Professional+Development+2013

= =

Professional Development

=** 2013 **= toc =** Professional Development and Readings. **= = RTC 4 5 12 =

=** Term 4 **=

** SENCO PD 21/11/13 ELLPs **

 * ** Discussed and worked through English Language Literacy Progressions for assessing ESOL children for funding for ESOL from MOE **
 * ** Can use next year 2014 but compulsory 2015 **
 * ** Use matrix from ELLPs go to ESOL online. Modules for helping teachers to evaluate **
 * ** Student records-record results Oral – listening and speaking using matrixes and Written and Reading. Pass onto new teacher 2014. **
 * ** Not compulsory next year but Riverslea will implement. **
 * ** Lifted barrier level so more funding for lower children **
 * ** ESOL online ( under TKI)- ELLPs click on PDF / PowerPoint videos, explanations etc all on there **
 * ** Eg oral language. Watched video **
 * ** Explains pages you need **
 * ** Difference between social language and academic lang 5 yrs between at times **
 * ** Video DVD - making Language and Learning work 3 -integrating. Language and learning in years 5 to 8. MOE. Can adapt to younger children **
 * ** Easier to use as specific can or cannot do’s **

** Incredible Years Workshop 7 13/11/13 **

 * Discussed different ways of responding to children,that we learnt in IY **
 * Feedback comments/ Reflections (from the group) **
 * - Importance of positive relationships and communication with parents/ whanau was stressed. **
 * -Kohlbergs -moral development theories. How to solve ethical problems. **
 * -Implications for consequences- Warning, consistency, natural and logical consequences as soon as possible. **
 * - Incredible years teaches skills for life. **
 * - Dealing with playground issues brought back into the classroom. **
 * - "You hit, you sit." (Eg time out chair) **
 * - Refer Wally's Problem solving steps to combat telling tales eg after Interval. **
 * ( In folder Session 6 notes). Do as class activity or use puppets etc. **
 * -Give children 2 choices eg a bath or a shower or adult make choice for them. **
 * - Don't use children's names in class problem solving situations eg use hypothetical solutions. **
 * - Make "I" statements. **
 * -Engage in proactive problem solving with children. **
 * -Positive praise and positive forecast **
 * - When - then. **
 * <span style="background-color: transparent; color: #262626; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">-Neil McKay google- dyslexic children. **
 * <span style="background-color: transparent; color: #262626; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">-Children making noises can be an anxiety. **
 * <span style="background-color: transparent; color: #262626; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">-Escalation behaviour- Behaviour Escalation Model **
 * <span style="background-color: transparent; color: #262626; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #262626; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Anxiety eg noises, kicking. USE IY behaviour and procedures - Need direction **
 * <span style="background-color: transparent; color: #262626; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #262626; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Defensive-usually verbal- Verbal escalation- Questioning, intimidation, rant, refusal **
 * <span style="background-color: transparent; color: #262626; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #262626; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Tantrum-Acting out-leads to tension reduction. **
 * <span style="background-color: transparent; color: #262626; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #262626; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">NOT personal **
 * <span style="background-color: transparent; color: #262626; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Transition plan template to be emailed. **
 * <span style="background-color: transparent; color: #262626; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Filled out plan for focus child. **
 * <span style="background-color: transparent; color: #262626; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Goals for 2014 **
 * <span style="background-color: transparent; color: #262626; font-family: Arial; font-size: 21px; text-decoration: none; vertical-align: baseline;">NB Google drive will be sent out from IY team and will be added. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Pictures of Reflections etc **











** uLearn 13 e-learning and blended learning **

 * Hamilton 8-11 Oct **
 * Keynote Presentation to BOT and Reflection **



ULearn Reflection 9/10/13- 11/10/13

The 2013 uLearn conference in Hamilton can be described in 3 words-Motivating, Educating and Transforming. It involved learning, sharing and communicating with lots of opportunities to network, share ideas and experiment with new learning and opportunities such as programmes, apps for ipads and ways of changing the way you teach. Allowing opportunities for children to become more involved and guide their own learning, reflection and assessment are just one of the many things that we as teachers have taken on board.

Collaborating with others both in the school around Hastings and New Zealand and globally in a variety of ways blogs, educhat, ( interclass chat time online), class twitter, buddy classes and interschool activities has been started but needs be extended throughout the school.

The first keynote speaker, at the conference spoke to nearly 1500 people. Ken Shelton had a clear message- “Behaviour changes when fun is involved.” We need to inspire, motivate and engage our children through technology but that the technology itself is only a tool for transformation. It is we who make the difference in the opportunities we provide or show children how to access and the way we engage and motivate children. “ If we do what we have always done. We get what we have always gotten.”

People can learn now- “any where, any time, any place.” (Mary Chamberlain).

We presented at the first breakout which was an awesome experience with a motivating and supportive audience. “Shifting a school’s culture, learning and thinking empowerment-the Riverslea school journey from 2011 to now.” Feedback ratings were mainly 4 out of 4 (excellent) and one person even wrote a 5 in and circled. Comments included:
 * “Thank you for sharing your journey. And what an incredible journey. Your learning community is certainly blessed to have such passionate teachers who advocate for all children to be highly motivated and self directed learners.”
 * Such big heart! It is clear to see the value relationships have in your community. Your stories warmed my heart.Kia Kaha.”
 * “Loved the passion and the interest shown. Your children have awesome role models and you will make a difference for them. Thank you”
 * Really enjoyed your presentation. Well organised and very motivational.”
 * “I feel very inspired and have been challenged on handing the children the reigns and also including the whanau more frequently and naturally.”
 * “Thank you, great sharing.”
 * “Awesome things happening at Riverslea. Ka mau te wehi. Awesome vision.”
 * “Great to hear from a range of staff and a great range of content/examples/stories. Some fantastic food for thought.”
 * “Passion ignites! Thank you for igniting me with your aroha and passion.”
 * “Such high energy! What a great school and group of teachers. I hope I can rub some of your energy and inspiration on some of our ‘older’ teachers.”
 * “Primo!”

The second keynote speakers was Mark Pesce. He talked about creating a world where teaching favours instructing, finding is as important as knowing and connections and sharing between peers is important. The third keynote speaker Dame Professor Anne Salmond, 2013 New Zealander of the year spoke about education being a journey and finding the right pathway. She said that, “Knowledge is a blessing on your mind.” ( Eruera Stirling) and every child is a taonga. We also heard from Nikki Kaye associate minister of Education about the rolling out of free wireless to schools over an 8 year period and accessibility and equity for all schools with ICT

I went to 6 other break out sessions
 * I loved e-literacy 10 plus magic moments. In fact Anne Kenneally gave us 76 ideas/apps for literacy, some of which we are already doing .Others which we will do.She is passionate about blended learning
 * Using e-learning tools to develop reflective practice in students was a bit restrictive. Ruth Trevathan had a Year 5 class and used mainly google docs as well as key competencies and literacy progressions. We are using these plus other methods. Through other breakouts we have learnt about more that we can introduce or refine.
 * Breakout 4 was about a group of 12 schools (the Manaiakalani cluster) and how the teachers work together to learn create and share. Again mainly at the Senior school end but could be adapted to the Junior area.
 * ULearn unconference was amazing collaboration and sharing of ideas between teachers.I loved the Speed geeking and sat next to (accidentally) some one I follow on Twitter with interest and so we shared lots of great ideas and experiences.
 * I enjoyed Classroom culture, ownership of learning and effective reflection.’ Helen King is a member of the Manaiakalani ( the hook from heaven) cluster. She stressed the importance of social skills as well in learning.
 * Awe and wonderment introduced 14 plus apps for writing at my classroom level. I loved the augmented digital technology and the hands on apps that I know my class will love.


