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Understanding Behaviour and Responding Safely  Notes:

Connects to PB4L and reinforcing positive and desired behavior. Understanding ourselves to see what our triggers as teachers are. This will help us manage our reactions to certain behaviors.Looking at what stress does to us. We want to understand the difference between Responsive (Rational/ Constructive) vs Reaction. We want to calm ourselves so that we can react in an appropriate way.Ways of responding to stress. Students may respond in an Active (Run, Throw, Fight) OR Passive (Freeze, Hide, Stop responding).Relationships with students are extremely important Non Verbal support- Calm, in control, attentive, interested, empathetic.Emotional Stages (Ready to learn, Out of sorts, Escalating, Out of control, Calming down) Teaching and practicing calm down strategies. Getting students to recognize the signals for themselves. 

So what?

I want to create a PB4L lesson around how to respond when we are upset/ angry. It will be important for…

Science PD (Stem) with Susan Heeps

Science PD 
Our first session for our science PD was extremely successful. These are my notes below with some big ideas that I will be taking into my classroom. It was a huge benefit to have science experiments modeled to use which helped me understand how they would work in my classroom. 
STEM  (Science, technology -tools,  engineering, mathematics)  Science - Natural/ Physical World Engineer - Made world

Ice Ice Baby Experiment

The ice experiment involved us numbering tasks in any order. Susan then rolled a dice and we did that number for 30seconds with a piece of ice. The winning group was the one whos ice completely melted first. After doing the experience, I immediately wondered how the other group has won.

They are naturally thinking which action will produce the most amount of change.  Science is about change Focus on science - not we are not going to write about this- think about scientists recording/ analyzing, gathering data.  Science thinking and observing (5 sens…

Mentoring 2018

This year will be my first year mentoring a new beginning teacher. This is her first job out of university, she will be going into a Year 4, 1:1 digital classroom. To prepare myself for the role of 'mentor' I have done some professional readings to enable myself, to give my BT the best start possible to ensure her success. 
"Apparently some of the high-priority needs of beginner teachers are classroom management, motivating students, differentiating student learning, problems and needs, assessing student progress, interaction with colleagues and parents, receiving appropriate advice on school culture, goals and instructional resources, using effective instructional strategies or methods and emotional support (Veenman, 1984; Gordon & Maxey, 2000; Senom & Shahratol, 2013). At some circumstances, even with some efforts, beginner teachers still feel isolated and hope for individualized precise support to survive the early years (Lunenburg, 2011). Literatures point out that th…

Kootuitui Data 2017 - Park Estate School Analayis of Data

Kootuitui Data 2017 - Park Estate School Analayis of Data.
We looked at the Data collected by Wolf fisher. We discussed how the data connected to what we are actually doing in our school and what we want to be happening in our school...

My thoughts and goals for next year....

Teacher created texts: Perhaps not using only slides. I want my students to be looking at many texts and gathering information for a purpose. At the moment, there is a focus on a teach created slide and them answering specific teacher-generated questions.

Teaching our students to become digital citizens- Giving them resources to build critical literacy skills. (e.g.  using logic or reasoning, identifying more or less trustworthy sources). 

Feedback for students- Wanting to move more towards generative feedback opposed to evaluative feedback which I am guilty of doing often. Next year I am wanting to use learning goals that are evaluated one-on-one with students every few weeks to allow more learning discussions to t…

Observation of ELL strategies

Alida came into my class yesterday and modeled to me how to implement some oral language lessons to help some of my ELL students and the whole class. The first activity was running dictation. Students were in groups and had one scribe, each child had a turn to run to the fence look at the word and run back to tell the scribe. It was a great example of bumping up students vocabulary and helping students remember difficult spelling words- some students who weren't sure how to spell the whole word just remembered chunks. Everyone had a go and it was great to see the children learning new vocabulary in a fun way. The next activity was around extending vocabulary. Students had one word on a piece of paper ' gobbling' and they had to use a thesaurus to find other words that meant the same as that word. This was amazing to see such an extension of students vocab. I can see how this could work in my class before any piece of writing. Students often will use words that are familia…

Teaching Fractions

Today lesson on fractions was interesting. It was challenging for the students in the group and they found this confronting. Many students in my class have been struggling with fractions and moving into more challenging fraction concepts. 
I am learning to find fractions of lengths, including seeing when a fraction is greater than one.
Diagnostic Snapshot Ask the students questions such as: • “How much chocolate will each person get if we share five chocolate bars with four people?” • 
I started by using materials (colored paper) and we had a go at cutting the paper into equal parts and seeing if we could work out how much chocolate each person would get. I also used whiteboards and students could manipulate the fractions more and if they changed their mind they could rub out what they did and try again. One student in my class found using the materials very successful- she seemed to click, with being able to manipulate the paper 
So what? This weekend I'm going to look into Book 7…

Teaching as Inquiry - Literacy

Inquiry Goal/ Problem- My student's ideas in Writing and Reading at times are limited and lack critically thinking/ depth in their responses and ideas. Students need work on their oral language to enhance their critical thinking in reading and their responses in writing.
Week 3 - Oral language Task. - Links to Writing and Reading. Students are going to individually take notes about birds. ( WALT- take notes and gather important information). This was scaffolded to my target learners. This was successful, students started to develop deeper thinking questions about birds and the learning.
Next steps: Students will get into groups of four and discuss each of their findings. While one person talks the others will record ideas and take notes. ( I will be using the Shenna Cameron and Louise Dempsey 2016 Oral language Book) I will model this before the lesson and use a timer for each person to talk. I am hoping to see students talking about their notes and becoming more familiar with th…