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**Kia Ora. Welcome to my wiki page.** = =
 * My name is Leonie Bennett** **and I am a teacher at Riversl****ea school in Hastings**.

=** Room One **=

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= 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 raua Ko Meghan aku hunaonga Ko Lola taku mokopuna 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


 * 2017 **

** My Goals 2017 **

 * ( To continue to be updated as the year progresses) **

__** 1. Objective One **__


 * __Teaching and Learning__ **


 * Literacy and Numeracy **
 * 1a Literacy **
 * Writing: **
 * To raise the standard of Writing within Room 1 so students are achieving at or above National Standards in Writing. **
 * (making more than a years progress) with target students aiming towards making 2 years progress. **
 * I will do this with a range of methods, Interactive whiteboard, spelling and phonics, Modelling, ipad apps, (eg Sumdog and Learning Staircase) Sheena Cameron ideas, and 1 to 1 assistance.
 * I also will incorporate ideas from other educators such as Dave Burgess,


 * 1b. Literacy **
 * Reading: **
 * To raise the standard of Reading within Room 1 so that **** students **** are achieving at or above National Standards in Reading. **
 * (making more than a years progress) **** with target students aiming towards making 2 years progress. **
 * I will do this with a range of methods, Class, group and individual reading programmes, spelling and phonics, ipad apps (eg Sumdog and Learning Staircase)
 * Teacher aide and reinforcement for Students that need it.
 * Home / school connections with whanau( notebook system and phone-call or face to face)and nightly books for the Students to take home and read to whanau
 * Develop with the students a Literacy 'soaked' classroom. Lots of words captions around the room. Lots of reading to, with and by students.

I will do this by:
 * 1c. Numeracy **
 * Co-Lead Teacher: **
 * As Lead teacher of Maths I will help lead the Maths programmes in the school and aim to increase the National Standards levels of the tamariki so that they **** are achieving at or above National Standards in Writing. **** (making more than a years progress) **** with target students aiming towards making 2 years progress. **
 * 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 ( Discuss/adjust with staff at Staff meeting March 2017 )
 * Indicators will be an increase in Maths progress results at the end of Term 4 in classroom assessment data statistics
 * I will incorporate Maths groups at the students level and teach to these.
 * I will incorporate programmes like SumDog to motivate the students and increase their learning.
 * (eg HB Sumdog Maths competitions Mar and May and NZ one June)
 * * 2nd in HB for Mar competition with 2 students getting 3rd and 7th and 5 more in the top 52.
 * As well as Top achieving school for HB on the first day of the competition)

__** 2. Objective Two **__
 * Teachers will reflect and participate in PLD to become teachers as inquirers, **
 * to enable them to deliver relevant,engaging,high quality learning and teaching programmes. **

I wish to continue my learning journey in developing proficiency in using technology both personally and in the classroom. This will help to deliver relevant, engaging high quality learning and teaching programmes that will help me to reflect in Teaching as Inquiry and ask the questions ,"Where to next.?" This will include ipads, apple computer, wikis, blog, websites, any new equipment introduced and will relate to both programmes and equipment. To continue to connect with educators around the world on Twitter to develop new ideas and extend my Students learning in all areas holistically. Eg I went to Australia ( July holidays 2015) to attend conference on "Teach like a Pirate." ( Dave Burgess-American teacher, motivator, author) His books have great ideas on motivating Students and accelerating progress. This has helped increase my students writing progress last year I wish to continue this and extend into other areas of the curriculum and holistically with my new class in 2017 Other educators I am connected to on Twitter include Rich Allen(USA) ( attended his conference on "Fun in the classroom and memory retention" 2014 in Hastings). Brett Salakas ( Australian founder of #AussieED chat- an Education chat that I go on every Sunday for an hour with educators from all around the world . Examples of topics are : Literacy in the classroom; Coding in the curriculum; Teacher motivation and ideas etc). Also Craig Kemp a NZ Teacher leading ICT in a huge school in Singapore, speaker at uLearn and founder of another educational chat that I go on #what is school.Also Don Wettrick from USA who's book Pure Genius encourages independence and Inquiry learning in Students. As well as Professor Mark Weston also from USA who's book The Learning Edge talks about integrating ICT into the curriculum whilst still maintaining the curriculum and proficient teaching. I also refer continually to Sheena Cameron's books on Reading, Language and comprehension incorporating many of her ideas into my teaching. I also want to teach students the basic skills and reinforce them. Progress eg 2 students from Feb to end of Mar both writing I went in the car stories to 1 writing a 3 page Fairy tale using imagination and language features and the other student writing 2 pages of alliteration adverbs verbs and adjectives and nouns etc. Both within 1/2 hour

