Reflection - Term 2 (Post-Covid)

I love our house spaces. The way the kids interact and communicate together has still got a long way to go but they're growing stronger together. There are connections and ongoing support. 

My English team are still so awesome. They literally turned into flipped classroom teachers over Covid and then into blended teachers during Term 2. They set work for SDL (self-directed learning) and used Education Perfect, different resources. I myself somehow got my Y12 students through their film study over Covid and Term 2. We are still catching up. But we're getting there.

I hear often from myself and the students saying... If Covid hadn't happened, we would have been fine, on track, there would have been less stress. 

But in reality - Covid forced us to take a step backwards and re-evaluate. 

Thinking about all that we've achieved, during lockdown and over Term 2 is incredible. Yes, according to our Programmes of Learning, we're behind schedule... But looking at how the students learnt new skills, developed their own understanding and resilience skills... Incredible.

Y13ENW - we are FINALLY up to Write a Report. Students needed to send me their three pieces of work to mark by the end of this week. I may need to follow this up over the weekend on GC. 

Last term we were working towards Write to Communicate - a really cool unit of work put together by Kura Solutions - where students needed to write three pieces of work that enabled them to show purpose and audience, in a short format. The three pieces included: an email to a friend they hadn't seen in a long time; short instructions about a task and a movie/game/tv show review. 

At the end of last term, students were working on their short instructions. Kura Solutions had previously indicated that it would be focussed on a recipe for the best sandwich. I showed my tauira that video of the dad who gets his kids to do the PB&J sandwich instructions and how he literally completed their instructions as they'd written them. Hilarious. 

Once my students saw the video they were determined to make sure their instructions were as accurate as possible. 

We spent the last lesson testing our recipes. It was hilarious. They tested mine and got my favourite sandwich ever. Smoked chicken, cream cheese, mayonnaise, guacamole/avocado, cherry tomatoes, spinach on croissants. 

I tested theirs and it was just as hilarious as the video. Some students took serious notes to improve their writing to make sure it was more accurate. Other students just enjoyed making sandwiches and testing out the recipes for accuracy. Regardless, it was a really cool opportunity for some authentic learning and to see the students grow in their vocab, their skills and their resilience. 

This term we're focusing on the report. The process itself from Kura Solutions is dragging along. Before I'd had the booklets printed - we were buzzing with doing the actual research. I think I've popped their bubble and now they may not have as much steam to finish this piece of work. Here's hoping that once they learn how the report needs to be structured - they'll find accurate information and research resources to help with writing their first ever 1000 word report. 

12THI - We're currently writing practice essays for prep for prelims in Week 9. I'm concerned that students aren't doing the work they're meant to be doing during SDL. The tasks I'm setting them don't get done. How to ensure this does happen?? Use the assignment/date function better on GC?

These students are overloaded with pressure. It's as much as I can do to keep them focussed at the end of the week. 

I'm so very over the half day of learning we have with the timetable this year. I miss the full days of English we had last year. My Y12s do too. I really think that the learning has become disjointed and students focus is disjointed due to the separation of this timetable. I have about four students who are still enrolled in this class that I will never be able to get up to date. The attendance is shocking. I don't know what else I can do. 

The rest of my students have worked hard. They watched Get Out over the Covid-19 rāhui. They completed work on their close viewing assessments. They worked on their resubs of their speech as a reassessment task with group analysis seminars. These were incredible at the end of the term. 

We're now trying to finish off our analysis, prep some external essays for practice before carrying on with what should have been the proper start of term 2. 

I'm completely rethinking the programme of learning. If Covid hadn't hit - by this stage we would have been starting Connections/Info Lit. At present - I need to teach them the written text for externals. We still have a written text study to complete before I can even begin to work on Connections with them. 

This is hugely problematic because I want my tauira to be able to get as many credits as possible. I'd also like them to do their visual verbal assessment. And get their L2 Literacy in English if possible. It might not be this year. 

So far most students have completed: 

Speech

Close viewing

1 practice essay for film

Reassessment task for speech - analysis seminar

1 creative writing piece

Looking at it like that... It's actually a big piece of work there. But it's still not where we should be up to if Covid hadn't hit. 

