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 * Kia Ora. Welcome to my wiki page.**
 * My name is Leonie Bennett and I am a teacher at Riverslea School in Hastings.**

=  = = =

=Room 2= = = = =

= Pepeha = Kia Ora Ko Takitimu te waka Ko Te Mata O Rongokako toku maunga Ko Ngaruroro toku awa Ko Ngati Kahungunu te iwi Ko Ken Drummond toku papa no Tanewaka ia Ko Janet Packham Drummond toku mama no Ingarangi ia  Ko Tom Bennett taku tane no Manawatu ia  Toku rima nga tamariki Ko Zane raua ko Nick aku tama Ko Tessa taku tamahine Ko Flor taku hunaonga Ko Heretaunga toku kainga Ko Riverslea te kura he kaiako ahau Ko Leonie Bennett taku ingoa No reira tena koutou tena koutou tena koutou katoa


 * 2014 **

** My Goals 2014 **

 * 1. Literacy **
 * Writing: **
 * To raise the standard of Writing within Room 2 so that 90% of children are achieving at or above National Standards in Writing. **
 * I will do this with a range of methods, Interactive whiteboard, spelling and phonics, Modelling and 1 to 1 assistance.

I will do this by:
 * 2. Numeracy **
 * Lead Teacher: **
 * As Lead teacher of Maths I will lead the Maths programmes in the school and aim to increase the National Standards levels of the tamariki in this area to the Charter target of 90%. **
 * Setting targets with the staff.
 * Providing PLD where needed
 * Continuing with the Numeracy wiki thread which provides online assistance with websites, ideas, planning, PDL and feedback/feed forward.
 * Developing an action plan
 * Indicators will be an increase in Maths progress results at the end of Term 4 in classroom assessment data statistics

This is over a year period and will be assessed with Solo Taxonomy. The inquiry process will be introduced and guided. Learning buddies could be used to help children with this development.
 * 3. Inquiry **
 * Develop Inquiry Learning ** with a new group of children (many in my class have just started school).

Both within my class and with other tamariki in the school. Children will use Restorative conversations, Community circles and positive behaviours towards others as indicators of this.
 * 4. PBL **
 * Develop a Well-being for Success programme **

This will include ipads, apple computer, wikis, blog, websites, any new equipment introduced and will relate to both programmes and equipment.
 * 5. Personal **
 * To continue my learning journey in developing proficiency in using technology both personally and in the classroom. **

To assist, where needed, if teachers want help with content, format or adding items to their own or the children in their classes wikis.
 * 6. Wikis **
 * To monitor school wikis ** both teacher and student so that they are kept up to date.

** My Philosophy **

 * My Philosophy 2014 **** ( Leonie Bennett) **
 * I believe that all children have a right to be treated equally and have the right, and the opportunities made available to them, to learn at the best of their ability. **
 * I also think that children need to learn holistically, not in isolation, but with the support of school, whanau, community and others. **
 * Children need to have values and be encouraged to take risks and give everything a go. They also need to be taught to make good choices. **
 * The school environment should be inquiring and exciting where children feel secure and happy. **
 * By displaying Kahikitia and Tataiako the children will be respectful and inclusive involving themselves in positive wider relationships with school, family and community, as part of their learning and development. **
 * As I was told at Reading Recovery (ex Marie Clay). If a child is not having success at learning, quite often it is not that they can't learn, its just that we, as teachers, have not yet found the right way to reach them. **
 * By having a small class I am able to cater for individual needs and learning styles more. The evidence will show in their progress and in the learning journeys on their wiki pages. **

Challenge

 * I am on a Learning Journey where I want to **** challenge **** myself to continue up-skilling in ICT and new learning. **
 * I want to discover and **** challenge **** myself with **** new ways of doing things and new technology and teaching methods. **
 * I also want to **** challenge **** myself personally, **** what I am capable of doing, take risks and achieve new successes. **