 * Things I am going to do, reinforce or extend T4**

=** Term 3 **=
 * Introduce new learning apps progressively so children have time to learn and use them properly
 * Continue to motivate my children through making learning fun.( epecially when they are not engaged)
 * Class Twitter account
 * Connect and collaborate with other classes ( in school and other schools)
 * Create learning focused environment in the room through different learning activities and blended learning.
 * Develop better support between peers – eg Tuakana -teina
 * Develop programmes and attitudes to help learners to overcome blocks in their learning
 * Reinforce the Incredible Years behaviour ideas and programme

** Meeting with Lynn Marsh 19/8/13 **
= = =** Term 2 **=
 * Incredible Years**
 * Discussed the Incredible Years and how we were progressing with the behaviour.**
 * Filled out reflection forms and behaviour sheets as well as gave verbal feedback.**
 * One more session to go in Term 4.**

** Workshop 6 **

 * 10/7/13**


 * Incredible Years 10/7/13**
 * Discussed our goals with others and successes.Talked about my calm down chair and how it is working in the classroom.Also talked about my puppet Walter.**
 * Emotion pictures, angry, happy etc**
 * Bk My many coloured days By Dr Seuss**


 * Initial behaviour goal-Session 1- Develop strategies to confidently manage behaviour issues and change behaviour positively.**
 * Progress- an ongoing process but lots of strategies developed and behaviour of some chn are more positive and have changes in their behaviour. Am managing negative behaviours more calmly and putting processes into place eg expectations, routines and when,then. etc. Am teaching chn lots of strategies to handle their behaviour and walking away and ignoring others.**
 * Chn know consequences for unacceptable behaviour and generally accept consequences as they are expected and accepted by all.**


 * Kagan and Kagan google for ideas of working cooperatively together**


 * Group related 98 principles over the 6 sessions without coaching. 18 people in the group.**
 * I contributed 12 of them:**
 * 1. Tell yourself to stay calm, breathe deeply and keep other children calm.**
 * 2.Rewards should be frequent**
 * 3.Choice and choosing really adds to the incentive. Rewards need to be age appropriate.**
 * 4. Incentives make for habits i.e. learning. all the time to start, then weaning off.**
 * 5. Listen to my students.**
 * 6. Foster tuakana- teina relationships.**
 * 7. Model different behaviours you want to the children .**
 * 8. Demonstrate you like the more difficult children to your class**
 * 9. Unpack classroom rules to ensure understanding**
 * 10. Teacher is in control of the environment- positive or negative.**
 * 11. Engage with whanau . Give progress / communication updates eg notebooks, face to face**
 * 12. Scaffold the behaviour, praise and monitor it. Coach and recognise, encourage use of**
 * compliments.**


 * Lots of role modelling sessions and discussions to reinforce ideas were done in the session.**


 * <span style="background-color: rgba(255,255,255,0.008); color: #000000;">Notes **
 * 4 defaults in an argument**
 * 1.Peacemaker- eg give both a toy**
 * 2. Fix it - you have it now and then B in 5mins. They need to learn to problem solve**
 * 3. My Justice- your call.Help the underdog you always have it etc**
 * 4. Tell you what to do- Chn don't have a say so get angrier.**
 * Chn need to solve it themselves and explore many solutions to solve the problem themselves.**
 * Teachers should stand back at times and trust Chn and try and let them solve it themselves first.**


 * Explore solutions with the children.**
 * Alternative to "no"- "I am using that. "**


 * Children need to learn appropriate social behaviour from an appropriate adult.**
 * Learn context. Behaviour different in different situations / contexts.**
 * Resources - hands on and Book depository I Yrs**


 * Professional Readings **
 * - Incredible Teachers, Nuturing Children’s Social, Emotional and Academic Competence. By Carolyn Webster- Stratton. **
 * Chapter 11- **
 * This chapter was labelled: ‘Helping children to learn to manage their Emotions.’ It focussed on lots of games and activities and role plays to act out and teach children to recognise and regulate their emotions. The role of the teacher and parents/whanau in helping children to talk about their feelings and understand theirs and others was emphasised. Teaching children how to calm down and be positive and look at things from another point of view as well as ‘Time Out’ strategies were further discussed. **


 * Chapter 12 - This chapter focused upon: ‘ Teaching children to problem solve.’**
 * It suggested that problem solving needed to be taught and involved 7 main steps. **
 * 1) ** What is my problem ? (And how do I know that I have one ?) **
 * 2) ** Brainstorm a solution ( with help) **
 * 3) ** Brainstorm more solutions **
 * 4) ** What is the best plan? (and its consequences) **
 * 5) ** What is the best solution or choice? **
 * 6) ** Implementation of problem solving skills. **
 * 7) ** Evaluating the outcome. **


 * Chapter 13 - This chapter focused upon: ‘Peer Problems and Friendship Skills.’ **
 * It discussed why some children have more difficulties making friends and how to teach interactions, play, follow directions, talk, share, co-operate and social skills.**
 * It summed up the chapter with self reflection and ways I promote friendships and co-operative learning.**
 * Role modelling with puppets was discussed.**


 * I also read an extra chapter about Bullying**


 * Chapter 16- This chapter was entitled –‘Bully proofing your school.’**
 * It detailed what a bully was and often why they bec ome one. How to deal with bullies and stratgeies for the children to use to stop themselves being bullied**


 * Workshop 6 goal **
 * To use scripts from the book to role model social, emotional, problem solving and bullying situations. **
 * This is to help children with solutions to problems and how to problem solve and rethink outcomes successfully.**


 * Workshop 6 google drive notes**


 * Behaviour plan with Mohaka **
 * I am still continuing my plan with Mohaka. I am going to keep focussing on ignoring and redirecting his behaviour. **
 * As well as reinforcing positive behaviour I will coach towards it also. **
 * If behaviour effects others eg hitting I will use Time Out chair. **
 * I also use the strategies on other children eg Anahera, Soul, Huntah Sean and Khan.**
 * I want to continue modelling with walter the puppet using scripts from the Incredible Years book**
 * and adapting to suit the age level of the children.**
 * I also want to introduce problem solving.**


 * Follow up meeting with Lynn Marsh **
 * This will not take place until 19th August as a reflection**
 * Final Incredible Years session, also a reflection, will be November 13th 2013.**

** Lead Teacher Maths workshop 3/7/13 **

 * Link to Google Doc on workshop notes.**
 * General discussion and assessment and moderation**

Maths Lead Teacher workshop 3/7/13

** Workshop 5 **

 * 26/6/13**

Q**uiz in groups about what learnt in IYs. Amazing what you remember and can relate**
 * Important things discussed in this workshop.**
 * Time out and more serious student misbehaviour eg hitting others. **


 * Discipline plan important when being a proactive teacher. Children see outcomes as natural and logical consequences. Teachers remain calm and ignore and redirect rather than be negative.**
 * Natural consequences-eg put coat on or get wet . Didn't put coat on and got wet.**
 * Logical consequences- eg if you throw scissors around you will get them taken off you and won't be allowed to use them - teacher chooses consequences here.**
 * Must be fair and connected.**
 * Consequences are best if immediate, realistic related to action.**
 * They should be**
 * **prompt( immediate)**
 * **consistent**
 * **Applied uniformly**
 * **Convenient**
 * **Developmentally appropriate**
 * Repair relationship with child later when he is upset.**
 * Do not challenge him when he is upset, let him calm down first.**
 * Remove children from upset child if safety is an issue (eg child hitting another child).**


 * Praise 5 seconds after change to positive behaviour so they do not revert to negative to get attention again.**
 * Time out**
 * Time out is not a punishment but a strategy to clam down and change behaviour.**
 * **Calm down time**
 * **Not far away**
 * **Extended ignore**
 * Then children return**
 * Does not teach appropriate behaviour**
 * Gives them a chance to calm down.**


 * Discussed time out eg Time out for hitting**
 * Only leave 5 mins max when calm ( and the time when angry.)**
 * Command -If then warning**
 * Explain to children about time out chair and why.eg hitting.**
 * If not comply the next room for time out.**
 * Loss of privileges if refuse to go to time out. Not make it a power struggle.**


 * Teach children how to calm down. Example deep breaths, think of happy things etc**
 * Needs to be explained, ( how and why) modelled and practised.**
 * Use puppet to model it.Link to rule .**
 * Be nice to others - rule and then consequence**