I attend a lot of PLD many of it self funded to extend my Teaching and Learning personally and in the classroom as well as develop my Teaching as Inquiry skills and programmes eg #ULearn 15 in Auckland and #Ulearn 16 in Rotorua as well as an educational conference at QUT University in Brisbane 2015 (July holidays) where I met educators from USA and Australia where I learnt a lot and shared ideas that I have incorporated into my Teaching, as mentioned above.

__** 3. Objective Three **__
 * Teachers will include more cultural awareness in all learning areas **
 * and transfer this into learning eg Kapa Haka, Te Reo etc as well as other areas of learning. **

We are discussing this as a staff to develop ideas to extend what we do. The Seniors have Matua Manu every Friday am for Mau Rakau and Nga Toi. We do Karakia every morning, break and at the end of the day as well as waiata. We put captions etc around the room and speak in Te Reo eg E Tu and other commands. The students have completed their Pepehas and are beginning to learn them. **A lot more** needs to be done, and will be discussed as a staff to get a unified programme going.

__** 4. Objective Four **__


 * To incorporate strategies such as Incredible Years into managing and changing the behaviour **
 * of the students in the Senior class positively. **

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. Class Dojo Values system for badges Aroha Kaha Mana. ( This is working extremely well already ) House points (Term reward) and Monitors to develop Leadership and pride in themselves. (Leader's badges too) IY conversations and techniques will be used as part of managing behaviour. This is also to be developed in consultation with other staff, so that we continue to work together as a team. Students behaviour is starting to improve within 8 weeks but still a continuing process.

__** Also **__

To continue my teacher registration wiki, keeping it up to date. To assist, where needed, if teachers want help with wikis.


 * My SO WHATS will be in my Reflective Practice at the end of each Term **

** My Philosophy **

 * My Philosophy 2017 ( 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 Middle Senior multi level 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**
 * The Wiki pages I used in 2016 - new Teacher may wish to continue in 2017).**
 * I am starting Class Dojo 2017 for a reward system towards Aroha Kaha Mana badges ( our school values) with an overall badge (eg Riverslea Star). The areas for Aroha ( 30 points each area over a period of time = 90 points for a badge) are Helping Others, Self belief/Motivation and Caring for our School/Environment.**
 * For Kaha they are On Task, Persistence and Academic progress/attitude. For Mana they are Teamwork, Leadership and Role Model**
 * When my new class is settled and used to working with me etc I will later in Term 1 introduce Seesaw as a means of monitoring and sharing their work online. I can also share work to whanau emails through class Dojo, so will reassess near the end of Term 1 and see how the class Dojo system is going. I am able to use that off my computer, ipad or iphone so have ready access to add points, share photos etc.**
 * I am also introducing to this class a Student of the day with a prize bag draw, as the students respond well to praise and prize bags, as well as house points and instant rewards.**
 * Also lots of continual positive feedback.**
 * Mid Term 1 I am reintroducing phonics daily into the programme in a direct teaching method(after attending PLD with Yolanda Sorryl on 13th March 2017).**
 * Also mid Term 1 am introducing Learning Staircase, a Literacy programme to accelerate student's learning, target students who are below or well below National Standards.**
 * This is in conjunction with RTLB who are sourcing most of the funding and working initially in the classroom with me. I have attended the PLD and am waiting for meetings with Gina Rehu to**
 * access funding from RTLB, buy resources and start the programme.**

** My Word **
Choices
 * Choices **** for both Teacher and Students is my word for the year. **
 * Teaching and learning involves motivation, passion, creation, collaboration, sharing, assessment and reflection. Also the important steps of teaching as inquiry of “where to next.” **
 * I want to make **** choices **** part of the teaching and learning in R1, where the tamariki help to develop their own learning goals, learning steps and creations, as well as reflections on what has been achieved and next learning steps. **
 * Guidance, monitoring and assistance will be readily available at all times. **
 * ( I want to continue this word in 2017 with a new level of students ) **

** (New PTCs) ( Effective from August 2017) **
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https://educationcouncil.org.nz/sites/default/files/Our%20Standards%20-%20in%20brief%20%28English%29.pdf

= 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? **