I need to be more supportive to myself though. Think about all the extra time and work I've put into making resources for this class over Covid. These guys have so many notes. They'll be fine for 2.2 external. If they can all get that assessment, that's part of our literacy work done. But it's the written text assessment we need to now focus on. So much pressure and it's only just finished up with Week 3, Term 3. 

11ENW - This class has really worked it's butt off. They've completed so many assessments, regardless of Covid. Part of the success here is the accountability with the grade sheets I put on Google Classroom so that they can visibly see where they're up to and what I need from them to finish work before I can take it again for resubmission. 

Because of Covid, some students haven't been able to begin their resub of 7121 and 2970 which we were able to begin before Covid and mostly finish during the rāhui. Some students weren't able to make the Zoom hui for differing reasons. 

Due to this - they still need to complete these before I can mark them off for 22644 and 22622. Steffi and I decided that with the first assessment 7121 - Search and Select Information (Skills) -- they had done significant writing about each task and could explain how the text was relevant to their interests. 2970 had significant reading attached to it that it could be used for the reading portfolio. 

With this in mind - it's just been a quick process to complete their speaking portfolio pieces in order to finish their overall literacy portfolio. Which should be finished marking and moderation by Week 5 of this term. That's an extra 10 credits. Done. Easy. 🙌🏽

Last term we were working on Fill in a Form. Easily the most pedantic task in the history of teaching. Somehow - I've made these kids into epic form fillers. They tell each other off when they don't use blue or black pen or when they see their mate hasn't used capitals. They wait to see my reaction when I mark and most importantly the reaction of their mate. Because they know, as they'd had the same reaction previously. It actually became pretty funny last term as we all worked through the practice forms together. 

I guess it really started with how pedantic I was being with the Ngata kids prior to our English class. They wanted me to be as strict on the rest of the class as I'd been on them. I was less strict but still got the same process as the Ngata kids became the enforcers of the rules for filling out forms. 😂🤦

Probably the most hilarious, useful and significant piece of learning they'll continue to think about as they get older everytime they fill out a form. Here's hoping they don't grumble my name too much each time 😂

Since that assessment has mostly been completed, we worked on the speaking portfolio while we awaited our chromebooks and network to be updated at the beginning of this term. I now need to watch and mark every video the kids have made. Three videos each. Either two individuals and one group interaction. Or one individual and two group interactions. It's a lot of paperwork and form filling, but if that's the only barrier to them getting their credits, I can't stand in their way. 

We've finally begun the next assessment - Write Personal Correspondence. Some students were given this at the end of last term. I should have given the booklets out yesterday before they all left class. I'll have to do a run around on Monday morning to every house space to make sure they have what they need. 

Really proud of the students in this class who keep leading the way and developing more competition to complete their assessments. It's one of the things that has kept this class trucking along. 

I think we're mostly on track, regardless of Covid. Our POL isn't quite the same as I'd planned but we need to adjust expectations because Covid really did create this divide between those who had access and those who did not. 

9 Tihi -- I really enjoyed our learning over lockdown. For those that could come to the sessions - we developed our writing skills, punctuation and grammar, grew our vocab and our communication skills too. 

We had shared writing tasks and projects. So freaking cool.

We have just begun our reading logs. Despite my best efforts to send home school journals with tauira before the last holidays for them to read - they're reading in class. Somewhat haphazardly, but it's happening. This is HUGE.

I'm really looking forward to Whaea Linda and Whaea Nicky's PPP programme (Pause, Prompt, Praise). It sounds a lot like how my nan taught me to read. 

Mostly though - I've enjoyed watching their resilience grow. Whether through the recent spelling bee or working on our research programme about a topic they're interested in. Working towards writing speeches and giving them accurate grammar check sheets. 

I need to catch up with Kahi and Wai to see how they're using their SDL blocks. 

This coming week I'm up with Kiwi for Weekday Wānanga for Maurua. 5-11pm. Noho at kura. Lots of learning can happen. Looking forward to it. Just need to plan it out and get the resources ready. What will it look like? Y9s doing research? Writing speeches? Y11-13 working on essay prep and writing pieces?

Maurua English Catch-up -- this has by far been the most interesting timetable ever. Why would te reo Māori and te reo Pākehā EVER be on the same line? 

This has caused so much disruption to our reo rua programme at kura. 