 * Chn practising appropriate behaviour and practise going to time out so know what to do.**
 * Teach behaviours like walk away etc**
 * I need to calm down deep breaths. Practise breathing . Say "I can calm down. "**
 * Don't talk to Chn in time out- Chn or teacher. A is doing the right thing- ignoring W.**
 * Proximity praise etc . puppet talks about why in time out. Use to model and role play**
 * ready set action ( remind role playing)**
 * Time out is where you go to calm down we still like you.**
 * Not a punishment or negative behaviour.**


 * Two kids in time out was discussed as was ending time out appropriately.**
 * Important to have discipline plans in place for children who need it.**


 * ABC of behaviour**
 * Antecedent. Behaviour. Consequence.**
 * Police and teach to develop empathy.**
 * Restorative justice so that offender faces victim and understands how his actions have upset a chain of people.**


 * Professional Readings **
 * - Incredible Teachers, Nuturing Children’s Social, Emotional and Academic Competence. By Carolyn Webster- Stratton. **
 * Chapter 8 - This chapter focused upon Managing Misbehaviour: Natural and Logical Consequences. Examples of these are Natural –if a child refuses to eat her lunch she may be hungry later on and Logical, if a child can’t use the scissors safely they will be taken away from her. It talked about moving the child and loss of privileges as common consequences and how to use consequences effectively, such as age appropriate, fairness, choices etc. Involving parents and developing discipline plans with a behavioural continuum which include teacher supervision and clear discipline were also stressed. **
 * It also pointed out that no matter how consistently you use ignoring, redirecting, warnings and reminders to deal with inappropriate classroom behaviour, there are still times when children will continue to misbehave.**


 * Chapter 9 - This chapter focused upon: Managing Misbehaviour: Time out to calm down. **
 * It suggested that sometimes misbehaviour needs to be met with an intervention that will stop and de-escalate the behaviour. 15 steps were discussed. **
 * 1) ** Time out location **
 * 2) ** Types of behaviour that result in time out. **
 * 3) ** Time out length **
 * 4) ** Sequence for effective use of TO ( Time Out) **
 * 5) ** Set a timer **
 * 6) ** Ending time out strategies **
 * 7) ** Managing disruptive behaviour in TO **
 * 8) ** Refusal to sit in TO **
 * 9) ** Initially behaviour will get worse **
 * 10) ** Who ends TO **
 * 11) ** Teaching meaning of TO **
 * 12) ** Teach other students to ignore **
 * 13) ** Teach children how to calm down **
 * 14) ** Have a positive classroom environment **
 * 15) ** Inform parents **
 * It also discussed the Incredible Years Discipline Hierarchy. **


 * Chapter 10 - This chapter focused upon: Behaviour Planning. That is developing a behaviour plan for individual students with problems. It is important to identify the negative behaviours and why. Target positive opposite replacement behaviours and also focus on things like relationships, coaching, encouragement, praise, consequences and records. Involve parents, be prepared for relapses, repair, rebuild and move to self management. Preparation is the key. **


 * Workshop 5 goal **
 * To use a Time Out chair in the classroom **
 * This is to be used for children to calm down while the class ignore, or for Time Out if eg a child has hit another child etc. **


 * Behaviour plan with Mohaka **
 * I am still continuing my plan with Mohaka. I am going to keep focussing on ignoring and redirecting his behaviour. **
 * As well as reinforcing positive behaviour I will coach towards it also. **
 * If behaviour effects others eg hitting I will use Time Out chair. **


 * Follow up meeting 1/7/13 Lynn Marsh **
 * This was a follow up from both workshop 4 and 5. **
 * Bridget showed a video of her taking 4 children reading a big book to them and praising and questioning. **
 * We discussed this. **
 * I talked about my Time Out chair and introduced Walter my role model puppet. **
 * We discussed behaviours of the children and what had worked well for us. **
 * Lynn practised some teaching techniques on us that she is going to use in the next workshop. **
 * She told us and Maurice that she was vey happy with what we were doing. **

** Literacy Presentation **

 * 6/6/13**
 * I attended a Literacy presentation with New Entrant teacher Mandy Dodds from Cobden School**
 * West Coast of the South Island.**
 * I obtained some interesting ideas but found that her programme did not match what we are doing at Riverslea**
 * as involved little or no ICT ( I session of about 15 mins every 3-4 days with a group of 4)**
 * I did make notes which I have attached below on a google drive.**
 * I would find it difficult to follow her programme, even if I did adjust it to include ICT, as she has Literacy all morning**
 * and has a class of 15 children with 2 teachers ( one takes Reading and one takes writing) and a teachers aide.**
 * Also she has no behaviour problems and the school puts in $100,000 a year in support.**


 * Literacy Mandy Dodds**

** Workshop 4 **

 * 5/6/13**
 * The fourth workshop was based upon – Managing Students misbehaviours and managing personal stress ( teachers).**
 * Two important strategies discussed were ignoring and redirecting children’s behaviour. Ways of encouraging students**
 * in the class to also do this were demonstrated. I role modelled this to the group, talking about ways of doing this**
 * being both the teacher and using a puppet as a child. The importance of giving attention to positive behaviours**
 * and non verbal cues as well as praising a child immediately when they change behaviour and go on task were also discussed.**
 * Decreasing negative thoughts and increasing positive ones were the focus on the personal stress sector of the workshop.**
 * Avoiding blame and having self confidence were also discussed and role modelled.**
 * We also discussed the hierarchy of discipline and how to use positive opposites.**
 * For example state the behaviour you want to see not focus on the behaviour you don’t want.**
 * “ I like the way you put your hand up.” Rather than, “ Don’t call out.”**




 * Professional Readings **
 * - Incredible Teachers, Nuturing Children’s Social, Emotional and Academic Competence. By Carolyn Webster- Stratton. **
 * Chapter 7 **
 * This chapter focused upon-Managing Student Misbehaviours: Ignoring and Redirecting. It suggested that you choose the behaviours to ignore, distract and redirect the child if necessary. Also to teach the other children in the class to ignore the child’s misbehaviour, as well as, model it eg using puppets. It is important to limit the number of behaviours to ignore and pay attention to positive behaviours. It is also important to praise a child immediately if he changes his behaviour positively. **


 * Chapter 15 **
 * This chapter discusses managing personal stress, avoiding personalising behaviour and being negative. It is important to be positive, flexible and avoid blame. Focussing upon long term goals and coping with, if necessary, colleague support were also seen as important.**


 * Workshop 4 goal **
 * To teach children how to ignore behaviour from others, especially by modelling and coaching eg using puppets . **


 * Behaviour plan with Mohaka **
 * I am continuing my plan with Mohaka. I am going to focus on ignoring and redirecting his behaviour. **
 * As well as reinforcing positive behaviour I will coach towards it also. **


 * Link to google drive notes for workshop 4 **


 * Workshop 4 google drive **


 * Follow up meeting 1/7/13 Lynn Marsh ( after 5th workshop) **

** Connections with other schools. **

 * 7/6/13**
 * Karamu Principal Martin O'Grady visited the school in the morning with his PA.**
 * He was interested in what the children were doing and I explained the programmes of work that the children are involved in.**
 * We were doing Literacy and he was able to see what the children did using both books and the ipads.**
 * He spoke to several of the children as well and observed what they were doing.**


 * Heather Bell ICT learning facilitator, Massey, came in at the end of the session. She observed some children using ipads.**
 * I explained to her that I buddyed the older children with the younger children as we had 1:2 in the Junior area.**
 * I also explained that I had 3 that had just started school and that the older children**
 * guided the younger ones teaching them the learning apps.**
 * She interacted with 2 children one that had just started school and one older child.**
 * She liked the basic Maths learning app for the younger children that teaches them colours, shapes and patterns.**


 * Next to visit Omakere school ( 17/6/13) teachers and senior class.**


 * 4/6/13**
 * Bridge Pa school had 5 teachers visit for the day.**
 * They were also interested in how we used ipads in our classrooms as part of our learning and teaching programmes.**
 * They observed the children's literacy learning and were interested into how the ipads were incorporated into the programme,**
 * whilst still using books. After interval I had 3 teachers visit to see my Maths programme in action. One teacher, Bridie,**
 * who teaches at the same level as I do, stayed for a long period working with the children on the ipads**
 * and asking them questions as they demonstrated their knowledge.**
 * She also wanted to see and enjoyed looking at the children's wiki pages.**
 * A big interest for her, also,was my teacher registration page.**
 * Another teacher looked at the walls and asked questions about the Inquiry process.**
 * She had not heard of Solo's taxonomy and did not know what Kiplings seven servants were.**
 * She had just used some of the questions before eg what where and why in oral language.**
 * They all enjoyed watching and interacting with the children.**


