Home+(&+Goals)

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** Kia Ora. **

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





** 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 whitu nga tamariki Ko Zane raua ko Nick aku tama Ko Tessa taku tamahine Ko Ben taku hunaonga 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

** My Philosophy **
My Philosophy 2016 ( Leonie Bennett) I believe that all children have a right to be treated equally and have the right, and the opportunities made available to them, to learn at the best of their ability. I also think that children need to learn holistically, not in isolation, but with the support of school, whanau, community and others. Children need to have values and be encouraged to take risks and give everything a go. They also need to be taught to make good choices. The school environment should be inquiring and exciting where children feel secure and happy. By displaying Kahikitia and Tataiako the children will be respectful and inclusive involving themselves in positive wider relationships with school, family and community, as part of their learning and development. As I was told at Reading Recovery (ex Marie Clay). If a child is not having success at learning, quite often it is not that they can't learn, its just that we, as teachers, have not yet found the right way to reach them. By having a small class I am able to cater for individual needs and learning styles more. The evidence will show in their progress and in the learning journeys on their wiki pages.

** Writing **
To raise the standard of Writing within Room 1 so that 80% + of children are achieving at or above National Standards in Writing. I will do this with a range of methods, Interactive whiteboard, spelling and phonics, Modelling and 1 to 1 assistance. I also will incorporate ideas from other educators such as Dave Burgess and PLD from School's cluster meetings with Literacy Advisor Steph Geddes. All students made progress, but due to some learners still settling into school I did not achieve my goal of 80%. I did with the Y2s
 * __Reflection__**

** Reading **
To raise the standard of Reading within Room 1 so that 80% of children are achieving at or above National Standards in Reading. I will do this with a range of methods, Class, group and individual reading programmes, spelling and phonics. 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 A Literacy 'soaked' classroom. Lots of words captions around the room. Lots of reading to, with and by students. All students made progress, but due to some learners still settling into school I did not achieve my goal of 80%. I did with the Y2s
 * __Reflection__**

** Lead Teacher **
As Lead teacher of Maths I will lead the Maths programmes in the school and aim to increase the National Standards levels of the tamariki in this area to the Charter target of 80%. (This has now become a CoL target so will be changed now to the target set by the CoL schools.) I will do this by: -Indicators will be an increase in Maths progress results at the end of Term 4 in classroom assessment data statistics All students made progress, but due to some learners still settling into school I did not achieve my goal of 80%. I did with the Y2s. One student is a year above her age level and several are above at but not yet at the year above to be classified as above.
 * Setting targets with the staff.
 * Providing /arranging 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 ( Relating to CoL targets)
 * __Reflection__**

** 3.Inquiry **
Develop Inquiry Learning with a new group of children (many in my class have just started at Riverslea school). This is over a year period and will be assessed with SOLO Taxonomy. The inquiry process will be introduced and guided. Learning buddies could be used to help children with this development. Students made significant progress in independence. For examples refer to the the Inquiry topics for each Term in the index.
 * __Reflection__**

** 4.ICT **
Develop and present a plan through a keynote presentation. This plan will be a basis for developing ICT growth and ipad use at Riverslea school. Develop Procedures and a cybersafe policy for ICT. Undergo PLD in this area to develop my knowledge and understanding. I presented a keynote and developed a Cybersafety policy for the school as well as procedures for ICT. I am continually upskilling my ICT skills.
 * __Reflection__**

** 5.Personal **
To continue my learning journey in developing proficiency in using technology both personally and in the classroom. 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. I wish to continue this and extend into other areas of the curriculum and holistically. 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 14 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. Leader /moderator of global #edchat on Twitter. I will also attend uLearn 16 in Rotorua at my own cost to source ideas and other programmes in school ( Refer PLD notesin late Oct )

I am continually upskilling my ICT skills and connections around the world in Twitter.
 * I have also been asked along with 9 other educators from around NZ to write a blog to be published in #edbookNZ.**
 * I have chosen the topic- Learner Efficacy in a Junior Classroom. I had 2 mentors look at it and critique it. ( Prof Mark Weston ( USA) and Brett Salakas ( Australia)**
 * It will be published late October 2016**

** 6.Wikis **
To monitor school wikis both teacher and student so that they are kept up to date ( when Teachers start them) To assist, where needed, if teachers want help with content, format or adding items to their own or the children in their classes wikis.
 * __Reflection__**
 * I kept my wiki up to date and students individual learning journey wikis which I shared with parents, whanau after school and at Parent Teacher Interviews.**
 * Some whanau also accessed it on the internet from home.**
 * The other Teachers in the school did not set up wikis that they used this year.**

** 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:
 * 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.

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.
 * Creating a supportive learning environment**

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.
 * Encouraging reflective thought and action**

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.
 * Enhancing the relevance of new 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.
 * Facilitating shared learning**

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.
 * Making connections to prior learning and experience**

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.
 * Providing sufficient opportunities to learn**

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: What is important (and therefore worth spending time on), given where my students are at? 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. What strategies (evidence-based) are most likely to help my students learn this? 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. What happened as a result of the teaching, and what are the implications for future teaching? 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
 * Teaching as inquiry**


 * RTC now changed to PTC**