On my list originally was eight Maurua students. Three I teach, one my mate teaches and the rest would have been lost to the system. 

Yesterday I talked with more of the seniors. Lots of them want to go to uni. They'll need literacy i te reo Māori me te reo Pākehā hoki. 

It bums me out that the kids had to choose. I will always encourage reo Māori over reo Pākehā if they have to make a choice. Because you can get your literacy in both for uni. But they shouldn't have had to choose. 

Our timetable should work for the kids. It didn't. I've had so many students come to me who need Literacy help for uni. 

I need to identify which standards at kura have R Lit and W Lit. I tried doing this last year. Seemingly above my pay grade. But I'm CA English. So I should know. So I can help make the programmes accurate for our tauira. All it would take would be to look at everyone's POLS and work out which ones have Lit and which courses don't. 

My English Catch-up group for Maurua has risen in the last 24 hours. Students yesterday were identified as wanting to go to uni to become teachers. Possibly the pathway suggested to them from Betty and Taha at the last noho Wānanga. 🙌🏽🙌🏽🙌🏽 

So now - I need to figure out the best course of action for them. I'm thinking Writing Portfolio, Close Viewing and Speech for most of them. We could also chuck in Visual Verbal but that's an added extra, even for my Y12s. 

Want L2 Literacy i te reo Pākehā hoki? Join our English Catchup GC! -- add code to W/B in Te Ahurutanga this week. 

I'm feeling it's going to be a bigger job than anticipated...

Looking forward to the noho this week to help with this though. 

Y11 English Exam - 13th Nov

Beyond proud of all these kids today ❤️ They all came to school early as, circled up and had last minute chats about their texts for their Level 1 English exam. Such a hilarious group of kids. Going to miss our Thursdays! 🙌

Senior Prizegiving - 7th Nov

What an incredible night ❤️🙌 Ōpōtiki College Senior Prizegiving was absolutely beautiful. So very proud of our students, the speeches, the awards, the hard mahi to get the treats. Beyond proud. 

Acknowledging those students who continue striving for the very highest pinnacles of success and believing in themselves. The resiliency and focus of our rangatahi is phenomenal. 

#NgataHard #Ngatafari 

Looking forward to 2020 with these future leaders. Going to miss the hilarious Y13s from this year and hope they continue pushing forward and achieve all their goals. 

🙌

Tried taking some selfies with my new mates and students this year. New kura, new traditions.

Missed having my traditional selfie with my mate Bronny this year. Miss my Heights mates! Congrats to the students at Heights who recieved prizes today too. ❤️

Tu Rangatahi - 7th Jan

Just got back from my first ever trip with a bunch of incredible Ōpōtiki College students. Such an awesome couple of days. Massive shout-out to the Pou (Leaders) of Tū Rangatahi!! Awesome leadership programme here in Ōpōtiki and super stoked to have been part of it. 

Waimarino was crazy cool. Maketu marae was beautiful. Our performances were awesome. 

Stoked and looking forward to the coming year with these kids. Lots of exciting things to come ❤ 

#TuTangata

Intergenerational Mamae

Mamae - Hurt, pain

Intergenerational - successive, over generations

Pointing out punctuation issues led to a really in-depth conversation and learning with one of my students on Friday.

There were many issues with punctuation in her writing, as there has been all year. Her writing has gotten stronger and her analysis skills too. I've been so proud of her development this year.

Friday was just a culmination of too much going on, punctuation issues and I picked at the unsaid feeling I could see on her face.

We talked about how punctuation is hard, particularly when your first language is te reo Māori because when there is punctuation - the point is in the rerenga (sentences) itself, not the punctuation. It's an added bonus.

We talked about the difference in the two languages - how te reo Māori is an oral language and how English is a written language, where punctuation is used to emphasise verbal communication and intonation.

It wasn't enough though. I could see her face. She was on the brink of tears, and I asked her quietly, "Bub, is this making you feel dumb right now?" She nodded, tears welling over. Yes - it was and I'd picked at the sore, gave her a huge hug as we laughed together at the silliness of how punctuation can make us feel this way. Another student brought over the tissues - always in short supply in our classroom - so many stressed out kids and a teacher who reads body language too well.