 * 31/5/13**
 * 25 teachers from Roslyn school in Palmerston North visited Riverslea school Friday afternoon.**
 * They were interested in how we used ipads in our classrooms as part of our learning and teaching programmes.**
 * Groups of 5 came through the classrooms talking to and observing the children using the ipads in Literacy.**
 * They were also interested in the children's wikis.**
 * The children responded well to all the people, although I had a small group with several children absent.**
 * The afternoon was successful with a comment made as 3 teachers walked past my classroom being.**
 * "What awesome kids. I want to stay here."**


 * 23/5/13**
 * Visit from Juliet Clarke Van Ashe School for the Deaf. She was interested in how I used the wikis for the children**
 * and how I use it personally as a record for my teaching and registration.**
 * She also wanted to see all the different apps that I used reguarly, what for and why.**
 * She was very interested in what we were using in the school.**

** Educamp **

 * 25/5/13**
 * Held at Richmond school it focussed on a sharing of ideas and applications, programmes and methods of teaching**
 * in relation to ICT especially ipads.**
 * Some interesting discussions and presentations and connections as well as sharing of ideas resulted from the sessions.**


 * Some interesting features and comments **
 * The 10 core education trends for 2013 ( D Wenmoth)**
 * 1) **[|Personalisation]**
 * 2) **[|User + Control]**
 * 3) **[|The Smart Web]**
 * 4) **[|Virtual Learning]**
 * 5) ** Data Engagement **
 * 6) ** Thinking 3D **
 * 7) ** Citizenship **
 * 8) ** Social Learning **
 * 9) ** Ubiquity **
 * 10) ** Open-ness **


 * **Tim Kong- Instead of saying pedagogy first we should consider the context for learning and allow that to lead to choices.**
 * **Twitter has lots of educational discussions on.**
 * **Teacher dashboard and Edmodo ( we use wikis)**
 * **VLN website**
 * **an amazing amount of apps demonstrated.**
 * I found the connections made between teachers from other schools and the sharing sessions the most valuable.**
 * Below link to google drive with presentation giving many apps and sites and sharing examples. **


 * Educamp presentation **

** Formative Assessment **

 * 14/5/13**
 * Speakers- Dr Anne Davies and Dr Sandra Herbst**
 * They began with an interesting discussion about feedback in classrooms. 'The best feedback is specific and descriptive.'**
 * Using WALTs and success criteria as well as feed forward and providing information that students and parents need were important**
 * features discussed.**
 * Co-constructed criteria, especially to solve problems such as hitting in the playground was focussed upon.**
 * Like Riverslea they talked about Met/ Not yet met/ Working Towards, as assessment terms.**
 * The importance of rubrics and asking the child about their work, rather than just assuming, led towards peer reflection and self reflection**
 * techniques that could be used.**
 * Other features mentioned were praise and prompt assessment, pause and think journals and powerful context.**
 * 7 key factors they stressed were**
 * 1) **When children are engaged in the learning and assessment process they learn more.**
 * 2) **Have a clear learning destination**
 * 3) **Use samples to understand quality and development**
 * 4) **Prepare evidence of their lerning**
 * 5) **Participate in the co-construction of criteria eg clean up time**
 * 6) **Children are involved in self and peer assessmnet**
 * 7) **Collect select and reflect on proof of learning ( evidence)**


 * Supporting children's learning with ongoing feedback is important- strengths and where to next to practise and learn.**
 * Children need to give their best NOT just good enough.**
 * Feedback needs to be taught. Video clips help.**
 * Involve all learners in the assessment process and reflection on learning.**


 * Notes via Frimley Principal- Malcolm Dixon yet to come.**

** Incredible Years Programme **

 * General Information **
 * The Incredible Years programme is run over 9 months with 7 workshop sessions and 8 follow up Tutor visits to monitor and discuss how the programme is progressing. Two workshop sessions and 2 Tutor visits have taken place in Term 1- (Refer below Term 1) . Four are planned for this term. **

** Workshop 3 **

 * 8/5/13**
 * The third workshop was based upon – Motivating students through incentives. Again discussions, role modelling, ideas sharing, buddy pairing and goal setting were prevalent features. Ideas were again charted and participants rewarded. Role playing and practice and idea sharing was a large part of this workshop which was fun and reinforced the concepts. It was based on giving positive attention and praise to specific social behaviours. **
 * We discussed how we use descriptive commenting, what we had read in the book that we found interesting, the positive ways we connect with parents after school, and compliment giving and receiving.**
 * We talked about the advantages of using incentives and barriers or disadvantages too.**
 * We also reviewed and adjusted our behaviour plan ( see below)**
 * Two key points I came away with were:**
 * 1. The attention principle. Any behaviour you give attention to you will get more of.**
 * 2. A bribe is given before behaviour but a reward is given after behaviour.**




 * Strategies teachers are using in the classroom**


 * Link to google drive notes for workshop 3 **
 * Incredible Years workshop 3 notes **


 * Professional Readings **
 * - Incredible Teachers, Nuturing Children’s Social, Emotional and Academic Competence. By Carolyn Webster- Stratton. **
 * Chapter 6- Strengthening Positive Behaviour: Using Incentives to Motivate Students. **
 * This chapter focused upon making learning tangible. It suggested focusing on specific behaviours, one or two at a time, taking small steps, individualising programmes and remembering positive- opposite behaviours so that the child knows not only what not to do but a positive opposite expected instead. Rewards should be frequent, especially at first and targeted towards the behaviour the teacher wishes to change. Rewards should be achievable and tangible backed with social approval for the correct behaviour. They should be fun, involve other children and the teacher and parents. They should also be “ I can” so that the incentives motivate the students to change their behaviour appropriately. **


 * Workshop 3 goal **
 * To use incentives and positive praise to change off task behaviours. **


 * Behaviour plan with Mohaka **


 * I have reviewed Mohaka’s Behaviour plan. **
 * I found that the previous goal of making continual noises on the mat and disrupting other children had been mainly resolved through the strategies used. **
 * I decided to continue with the touching and hitting other children goal and add a new one. **


 * 1.Targeted negative behaviours ( Classroom behaviours) **
 * Touching/ hitting other children **


 * When and why? **
 * At desk/ on mat. Attention seeking ? **
 * Likes annoying others when gets a reaction.**


 * Positive/ opposite behaviours **
 * Not touching/hitting other children. Keeping hands to himse ****lf.**
 * Stay on task.**


 * Proactive and relationship building strategies **
 * -Praising when on task and not hitting or touching others**
 * -Reward positive not negative**
 * -Also talk to M. See if there are any issues as to why he is touching/hitting others.**
 * -Listen, communicate , continue building a positive relationship with him**
 * -Talk more about his behaviour-why/why not?**


 * Coaching and praise **
 * Coaching appropriate behaviour.**
 * Praise quickly when on task**


 * Specific reinforcers. **
 * -Reward (stickers/house points )**
 * -Awesome badge/ certificate**
 * -Free time ( doing an activity he enjoys).**


 * 2.Targeted negative behaviours ( Classroom behaviours) **
 * Loses temper and can get angry, throw things, runs away. **


 * When and why? **
 * When things do not go as he wants them. When he is not happy and someone upsets him eg laughs at him. **


 * Positive/ opposite behaviours **
 * Use time out **
 * Walk away and say, “Stop it I don’t like it” **
 * Go to another room to calm down. **
 * Not run away or throw things. **


 * Proactive and relationship building strategies. **
 * -Praising when he walks away or goes to time out when angry ( He loves stickers and praise)**
 * -Reward positive not negative**
 * -Also talk to M. See if there are any issues as to why he is angry.**
 * -Listen, communicate , continue building a positive relationship with him**
 * -Talk more about his behaviour-why/why not?**


