Mornings with Hine

Our reading for last week was the text Effective Literacy Practice. I read the version written for years 1-4. Something that stood out for me was a passage about reading to students. I aim to read five times a day to my class and that's not counting our book of the week or poem of the week. To help me achieve this goal I have been choosing books in the morning and putting them near my teaching station so when I have spare time before a break or transitioning to another activity I have a story to read.  Yesterday during our end of the day reflections I was told by Child S that I read a lot of stories.  So with that in mind and a bit more reading I found something to try. I am going to make sure I read a variety of texts; factual, poetic, fiction, blogs, the list is endless. I will try to maintain reading stories too as I enjoy reading them.

Some links that I found that I thought I may go back to and read. http://www.ero.govt.nz/National-Reports/Raising-achievement-in-primary-schools-June-2014/Findings/How-innovative-schools-improved-equity-of-outcomes http://www.educationcounts.govt.nz/publications/numeracy/evaluation-of-literacy-and-mathematics-additional-learning-programmes-for-students-2011

In a recent PL meeting we watched a clip about the Power of Yet by Carol Dweck. You can see the clip we watched here on Sheryl's blog . I thought about my learners and how I could introduce the idea to my Year One class and this Sesame Street song seemed like the perfect clip. It has a catchy jingle and positive message. The children are making the link between this and their learning.

I have been working with Cathy on RTC 11. I wanted to learn how best to use running record assessments to benefit my learners. We are making progress! I have listened to my reader's and I am nearly satisfied that they are all at the right level however there is so much progress and learning happening in my room that my reading groups will continue to move quickly. I have implemented a few ideas from Cathy with her support and the children are learning new words every day. They arrive buzzing and excited to say their words. My class is a hive of learning and that is all before the 9 am bell! The progress is so encouraging and I have noticed that the word reading has helped to improve their reading in ways I haven't taught yet. I was sitting with a group of writer's when one child was telling me what she was going to write- I like making soap. I told her she knew how to write I so she wrote I, then she looked at the word wall behind me and said, "Hine, I can write like. ...

I was offered the opportunity to send some files off for 3D printing. My class will then make a movie using the objects that we have printed. I tried to make a cow using sketch up and had put it in the too hard basket to teach my 5 year olds. Then I had a lightbulb moment with the help of a friend. I realised another class in the school was also submitting objects for 3D printing. So this morning 3 helpful seniors came and helped my learners create some 3D objects. It felt amazing to see the knowledge and guidance between the tuakana and teina. They were able to produce objects in a short time and I am looking forward to seeing them printed. We will start planning our movie soon.

This was a catch up session. I was fortunate enough to have a one on one catch up session and I feel this was a huge benefit as I was able to discuss specific children and things that I had or could try. One thing that has stuck out for me is proximity praise. Where I praise the students that are doing the desired behaviour near someone who hasn't got there yet. I then positively acknowledge the person when they do show the desired behaviour.  I have also been saying to the children 'I know you will keep your hands to yourself when you line up'. I must say in the short week since introducing this phrase I have noticed a huge difference in their lining up behaviour. They used to push to be at the front and now they are peaceful and line up without pushing. Such a pleasant change. 

It has been a goal of mine to learn some tips about how to move my learners along in reading. I set aside some time to work with Cathy and hear about some things I could do to help my learners progress. I had such an inspirational chat with her and came away with a lot of things to try. I started the very next day, making little newsprint books for the children to write their names on and some word cards to help with learning their high frequency words. Some of my children need as much exposure to print as possible. We have been writing in the books before school and practicing saying our words from the magenta reading list. The class love writing their names. I feel like I have really strengthened my literacy programme and woven literacy into the day. I am using all the time I have to help these learners progress. I have been busy listening to my readers in guided sessions and reading together with them. After a conversation with Cathy I feel more confident at moving some of my reader...

From the last session I went away with the following goals: - To use positive reinforcement. - To have fun with my learners for example blowing bubbles and playing games. - To really teach the children about our class treaty and how we can show we are following it. I worked really hard on relationships with the students and parents.  I did this by using the time in the morning more effectively to spend time with the students. Communicating with the parents by texting, emailing or sending notes home encouraging positive notes and messages. I have been reviewing the class treaty at every possible moment and using short ways to show the children to follow the treaty. I would say- show me five. Which means show me the five things in our treaty. The children are quick to act and follow the treaty with this method. The class has responded so well to the positive reinforcement and to being acknowledged for their efforts to follow instructions. They love being told that something they did ...

Erin from Project Energise has been working in our school to support teachers. She made it look so easy to take two classes for large ball skills. She managed the children so well that they were engaged in the learning and listening to her carefully. I loved the way she walked through the instructions. First she told the children what they would do, then she walked through and showed them how to move through the task. Erin would let the groups attempt the task and after they had tried it she would show them a tip to refine the skill. For example Erin sent the students to walk to a cone with their ball, then throw it and catch it three times before they returned to their group. When everyone had had their turn she taught them how to catch it and talked about catching it with their hands not arms.  This session reminded me to add fun to my skills sessions like a high five to tell your buddy it's their turn.  Also working with Room 2 gave me the chance to learn a few new names of...

  Unfortunately I was unwell and missed the professional learning session about framing out artwork in preparation for the school Art exhibition. Today I was lucky enough to show both Shelley and Olive the pictures that my children made. I asked for advice about how to best display their work and it was suggested that I add layers to draw the eye in. Shelley used great language so I could understand why I needed to make the black frame the thickest with these particular pieces.  Thank you Shelley and Olive for your time and support. I love how they turned out.   Not the best photo of the  children's work but you get the idea of the frames .