So I began the korero with her - connecting her pain right now to the intergenerational mamae and helped her understand that it wasn't just her hurting right now. That it's been passed down over many many generations.

We talked about her nanny's generation and back and back. The legislation that caused an entire series of generations to lose reo Māori and to be forced to learn English by way of being caned and given the strap. And then forward from the mamae and towards mine and her mum's generation - with the revitalisation of reo Māori. And then forward to hers - where she stands so strongly i te ao Māori that I'm now needing and happily encouraging her to find equal footing in both worlds to be able to engage the korero with mana and understanding.

Because by understanding the intergenerational mamae - we can understand why we still are hurting today in the here and now.

We talked about how her whanau love her and how proud they are of her. How she stands on the shoulders of giants. How she is working hard every day to break free from the struggles of managing her anger and how she is creating better strategies all the time.

At the end of the day, bub - I said - it's just punctuation. Your writing is beautiful. It's gettinf better all the time.

She said - I can explain it well i te Reo Māori - and I said that's algud - I'd love her to do that - but I also want her to feel comfortable sharing her korero i te ao Pākehā too. I told her I can show her a few tricks with punctuation - because it's a small issue - changing writing style is way harder.

She left that period - hopefully feeling a little better.

Last period, she came back and we worked on her punctuation skills. I showed her a few tricks on Google Docs on my computer, gave her my seat and she did all the editing on her own with my help of course - going from the written piece of editing needed and the sentence by sentence editing needed on her doc.

The ctrl + F function and the replace all mode - helped her see just how many fullstops didn't have a space beside them - and then how quick it was to add a space and then have it magically fixed. The same thing done with the commas and indented commas.

A tiny fix - she felt more confident and learnt new skills. But overall - she chose to work through the mamae instead of letting it sit on her chest. So freaking proud of her. ❤️

It's the small moments like these that truly remind me why I teach. If only every kid was as willing to do self-work. Without our whanaungatanga over the past couple years - we wouldn't have been able to get her there. I'm just so proud of her - honestly.

First person in the class to complete all six internals. 😍 You achieve every day bub. Proud of you.

Sticker Charts - Visible Success

Last year I spent a RIDICULOUSLY long time colouring in blocks of rectangles to show student's credits.

This year... I was smarter.

I went to Uncle Bill's (seriously the most amazing $2 shop-esque in Rotorua) and found stacks of neon coloured round stickers. Grabbing four different colours, Orange for Not Achieved, Green for Achieved, Magenta for Merit and Yellow for Excellence, I headed back to plan out how this new sticker chart might look.

For future reference next year...

Each sticker is 2cm - diameter.
Name stickers were 7cm long.

With those measurements I created sticker chart sheets for all three of my senior classes.

A few things:

I started these in Term 2 - if I'd started earlier to not only track the student's credits, but to identify students lagging from the get go... it might have had a more positive effect overall.

The Y11 charts look amazing. We do six internal assessments with them. But our Y12 class only do four (five if you count oral text but hardly anyone ever takes me up on it...) and this year what with the two students in 12L not finished their writing portfolio, the massive majority on both the 12L and 12A students who didn't participate in the visual verbal assessment... there are a lot of orange stickers.

I wonder whether making the Y12's writing portfolio have a larger space to add two stickers - one for each piece of writing they did - and then an overall sticker to show their overall mark?

...

Last week I made some sticker charts for my juniors. They had been asking for a while for their own also.

Pics to come. More analysis to come too.

Film Booklets - Visual Text Analysis (The Lovely Bones, The Intouchables, The Perks of Being a Wallflower)

I feel rejuvenated. This term I've taught all new films (excepting my Y11 film study of 'V for Vendetta'..) and they've been chosen through a joint process between myself and my students. I gave each class a few options and they decided on the one they'd want to watch based on my description and the trailers we'd watched. 

This term I've used:

• 'The Perks of Being a Wallflower' directed by Stephen Chbosky
• 'The Intouchables' directed by Olivier Nakache and Eric Toledano
• 'The Lovely Bones' directed by Peter Jackson

I've added the booklets that I created for these films and student analysis below. Each booklet has different film techniques and pictures taken from the film. Worksheets have been made by me and there are specific ones that will be constantly reworked and developed based on my student's needs. I've got Google Slides for each film as well that we've been working on as a class. I've added these as links in the titles of the films which are above the embedded booklet. Each booklet and slide deck has the creative commons licensing on - feel free to use and share alike if the worksheets I've made are of any use to you or your students :) Let me know what you think! 