 * Coaching and praise **
 * Coaching appropriate behaviour.**
 * Praise quickly when on task**


 * Specific reinforcers. **
 * -Reward (stickers/house points )**
 * -Awesome badge/ certificate**
 * -Free time ( doing an activity he enjoys).**


 * Follow up meeting 27/5/13 Lynn Marsh**
 * We discussed children's behaviour. Lynn viewed my video on reinforcers and praise and also my behaviour plan with Mohaka. She was impressed with the information and break down on my wiki.She suggested separating the relationship building strategies and the specific reinforcers into separate categories for this plan on Mohaka . I have since done that.**
 * Bridget left early so Lynn will view a video from her next time. Yvette is on maternity leave.**

** Sharefest 1/5/13 **

 * ICT at EIT **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">I attended a sharefest at EIT led by Kathryn MacCullum ( EIT) and Heather Bell ( Massey) **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">Around 50 people from many different schools attended all at varying skill levels from beginner to experienced. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">I was amazed how much we as a school knew and what technologies we were using. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">Topics ****<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">covered were **
 * **<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">Issues to consider when starting your mobile learning journey **
 * **<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">Share what you are doing and get ideas **
 * **<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">Technical intrastructure and configuration problems and solutions **
 * **<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">Mobile learning in school's research **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">I enjoyed the Sharefest especially sharing ideas and applications. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">I got up and showed a child's wiki page her learning and my support of that learning this year, along with video and photographic evidence. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">i also showed a page from my teacher's registration wiki on Discovery covering context for learning, the lesson plan with WALTS, success criteria and focus question, What I did, what the children did, the impact on thier learning, the evaluation and where to next. I also showed evidence of that learning through photographs. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">Below is a link to the google doc that covers all the areas addressed with further links off it and a link to learning apps shared. **
 * Sharefest 2013 **


 * Apps for learning**


 * Also a link to the discussions and various speakers and smacdown is below**

Day sessions


 * Below is a diagram called 'The Dilemma Dance' that summarises the notes we made as a group on issues to consdier when starting your mobile learning journey**

** Maths Symposium 22/4/13 **
<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> (eg getting children to explain how they felt about what they had done in relation to fruit or <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> super heroes etc)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">The Maths Symposium was held at Napier Intermediate 8am-4pm 22/4/13 **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">** //<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">The first keynote speaker was Dr Jennifer Way from Australia. // **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">She talked about the role of ‘mathematical talk’ in the motivation and engagement of students. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">She discussed ways to motivate and engage students to drive student’s desire to learn and in turn lead to an increase in interest and performance by students. Strategies, focusing on forms of mathematical talk promote positive motivation and encourage cognitive, emotional and behavioural engagement. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">She focused on four main strategies **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Mathematical metaphors as an indicator of attitudes to promote interest.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Questioning as a tool to scaffold higher levels of learning. (She referred mainly to Sanders and Blooms Taxonomy)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">One to one interactions between teacher and student
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Student created digital explanations (eg ipad/ video where children explain what they have learnt. Can also be used as a record of their learning).


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">** //<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">The second keynote speaker was Lynn Tozer. // **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">She is on a working committee to finish developing the PaCT Tool. These are Maths rubrics to help with OTJs and will be introduced 2014. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">They are a tool to support teachers to build confidence and capability in making professional judgements in relation to national standards. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">The PaCT will also enable student’s reading, writing and mathematics progress to be tracked over time, can be shared with other teachers and other schools, eg if a child moves. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">The tool is underpinned by rubics that set out the significant observable steps students typically take as they develop expertise in each of the aspects for these areas. **

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">She also discussed the five stages of measurement <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Level 1 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">-Identify and attribute <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">-Compare and order eg longest to shortest <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">-Non standard measurement eg hand <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Level 2 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">-Use standard measurement <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Level 3 and above <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">-Application of standard measure eg knowing 500gms is 1/2 kg
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">** //<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">The first workshop that I went to was a follow up on the PaCT tool with Lynn Tozer. There we were able to analyse the tool and practise using it. // **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">Each rubric contained an annotation of what the child could do. Then a problem at the level of the child in the rubric .Finally a student response. You are then able to assess if your child is working at that level.Best fit or Better than that or below that. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">If you assess on 5 categories you can print out a graph that shows what the child is doing under each category and where they fit at national standard level. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">PaCT tests 8 areas **
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Additive thinking
 * 2) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Multiplicative thinking
 * 3) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Using symbols and expressions
 * 4) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Geometric patterns
 * 5) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Measurement sense
 * 6) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Patterns and relationships
 * 7) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Statistical investigations
 * 8) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Fractions and decimals


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">** //<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">The second workshop that I attended was ‘Talking Maths Junior Style’ with Gaynor Terrill // **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">“Effective teachers encourage their students to explain and justify their solutions . Students learn how to use mathematical ideas, language and methods.” Anthony and Walshaw. 2007 **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">This workshop provided some tools and ideas to support junior students to use mathematical ideas and language to explain their thinking to others. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;"> Gaynor focussed on using everyday language, conversations, scaffolding and questioning and clarity and response. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">She talked about the 5 ways of core pedagogy . **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;"> 1. Revoicing children's ideas. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;"> 2.Teacher initiated requests ( for children to repeat what someone said). **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;"> 3.Teachers eliciting actions of student's reasoning eg "Do you agree....?" Why/ Why not?4.Teacher's requests for children to add on information. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;"> 5.Teacher wait time ( for children's responses/ answers. Suggested 'Think time' and 7-10 seconds. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">She also discussed the teacher as a discourse guide, subitising (refer earlier Lead Teacher workshop notes 14 Sept 2012 where I discussed this,and many other ideas at a Junior level. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-align: start; text-decoration: none; vertical-align: baseline;">I enjoyed this Symposium as the keynote speakers and workshop presenters were people involved in the heirarchy of mathematics. They were very knowledgeable and informative. **

=** Term 1 **= Professional Readings.

** PMP (Perceptual Motor Performance) **
Room 2 have been involved in the PMP programme for a year now. The children have developed in a variety of ways in their fine and gross motor co-ordination skills. Some older children have moved into a new class and some new children have started on the programme. The aims of the programme have also developed to focus on the repetition of tasks aiding the mastery of basic movement skills which will, in turn, help develop movement.These movement skills are seen as the core of how children develop. Activities are now related to 8 specific skillls. These are gross and fine motor muscle development, visual tracking, cross patterning, lateral and bi lateral movements,vestibular system stimulation, crossing the midline, sensory perception and individual skill session cards. The PMP programme promotes that learning these skills helps develop more complex skills such as holding a pencil correctly and being able to write. Aims such as connecting pathways between the left and right brain as well as self spatial awareness are also promoted. Improvements in these areas have been observed in the children and have translated over to their work in the classroom eg hand eye co-ordination in written work and using equipment. A phamplet called -Getting Started discusses these specific skills in more detail relating them to activities and development in the PMP programme. Two new co-ordinators Karen ( Tessa's Mum) and Shannon have taken over the programme in the schools while Tessa Flowers in on leave.