 * I think that I have done this in many ways. Refer PLD Link **

= **RTC** =

= Effective pedagogy = While there is no formula that will guarantee learning for every student in every context, there is extensive, well-documented evidence about the kinds of teaching approaches that consistently have a positive impact on student learning. This evidence tells us that students learn best when teachers: Learning is inseparable from its social and cultural context. Students learn best when they feel accepted, when they enjoy positive relationships with their fellow students and teachers, and when they are able to be active, visible members of the learning community. Effective teachers foster positive relationships within environments that are caring, inclusive, non-discriminatory, and cohesive. They also build good relationships with the wider school community, working with parents and caregivers as key partners who have unique knowledge of their children and countless opportunities to advance their children’s learning. Effective teachers attend to the cultural and linguistic diversity of all their students. The classroom culture exists within and alongside many other cultures, including the cultures of the wider school and the local community, the students’ peer culture, and the teacher’s professional culture. Students learn most effectively when they develop the ability to stand back from the information or ideas that they have engaged with and think about these objectively. Reflective learners assimilate new learning, relate it to what they already know, adapt it for their own purposes, and translate thought into action. Over time, they develop their creativity, their ability to think critically about information and ideas, and their metacognitive ability (that is, their ability to think about their own thinking). Teachers encourage such thinking when they design tasks and opportunities that require students to critically evaluate the material they use and consider the purposes for which it was originally created. Students learn most effectively when they understand what they are learning, why they are learning it, and how they will be able to use their new learning. Effective teachers stimulate the curiosity of their students, require them to search for relevant information and ideas, and challenge them to use or apply what they discover in new contexts or in new ways. They look for opportunities to involve students directly in decisions relating to their own learning. This encourages them to see what they are doing as relevant and to take greater ownership of their own learning. Students learn as they engage in shared activities and conversations with other people, including family members and people in the wider community. Teachers encourage this process by cultivating the class as a learning community. In such a community, everyone, including the teacher, is a learner; learning conversations and learning partnerships are encouraged; and challenge, support, and feedback are always available. As they engage in reflective discourse with others, students build the language that they need to take their learning further. Students learn best when they are able to integrate new learning with what they already understand. When teachers deliberately build on what their students know and have experienced, they maximise the use of learning time, anticipate students’ learning needs, and avoid unnecessary duplication of content. Teachers can help students to make connections across learning areas as well as to home practices and the wider world. Students learn most effectively when they have time and opportunity to engage with, practise, and transfer new learning. This means that they need to encounter new learning a number of times and in a variety of different tasks or contexts. It also means that when curriculum coverage and student understanding are in competition, the teacher may decide to cover less but cover it in greater depth. Appropriate assessment helps the teacher to determine what “sufficient” opportunities mean for an individual student and to sequence students’ learning experiences over time. Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students. Inquiry into the teaching–learning relationship can be visualised as a cyclical process that goes on moment by moment (as teaching takes place), day by day, and over the longer term. In this process, the teacher asks: > This //focusing inquiry// establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next. > In this //teaching inquiry//, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry. > In this //learning inquiry//, the teacher investigates the success of the teaching in terms of the > prioritised outcomes, using a range of assessment approaches. They do this both while learning activities are in progress and also as longer-term sequences or units of work come to an end. They then analyse and interpret the information to consider what they should do next. See [|The school curriculum: design and review] for a discussion of purposeful assessment.
 * Teacher actions promoting student learning **
 * create a supportive learning environment
 * encourage reflective thought and action
 * enhance the relevance of new learning
 * facilitate shared learning
 * make connections to prior learning and experience
 * provide sufficient opportunities to learn
 * inquire into the teaching–learning relationship.
 * Creating a supportive learning environment **
 * Encouraging reflective thought and action **
 * Enhancing the relevance of new learning **
 * Facilitating shared learning **
 * Making connections to prior learning and experience **
 * Providing sufficient opportunities to learn **
 * Teaching as inquiry **
 * ** What is important (and therefore worth spending time on), given where my students are at? **
 * ** What strategies (evidence-based) are most likely to help my students learn this? **
 * ** What happened as a result of the teaching, and what are the implications for future teaching? **