'The Perks of Being a Wallflower'

'The Intouchables'

'The Lovely Bones'

Post-Interview...

I kept it relatively hidden... but I applied for a new job last week. I love my students and the staff I work with at Heights - but it was a new opportunity. Something I'd been waiting for. Something I had seriously wanted as part of my overall development as a kaiako.

Like I did with Hobsonville Point Secondary School at the first #edchatnz conference, I fell in love with Rototuna Junior High School at the recent conference. It's not just the space, or the fact that it's new or that it would be an awesome experience to start afresh without restrictions of history or school culture, access etc ... it's a combination of all this and then the fact that you're collaborating with some incredibly amazing kaiako who want to create opportunities for authentic learning and authentic contexts and relevant learning experiences for students.

When I came out of the interview I naively thought it had gone well. I was all smiles. Buzzing the rest of the day. Surely this should have been the first warning sign. I'd later cringed at how I'd answered the 'What do you do outside of teaching..?' - I have a dog called Mia, a cat called Zo and I read a lot. ... Not the best. There was heaps I didn't say.

It had been a long time since I'd done an interview. I'd been circled before by some interested parties a couple years ago but at the time I was exceedingly happy with where I was during my time at Heights that I allowed those trying to entice me into a new position to ask those questions about change and my ideas for future possibilities without too much weighing on the possibility I might actually want or need to move schools. Because I didn't want to move schools before. I would love to stay at Heights for a long time. To be so embedded that I become a Heights institution. But I know at Heights I feel crazy comfortable and I've actually become quite complacent. I got used to the ebb and flow. There wasn't any BIG change in sight and I was happy doing my own thing in my class, with a captive audience for my terribly punny jokes. I've become part of the school. My students adore my teaching and am always having refugee students seek out my help or asking to come into my classes. It's just that we're taking such a long time to get to where I'd like to see Heights be at. I know we can get there... I just don't want to still be waiting well into my 30s... or 40s and then regret the fact that I didn't try to go somewhere else for new possibilities. I'm an impatient person at best when it comes to change, despite how patient I am with my students and their development and I need to keep pushing myself to be the best teacher I can be.

And so... when I got the call on Monday night after a day of absolute bliss and hope and excitement of a possibility... I was a little gutted. Because it was a lost opportunity. All weekend, even prior to handing in my application, I kept reminding myself to stay close to the ground and not allow myself to be carried away by the dreams and clouds drifting away.... I did... kind of. But that hope - it's infecting. That kind of feeling is something I hadn't felt in such a long time. There are so many amazing things happening in the world of education and I so desperately want to be part of it all. Despite all the cool things we do and learn about in our little space in our classroom, despite my students loving the learning, despite all of this.. I still would like to try my hand at something new. Always a learner... and this unfortunately (mostly fortunately now that I've had time to digest everything..) has been a learning curve. One which I will be thankful for in the future.

The morning after - Tuesday... I had made the decision that it would be okay. That I was okay with not getting it. I was still gutted for sure. But like anything, I'd learn from this. I was still trying to figure out what the things were that I needed to work on in order to get a job like that in the future, but I went to school, heavy hearted, knowing full well my students and colleagues would bolster me and reenergise me. Reminding me why I love teaching. Reminding me why I do all this. Why I get so involved and so laden by the stresses and pressure to keep working towards being a better teacher.

I'd given my students (only my Y12 classes..as they had the most to lose with me leaving with their high level and amount of internals etc) the heads up that I was thinking about applying for a new job... I'd told them I had an interview... and now was happy in a way I could assuage them and stop them giving me dirty, upset and accusingly traitorous looks by telling them that I actually didn't get the job. They were beyond happy by the way. Gutted for me. Happy for themselves. I knew all this. And... now we're back to normal. I think now though there is this feeling of slight untrust that I need to nut out because I've made it my mission as a teacher not to be the one that will ever abandon them. Which is why during the interview I brought up the issue around the start date because I was uncomfortable about leaving them before their end of year exams if I'd gotten the job...