Professional Development

** Reading Together Workshops **
General Information My role is
 * Help coordinate and lead the Read together programme.
 * This includes setting up resources, typing letters, making up timetables, organising workshops and contacting people
 * Being involved in the discussions and activities during the workshop

The Reading Together programme is a series of 4 workshops involving parents, whanau, children and teachers. It is based upon a programme from J Biddulph which has the aim of supporting parents and whanau to help their children with reading. It encourages them and shows them ways in which they can help their children to become better readers and have better understanding and enjoyment of what they read. The purpose and content of each workshop is discussed with the parents The community librarian is introduced and she discusses the use of the local library. The Principal or teacher later in the session also introduces the school library and takes the whanau down to see and talk about its roles and facilities. Whanau are given opportunities to share their experiences and ideas and a list of helpful suggestions are given out and talked about. A demonstration with a teacher and child shows the whanau a child reading successfully and prompts and comments that could be used. A lot of useful discussion and ideas come from this with everyone generally sharing their ideas, observations and experiences. Ice breakers, jokes and afternoon tea lighten the mood of the session.
 * The first workshop discusses** **how to help children with reading at home.**

It begins with the purpose of choosing the correct reading books for children and how to check if it is too easy or hard. This is touched on briefly as it will be extended later in the session. Whanau are then encouraged to share their home experiences with reading with the children especially during the last week since Workshop 1. After reviewing workshop 1 a teacher plays 2 audios of a child reading, one book easy and one book hard. The importance of finding and using the right material for your child is then discussed with guidance given. (1 in 10 words mistakes not self corrections). Another teacher then reads a difficult text that even adults find hard to understand eg a scientific text. This shows that adults have problems too. Further discussion on choosing texts and how is promoted. Now the whanau have time to read with their children ( Instructional or easy texts given by the teacher) and a discussion held after, about 15 minutes in total. Other books to use at home eg the library are then mentioned. The workshop ends with jokes and riddles to encourage a relaxed atmosphere.
 * Workshop 2 is based upon how to check the difficulty level of reading materials.**

It help parents further develop their understanding about how we read and describes and uses additional strategies for helping children with their reading at home ( especially when children have problems with particular words and /or texts. ) Everyone then shares experiences and some interesting texts are given to whanau to show us **ideas about how we read and what helps us to read.** and a **booklet** for helping children read at home with helpful suggestions and ideas in it. A **demonstration** of a parent and child reading with two teachers. Parents are invited to give suggestions of what to do next. The session ends with jokes and riddles. There is a 3 to 4 week gap between workshop 3 and 4 which gives parents a chance to practise reading at home with their children and put some of the strategies and ideas that they have discussed and learnt into place. A possibility of the last session being at the Town library is considered.
 * Workshop 3 has the theme of how to help children overcome problems in their reading.**
 * Di Tri Ladle Pegs** ( The three little pigs),
 * Shopping in Town** ( where the vowels are missing in the words)
 * Text messages** ( and the language people use)
 * An English Text** ( confusing eg woz, was)
 * A scientific text** ( using hard scientific language eg lactoperoxidase)
 * Mistakes** ( shows how 2 people can read a word differently)

It starts again with an icebreaker and a sharing time Brock, a book which is difficult to decode, is given to the parents to show again how children can have difficulty recognising letters and sounds and words. This book makes up its own alphabet and should not be used with children as it is too confusing. A discussion is held Whanau are then given feedback forms about Reading Together to fill in ( anonymously if they wish) Sharing experiences and looking ahead is the next item with a discussion on ways of keeping up the support at home with the children. Bookmarks are given out green (easy) orange (just right) red (hard). Looking ahead to other possibilities along with jokes and riddles then ends the session.
 * Workshop 4 shares ideas about reading, gives feedback about the programme and looks ahead.**

Feedback workshop 4

This was held at the Hastings Public Library, after a 3 week break for parents to practise what they had learnt with their children. We shared ideas and gave feedback about the pogramme and looked ahead. We also looked at other problems that children may experience and the difficulty some have decoding text with the book Brock. We gave out book marks and had afternoon tea which the librarian Elizabeth had organised for us.The whanau spoke highly of the programme and gave very positive feedback. Whaea Deb had recorded feedback several days before from the previous participants of the last Read Together series of workshops, as well as Waata from this workshop series. Deb and Maurice had used this in a presentation to the Ministry of Education about Reading Together .The presentation went very well and was highly praised. 8 Principals from other schools as well as Ministry officials were present. We all went back to Riverslea school after the library to view the power point presentation and have a Fish and chip tea together. This was a successful ending to the Read Together workshop series.
 * ( 9/4/13)**




 * Everyone at the Hastings Public Library for the final session of Read Together.**






 * Feedback forms from whanau**

Feedback workshop 3 Another successful workshop with Waata, Krystal and Llani attending. The sharing session produced some positive comments from whanau which was great to hear.Waata spoke about how Soul was reading fluently now and was more confident and using voice expression. He said how proud he was of him and how well reading sessions with them went. He also mentioned that at Horse of the Year Soul was reading signs eg Not Smoking (No Smoking). Before they would have been just a blur of letters. Krystal encountered a problem with a book that Kavarn didn't want to read, as he thought it was too hard. Instead of forcing him she left it and went to Countdown where she found success with him as he was reading labels and signs.She said she can read his body language and can tell when he is not in a 'reading mood.' Llani said that feedback helped her as she did not correct every word that Kawiti got wrong but only some now. She found that made him more ready to try and reading was going much more smoothly and was enjoyable now. Everyone loved the diifferent types of readings I then introduced a **booklet** for helping children read at home with helpful suggestions and ideas in it.An interesting discussion developed from that again. Different ways of word solving were discussed and how children use meaning or word sound, letter recognition or structure. A **demonstration** of a parent and child reading with Maurice and Bridget was held. Parents were invited to give suggestions of what to do next.It was a great demonstration which the parents loved. The session ended with jokes and riddles.Parents enjoy these. One of my **highlights** was when Waata shared that he felt that Riverslea was the only school that he knew where he could safely discuss any problems or issues at home with the teachers and that the children would be cared for and nutured if things were not going well eg at home for them. He said that he felt that he could share anything with me and that I would support him and be caring of Soul. I was unable to take photos this time as I was leading most of the discussions and readings.
 * ( 19/3/13)**
 * Tri Ladle Pegs** ( The three little pigs),
 * Shopping in Town** ( where the vowels are missing in the words)
 * Text messages** ( and the language people use). We had an interesting discussion about this. Waata spells words fully. Krystal texts everything in one message, as do I, and Llani doesn't like texting so is brief.
 * An English Text** ( confusing eg woz, was). the o in English as a vowel that varies in sound in different words eg do, go, moth, mother
 * A scientific text** ( using hard scientific language eg lactoperoxidase)
 * Mistakes** ( shows how 2 people can read a word differently)

Feedback workshop 2 The session (see above for workshop break down) was very successful. 2 new parents joined .The parents enjoyed hearing the range of texts and could distinguish why the child read better on one text (easy). They commented that M was more cofindent, fluent and self corrected on the easy text. They also recognised that the child was more nervous and had trouble with 'foreign' words on the harder text. In the sharing session lots of positives came out. Waata said he now felt empowered. He felt that he and Soul were on a bus and that he was the wheels and Soul the driver.All felt more confident. Meihana said she was less frustrated with listening to Keira read. She had also visited the Town library with her two children. Keira had asked to go. All the parents said that choosing the right time and circumstamnces as well as a set routine were important.They said that they were all looking forward to Workshop 3. Below are photos of the whanau reading with their tamariki.
 * (12/3/13)**









Feedback workshop 1 3 parents attended with 4 prospective whanau absent for various reasons. The workshop went well with a lot of idea sharing and enthusiasm. I have contacted parents personally, plus written a reminder letter for workshop 2 and parents/ whanau will be contacted by phone Monday to encourage them to attend Tuesday. The parents that attended were positive and enjoyed the sharing time. They all expressed degrees of frustration with what they were doing with their children ( unsure if they were doing the right thing) and 1 was worried about her child's progress. They all expressed that they felt that they had learnt something at the end of the session.
 * (5/3/13)**



** Incredible Years Programme **

 * General Information **
 * The Incredible Years programme is run over 9 months with 7 workshop sessions and 8 follow up Tutor visits to monitor and discuss how the programme is progressing. **


