need to have the time to get involved.
Listen out for children sorting their own play, fantasy play.
Role of the teacher, setting the scene
Find an op shop, pots pans cups tablecloths, buttons, 
Take the time out to go and play with kids
Looking out for interests
Allowing children to look at the real world - going outside the classroom, having a look at the butcher etc...

Learning through play - misunderstanding
doesn't mean leaving kids completely
What framework will you work in- the teacher holds their framework
Setting kids up with what it looks like ie: respect, sharing, how do we do this?
What are they wondering, what is their question about what they are thinking, don't come in with my questioning as it may not be their intent at all!
Ted talks, The element, Robinson importance of self directing
Chd more agency - skills needed for chd , what do you need in a rapidly changing environment, need to be creative, work with things that arise, cooperative, communicate

Intentional teaching  -
 5 Year framework

Discovery time
Invitations - provocations - can be turned down. Provocations was childrens learning provoked?
What level are they playing, can it be enhanced. Can you add a bit of co-play or add a resource, to enhance. Coding - mental construction play
Is it self chosen
Can they choose the rules - if chd have a choice of who they play with is powerful for chd.  ICT can be a tool, eg photos, or playing  which is providing loose tools.

Urges 

The Soft skills = Socio-emotional learning- being part of a group - helping people get their need met, getting along with other people
Why the importance
All behaviour is an expression of a need - physical, verbal, body language, 
What skills will children need for their social and emotional learning.
How can you support different emotions?
Feelings word wheels

Teaching the key competencies through play
Play - what is a specific social need during play?
Need to identify a skill that needs to be taught- plan for explicit teaching, puppets, children practice the skill

Down in the jungle song

Get away from the fixed stuff, from low level play to high order play
**how can we resource when I don't know what it is they are doing?? Different children coming in . 


My thoughts, 
Having quite a fair amount of time in beginning of the year to how your class will roll with teaching thru play and learning thru play.
Restrictions - timetable, expectations from management, time to resource and setting up the classroom with space, to many kids coming along, 90 different chd over days, not the same chd that come through or continue with what they were doing, 
Stacey talked about giving yourself time to see what may be needed in the play setting. - How would we do this if we two of us are out in another quiet room doing the teacing? 
How can this happen when chd are all over the place , not being able to see what they are doing.
Dave commented on me learning to let go and not be so teacher directed - my question is how do I do that in an unsupported learning thru play environment where we are restricted with time and having to monitor different children right across our team. Also having to move out of my class and going into a learning room away from my environment, taking all my resources, not having them there and then.

My proposal emailed to my team leader Nicole + colleagues Monday 16 March 2020

Given that PBL is a 5 year framework and we are required to follow through with it, then I propose the following.
Bearing in mind:
*When beginning PBL there is generally a 5 year framework to get it underway.
*It is important as we all know that establishing those relationships with our students is first and foremost. John Naera mentioned those 8.30am informal chats with parents are crucial.
*We need to notice what skills the children may need for their social and emotional learning.
*need the time to notice and observe our children to see what may be needed eg: resources or social emotional coaching.
*teachers need time and support to do PBL 

8.45am Prayer time (fundamental in our Catholic school) roll /fitness
9am - 9.45 or 10am  PBL at this stage my proposal is that students stay in their own class for PBL, this will ensure we have a good amount of time to establish relationships, settle those children who are the quiet ones who may be getting lost amongst the more robust and loud students and allows us teachers to learn to how efficiently do PBL ie: teacher coaching, teacher prompting, teacher praising, noticing urges, setting up learning spaces, providing parts ie; resources, reminding children of rules and managing noise, mess (as teachers we have a right to how we want our learning environment to be, we all have different levels of tolerance towards mess etc) 

 This time can be used to observe (essential part of PBL) and do learning stories. 
General tidy up then:
10am - to morning tea. Follow through with Writing from learning experiences/PBL (own class). This allows us to integrate what is happening in our PBL to something we can do for writing. If we have 120 children roaming other classrooms for PBL then it is very hard to integrate their learning experiences to writing (especially when writing is scheduled in another block) and we don't find out what their particular needs may be. Integrating PBL/Writing could be especially helpful for those children that may have needed a little guidance during PBL and this  can then help with their ideas for writing.  

11.15 - 12pm Reading

12. - 12.05pm Brain break

12.10 - 1.45 begin Maths. May need to have one group after lunch. 

After lunch, finish Maths or begin RE and any other things ie: Library, school singing etc..

Phew got all that out of my head.
What do you think - Team leader + colleagues





























Thursday, January 30, 2020

Teacher Only Days 2020 31 January and 3 February


Monday 3 February 2020
Teacher only day link to slides

Karen and Michelle
Pastoral note - don't forget, make clear what you have done.
Tiers


Parent/Teacher meetings start of year expectations of what you talk about.


Friday 31 January
Six Bricks

Six Bricks Booklet

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Anne Cato

Fri, 7 Feb, 11:54 (2 days ago)
to Teachers

Great teacher only day today exploring Lego with Jaco from Ministry of Education -child phycologist. Neat warm up outside with two blocks each, throwing to each other, catching in the air, trying to clap - how many times can you clap before the blocks land on the ground, throwing to each other, left hand right hand, variety of ways.. Great warm up.