Where do you see yourself in 5 years? 3 years?
My children are at Russell Street for the next 3 - 5 years, therefore I will see me here! As for my future aspirations, I am on a cross roads... Do I continue to lead change about ILE / Learner Agency / Collaborative Teaching & Learning from the classroom, as a classroom teacher? Or do I facilitate change as a leader or as a facilitator working for Core or similar? If I continue from the class, there are still so many ways in which I am innovating my craft; planning, teaching, instructions, systems, delivering, assessment, rubrics - I am still gaining mastery over these strategies. If I was to lead this vision out of the classroom would I fall short of the necessary time needed to gain this mastery? If I lead change as a facilitator, would I miss out on working with children who I know need positive male role models in their lives? There is my predicament. What would help you achieve these goals? - Being immersed with leadership conversations - Having opportunities to talk about and share my vision about leaner agency - Being able to develop my theory of action with others - Having challenging conversations - Mentoring others
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MATHS PEDAGOGY EVALUATION (VIDEO)Precis:
Dinah advises, that prior to her next visit, it would be very useful for us to examine our own practice against the RSS maths pedagogy doc. She wants us to use this doc (now and in the future) as a reflection tool. With this in mind, when she was last here, we agreed to the following:
So I chose real kids to teach (not just the best kids who would say the right thing), I didn't tell anyone and I didn't hide off in a quiet room somewhere. I had behaviour issues, people walking in, computer complications, management issues... I was definitely feeling the pressure. The beginning is hard to watch because we are just settling in. But as the lesson gets underway, we all start to relax. This is a quite interesting as the children I take for maths all struggle to manage transitions. How can I help support these learners when doing this? In terms of the lesson, I didn't have the right tool for the job - there was not enough equipment for the learners to create a picture in their head. I made some adjustments and taught the lesson again to a different group. This time we used place value blocks to show 7 groups of 5 + 4 groups of 3. The picture was there and the flow of the lesson was much better. In terms of arranging for learning, I have also made some changes to the class set up. Reflecting on this term, working with these learners I have not set them up well enough. I have told them what they can and cannot do and I have not let them have a say in how and why and what (like I usually do). You will read reasons below in my previous reflections, but I need to support these learners more in terms of scaffolding them to plan their learning.
Use a scale of 1-5 to evaluate this. (1 -very prominent, to a high degree .....5 not at all present).
I have been exploring working with small groups and having them rotate around games, worksheet activities and devices. There has been some elements that have worked and some that hasn't. There are some habits shown by Room 7 children which I haven't been able to shape. As a result, I feel as though progress has not been as steady. Another factor that has contributed to this is only having maths Monday - Wednesday. Hopefully, when athletics has finished we will have some more time up our sleeves. Also we have ukulele practice on Tuesday mornings so this is another interruption. In all the "it's so hard to me" woe, I have had some break throughs! A group of stage 5 learners are nailing that stage so we have started some stage 6 workshops. My focus learners are full of confidence and skills! I need to keep on keepin' on... the mini gloss... the maintenance... the knowledge... the strategy... the rich tasks. There's the picture, right there.
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Teacher Blog ArchiveKia Ora, this is my teacher blog during 2008 and 2019. Archives
June 2020
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