 * Workshop 2 **
 * 20/3/13**
 * The second workshop was based upon -Giving children attention,encouragement and praise as well as academic, emotional and social coaching. Again discussions, role modelling, ideas sharing, buddy pairing and goal setting were prevalent features.Ideas were again charted and participants rewarded. Role playing and practice was a large part of this workshop which was fun and reinforced how to do coaching. Teachers are much more inclined to and have been conditioned to praise rather than coach. (I was a bit skeptical, at first, but found, once I got back to the classroom and practised coaching both in the classroom and in the playground, that it worked extremely well.) **
 * I now combine and alternate praise and coaching. Sharing ideas also is great. For example the 5 rules for behaviour ( crossed legs, crossed arms, listening ears, mouths closed, eyes on the teacher) have beeen adopted by the whole middle school area at Frimley School. **
 * Being positive, dealing with one behaviour at a time,4 positives to 1 negative,praising within 10 seconds when a behaviour has changed and scanning the room were also reinforced as good teaching practices. **
 * Our homework reading was 2 chapters. **
 * Professional Readings **
 * - Incredible Teachers, Nuturing Children’s Social, Emotional and Academic Competence. By Carolyn Webster- Stratton. **
 * I also included an extra chapter early as Lynn suggested that it was well worth while reading now. **
 * Chapter 4- Promoting Children's School- Readiness Growth with Academic, Persistence, Social and Emotional Coaching **
 * This chapter discusses coaching skills and concepts and how to use them to caoch children academically, emotionally and socially. It suggests to avoid too much question asking and how topromote empathy and child development. It mentions using peers and parents to assist and encouraging behaviour self regulation in children with coaching. For example instead of saying ( praise), " I like the way you're sitting up K." Coach- " K is sitting up, M is sitting up, so is H." It is actually amazing to watch how many more children start sitting up in response to the coaching.**


 * Chapter 5- Spotlight Sunshine on Positive Behaviour Growth- Importance of Teacher Attention, Encouragement and Praise. **
 * It focused on the questions that teachers ask, how to make praise and encouragement more effective, to be specific, how to target behaviours and have positive expectations for all students. It also discussed proximity praise,self praise, non verbal praise and working the room. Again it encouraged teachers to get other peers and families involved. **


 * Chapter 10- Developing a behaviour plan. ( Extra chapter to reread after workshop 5 when it is a focus) **
 * It discusses how to develop a plan for an individual student. Also how to identify the negative behaviour and why its occurring, as well as target a positive opposite replacement behaviour to replace it.Preparing, planning intervention tools, handling relapses, involving other children and families was stressed.As well as how to use coaching, encouragement and praise and move to self management was also discussed. **
 * Behaviour management goal **
 * This was revisited and positive, opposite behaviours were added. For example- " sit quietly on the mat and not disrupt other children and Keep hands to self ( not touch other children)." **
 * The goal of " developing strategies to confidently manage behaviour issues and change behaviour positively." is still a work in progress with some successes and setbacks. **
 * My other goals are working well. The positive relationships one is working extremely well and my notebook comments get positve responses back from parents written or verbally. **
 * My transition pro active teacher goal helps some children pack up more easily . **
 * I have added a Workshop 2 goal **
 * Workshop 2 goal **
 * Practise social, emotional coaching especially in the playground.**


 * Example of coaching role model Video **

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 * Photos from workshop 2 **








 * Workshop 2 **
 * Link **
 * to Google Drive - Workshop 2 Notes.docx 10 Apr by Sarah Aiono ( Incredible Years Workshop facilitator) **
 * Workshop 2 **

with Lynn Marsh Coordinator of Incredible Years about our behaviour plans and goals and progress made. I showed 2 videos that I had taken. One of me using coaching to move 2 children from the wrong area to the mat area. I wanted to ignore their negative behaviour eg 1 child pushing another and get them to be on task. I also showed a video of me practising my goal from workshop 2 social and emotional coaching. We discussed our behaviour children and any problems and successes that we were having.
 * Follow up meeting 15/4/13 **


 * Workshop 1 **
 * 6/3/13**
 * The first workshop was based on –Building relationships with students and proactive teaching. Discussions, role modelling, ideas sharing, buddy pairing and goal setting were prevalent features. **
 * Ideas were charted and participants rewarded ( tokens and prize bag) when they successfully identified concepts of the Incredible Years programme. This motivated people to join in more readily. **
 * The programme runs for 3 to 8 year old children and is used in preschools and at home with other sets of workshops for parents and preschool teachers respectively. The goals I developed and are using are below.I also am using rule flash cards given out such as "listening ears' with a picture. These can be used as non verbal cues as well. Another idea I am using is an "I can" container where I put in I can slips of paper when children achieve something eg " I can sit quietly in class." " I can draw amazing pictures." " I can count backwards from 20." **
 * We also were given homework – reading- Incredible Teachers, Nuturing Children’s Social, Emotional and Academic Competence. By Carolyn Webster- Stratton. We have 4 chapters to read before the next workshop 10th April 2013. ( Due to a clash of events I am attending the next wrokshop 20/3/13) **

** Professional Readings **

 * Chapter 1 is entitled – Children’s Social and Emotional Competence- The Seeds of Academic Success- Research Evidence. **
 * This basically discussed social, emotional and behavioural difficulties in children. It showed research on biological and developmental risk factors as well as family and school and teacher risk factors. School delivery, classroom management programmes and teacher and child programmes were discussed as was the necessity for Teacher and Parent training in behaviour management of children. **


 * Chapter 2 - Nuturing Positive Relationships with Students. **
 * This covered a lot of what was discussed in the first workshop. Factors such as getting to know your students and families, being positive and caring, trusting children, playing with them and having fun and allowing children to make choices were all included **


 * Chapter 3 - The Proactive Teacher- scaffolding the environment **
 * Was talking about just that. This was also covered in the workshop with a personal proactive goal set by all teachers. **
 * Safe learning environments with classroom rules, routines and creative ways of getting and holding children’s attention were discussed. As was monitoring and scanning of children in the classroom as well as giving effective commands and instructions. **


 * Chapter 14 - Partnerning with Parents **
 * discussed the importance of parent involvement and teacher collaboration with parents. **
 * Effective communication, active listening and focusing on solving problems with a plan, action and feedback were stressed. **


 * My 3 main goals and supplementary goal are: **


 * 1. Behaviour Management goal **
 * To develop strategies to confidently manage behaviour issues and change behaviour positively. **


 * 2.Building Positive relationships with students (and parents/whanau). **
 * Send home positive messages to whanau ( face to face/ phone call/ notebook) to let them know about the progress and learning achievements and successes of their children. **


 * 3.Proactive Teacher Goal **
 * Warn students before a transition. **
 * For example. “ We are packing up in 2 minutes time.” This gives a child that is engrossed in an activity warning, rather than just stopping instantly which may upset them. **


 * Supplementary goal **
 * Build Positive Relationships with parents/ whanau. **
 * Continue to incorporate and extend involvement of whanau in their children's learning journeys and school activities eg reading, viewing children’s wiki pages and work, Read Together workshops and fun days eg wet and wild and swimming sports. **


 * Workshop 1 **
 * Link **
 * to Google Drive - Workshop 1 Notes.docx 6 Mar by Sarah Aiono ( Incredible Years Workshop facilitator) **


 * Workshop 1 **


 * General discussions and sharing ideas documented. FOLLOW LINK for all information. General and goals as above for all participants recorded below to give an example of the range of goals and ideas people have.**

1.Overall Programme Goals ( Behaviour Management)

Lynn: To assist target children to make academic progress in literacy Biddy: To have a happy, fun class, willing to learn and listen/follow instructions. Diane: To develop more independence and listen. Sense of belonging. Mary: To slow down (target children) Kane: Strategies to create a safe and happy environment Shane: Develop skills of independent learning – Key Competencies Killarney: Safe and happy and trusting environment. Sarah: To have a tidy, organised, calm class at the end of the day. Rebecca B: For target children to improve confidence in sharing ideas verbally. Leonie: Develop strategies to confidently manage behaviour issues and change behaviour positively. Bridget: To gain strategies to enhance and affirm a fun learning environment. Yvette: To develop independence in listening/following instructions. Understanding/meeting two children’s needs through their behaviour. Laura: To develop sense of belonging through positive relationships with whanau and students. Rebecca W: To help students foster independence and creativity. Sophie: To help increase independence and confidence in students. Chris: Motivate students to want to achieve to the best of their abilities – independent learners. Heidi: Have class working enjoying learning in a quieter class. Noise level.

2. Goals: Positive Relationships

Sophie: To counter act the negative self-talk Rebecca W: To establish a way of communicating daily with home Laura: To improve school/home communication Yvette: To play more and connect with ‘newbies’ and their whanau Bridget: Make more positive contact with home/whanau Leonie: Send more positive messages home letting them know progress Rebecca B: Spend special time eg playground/lunch Sarah: More certificates home to parents – keep a record to ensure equity Killarney: Develop a positive relationship with home Shane: More play and listen more to students Kane: Making positive connections with home Mary: Consider my questioning – less direct to children Diane: Spend more time with the invisible children Biddy: To engage whanau to find out about student’s special interests – provide opportunities in class for this. Lynn: Spend special time with each of our children. Chris: Identify special activities/interests students participate in and outside of school Heidi: Send happy grams/notes home sharing success

3. Goals: The Proactive Teacher

Sophie: Non-visual signals Rebecca W: Put options for play area during unstructured times Laura: Develop visual cues, with activities and resources Yvette: Use nonverbal and picture cards. Allow space for different responses. Bridget: Build on positive affirmations Leonie: Warn before transitions Rebecca B: Classroom schedule Sarah: Scheduled play with me playing (options for play). Killarney: Shane: Change rules and expectations more regularly Kane: Schedule play. Take time to sit with children. Mary: More visual instructions Diane: Using nonverbal signs, visual cues. Biddy: Warning before transitions. Lynn: Provide visual cues for target skills and computer. Chris: Visual cues for timetable/instructions Heidi: To slow down and explicitly teach transition expectations.


 * Photos and video **




 * Video **
 * Role modelling with teacher greeting children **
 * ( Bridget as an angry child). **

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 * Behaviour Plan for Mohaka **


 * 1. **
 * Targeted negative behaviours **
 * Making noises on the mat and disrupting other children**


 * When and why? **
 * When on mat. Enjoys annoying others when they respond negatively.**


 * Positive/ opposite behaviours **
 * Sitting quietly on task and not disrupting other children.**


 * Proactive and relationship building strategies. **
 * Praising when on task and not making noises.**
 * Reward (stickers/house points )**
 * Awesome badge/ certificate**
 * Reward positive not negative**

**Touching other children**
 * 2. **
 * Targeted negative behaviours **

**At desk/ on mat. Attention seeking ?**
 * When and why? **
 * Likes annoying others when gets a reaction.**

**Not touching/hitting other children. Keeping hands to himse** **lf**
 * Positive/ opposite behaviours **

**as above**
 * Proactive and relationship building strategies. **
 * Also talk to M. See if there are any issues as to why he is touching/hitting others.**

with Lynn Marsh Coordinator of Incredible Years about our behaviour plans and goals and progress made. I showed some videos that I had taken of me addressing Mohaka's behaviour.
 * Follow up meeting 25/3/13 **
 * Refer Google doc link for discussion held. **


 * Incredible Years 25 March 2013 **

** Maths Lead Teacher Session 10/4/13 **
Te Toi Tupu held in Napier focussed on problem solving, mainly using problems to solve mathematical thinking and discourse.

We were initially given problems to solve and it was interesting the various ways that people used to solve them. These included a table, guess and check, working backwards, half to start, draw and group and pictorial. A concern mentioned was the amount of reading that problem solving sometimes included when it should be focussed on mathematical skills and processes.

We viewed videos about using Inquiry, critical thinking and creative thinking when solving maths problems.These included ones from Idorenyin Jamar and Margaret Smith who used tasks to make connections in relation to problem solving. Examples of these are available on the NZ Maths site ( Link on Numeracy thread). Using low level tasks can deepen thinking and assist working at tasks at a higher level, eg knowing that the sum of any two odd numbers is even, can allow someone to work on harder problems with prior knowledge to assist them. It was also suggested to do little problem solving activities with children every day to get them used to that type of thinking. The art of good questioning is also important.

WALTS and non verbal signals were also stressed as important.
 * 5 ways of core pedagogy are:** 1. Revoicing children's ideas. 2.Teacher initiated requests ( for children to repeat what someone said). 3.Teachers eliciting actions of student's reasoning eg "Do you agree....?" Why/ Why not? 4.Teacher's requests for children to add on information. 5.Teacher wait time ( for children's responses/ answers. Suggested 'Think time' and 20 seconds.

The role of the lead teacher was also discussed, as were Charter goals for 2013. The importance of implementing number into all strands was addressed.

The progress of the revision of assessment tools was also mentioned. JAM update at early level and stage 4 was ongoing and would be added to the NZ Maths website when completed. There was also a new GLOSS soon to be completed.

** Language Learning Intervention 28/3/13 **
I attended the Language Learning Intervention, in relation to Cheyden, led by Stephen Robinson and Kylie Willoughby. It was interesting to share ideas and experiences with teachers from other schools. Debz and I set an action plan for Cheyden and goals for his learning and development based on his learning assessment and progress. This programme is available for him till 8 years old, if he needs it ,with Teacher aide support in the classroom to support his learning goals and needs. It was pleasing to see the progress that Cheyden had made with his language. He has moved up 2 levels and is now an Early sentence user. Our goals for Cheyden are: and **order** (before,after,first,last,middle,end)
 * **Increase his vocabulary**, including understanding and answering simple questions.
 * **Understand concepts for comparisons** ( eg big, bigger, biggest)
 * Refer below to realted readings for Language Learning Intervention**

** Professional Readings **
I had several readings given to me as background to the programme with Cheyden.

This reading focused on partnerships between educators, children and families. Three areas are seen as important to focus on in the LLI intervention programme. These are social communication, literacy and numeracy.
 * Partnerships lift language and learning intervention ( Tukutuku Korero Nov 2011)

The strategies discussed for the teacher to use with the LLI child are commenting, expansion, modelling, verbal imitation, sentence completion, open-ended questioning and fix ups. Some interesting examples were given.
 * Oral Language strategies for the classroom (Data, communication and language 2012)

8 guidelines were given. These included making talking a top priority in the classroom, provide a variety of language and use other tenses.
 * Facilitating Language learning in the classroom ( MOE Special education 2012)

5 language learning activities were focussed upon. These were following directions in the classroom,mat time or group work, literacy and topics, one to one interactions and providing opportunities for conversations throughout the day.
 * Helping children with listening and talking.( MOE Special Education Service 2012)

Functional language skills are seen as essential for a child to advance through the curriculum. Lots of examples were given to be related to areas in the curriculum such as reading, maths, written language, arts and science.Examples are concepts, vocabulary and sequencing.
 * Development of Functional Language skills ( MOE 2012)

Over 20 examples were given such as a calm voice, wait time, rewards and non verbal pointing. The 4 S’s were discussed. These are :Go **S**low, **S**how, **S**ay less and **S**tress.
 * Strategies to help children communicate ( MOE 2012)

** Webinar - Mobile Technologies 27/3/13 **
I was a bit wary as I had not ever been involved in a webinar before but it was great. 44 people from around NZ joined in and you could see the people presenting and videos that they displayed, as well as hear them. You could either speak or type if you wanted to join in or make a comment. I made 3 comments but typed them. The main presenter was Josie Woon who has a Year2 /3 class in Palmerston North She had introduced ipads to her class. She demonstrated how she used the “Virtual learning Network’ to enhance her own knowledge and skills while trailing ipads in her classroom to support the diverse needs of her priority learners.
 * Using mobile technologies in a junior classroom. 27/3/13 **

I found it interesting and enjoyed the feedback from some of the other 44 participants. I also got a store of apps to look at over the holidays when I will have the time to explore them. One of the videos was of a child doing an alphabet activity. I use that same app successfully with my own Year1 /2 class. She also videoed a child reading, on the ipad. I think personally that Quick voice is better, as children can record themselves and not worry about someone videoing them. This girl was very self conscious and unsure with a camera facing her. The session was 1 ½ hours long in total. I must admit I felt quite reinforced with what we are implementing at Riverslea school and some of the apps we are using. I also was doing as suggested, not putting younger children’s apps in folders as they are not readily visible to them.

A note for Maurice was to ensure that the Airserver doesn’t share the same port as the anti virus. What I found astounding was that Josie had 2 ipads between 16 children and that the other class had 2 ipads but didn’t want apple so got a different type- Samsung. We are indeed lucky at Riverslea school with the ratio of ipads that we have.

I found it interesting hearing what others were doing around the country and look forward to exploring new ideas.