Yesterday afternoon I finally got the guts up to ask for some feedback after the interview and particularly around gaining a bit more clarification around what I might need to do in order to develop more experience in what was called 'extended pedagogy'. The term was new to me and I wasn't too sure what they'd meant by it. I get it now though. And I'm still kicking myself. Because I can SO EASILY explain myself when it is in this mode of explanation through writing. Ask me face to face though and I sound ridiculous. If we're talking about something I'm crazy passionate about - there are no stops or starts in what I'm saying. I can talk for hours. I'll talk your head off. No umming - no stuttering. I know I used to be able to articulate myself well. I did. Before. So... I need to build these skills up again. I've been using stronger verbal questioning skills with my students as a way to redevelop those connections in the neurons... and even so... gosh. Maybe I just need to suck it up and ask for clarification whenever I'm unsure rather than reverting to that meek, passive person I used to be while growing up...

The very incredible new Principal of RSHS called me tonight to talk me through some of the feedback around the interview. It was mostly things I'd already told myself off about on the drive home after conference... but the clarification around what I needed to know was that extended pedagogy stuff. It's not really a new term. It's the fact that I didn't really explain myself in the interview. I didn't show how everything was interconnected. I didn't answer the questions well. Maybe in that moment I didn't even really know what the questions were trying to dig at. It's the same rookie mistake that my students make when going into their exams. They completely miss the point. And I think that's what happened to me.

She mentioned about my strengths in cultural responsiveness and relational pedagogy - a section I didn't even need to answer in the interview as I'd obviously covered it in enough depth just by talking about myself and my manaaki for my students.

But why didn't I then use this as a base for all of the other questions? In everything I do... MindLab, Kia Eke Panuku, Restorative Practice, inquiry and goal setting, reflections, planning, teaching and learning processes.... this strength of mine is at the core. Because I connect so INCREDIBLY well with my students. Why did I think it was a good idea to nekeneke without any actual connection to the kaupapa? Gah. Ko hoha au. Hoha with myself. Because I know this stuff. I know it so well. I could spout off so much of Russell Bishop and Mere Berryman's research. I can explain the areas around the Mana Potential and Rock and Water programmes and how I use these as a base for my restorative practice pedagogy and empathy modelling with students. I can easily share areas around moments where I've shown high expectations with my students - they too can easily ariticulate this. Because I never ever give up on them. So much so that when I found out one of my students had left today and it was a massive surprise to me... my students said it was because she didn't want to tell me because she knew I'd be disappointed in her. Disappointed in myself that another student was lost to me. Lost and I had no way of helping them achieve their full potential.

The Principal discussed the answers I gave around how I'd dealt with conflict with a student and how I'd extend students, and how I'd use inquiry to form judgements based on evidence collated by student data. I messed these questions up because I didn't really get the question. I was listening for what I thought they wanted to hear... not for what the question really was. I wasn't showcasing myself at all.

I have no idea why I brought up the conflict that hasn't really been resolved yet with one of my students... It's still weighing on my mind. It's still bugging me that there is that space that won't be filled from her side where she is unwilling to cross and go back to normal. Why didn't I talk about how I don't call students out for silly behaviours rather than that one time I did and it blew up in my face. Why didn't I talk about how I encourage my students to push themselves when they give up. How I contacted the parents of one student when I was just getting nowhere with him at school in my normal humourous joking manner of prodding along... and found out him and his mates were doing stupid stuff to each other and how this helped open a new kettle of fish where I reopened the dialogue I'd created with these parents last year when I'd taught him in a junior class.

Why didn't I talk about the time last year with one of the most loyal students I have now? How she seriously did not like me last year commenting on her work while she was doing her resubmission. How we got on the same page with our frustrations of the requirements set by her teacher around what was acceptable... and how we tried to nekeneke by using digital modes for her assessment... and were both gutted when it didn't work... and she had to revert her VERY awesome assessment to something more basic, more handdrawn... and which although she achieved... she would have gotten an Excellence with her digital version because of how she'd edited it... How she has been an inquiry student for me for a long time because she has issues with accepting praise when she's done something well, or when she thinks she's not good enough... how she was a phenomenal help in our extra-curricular dance competition and raised herself to a leadership position quickly, being her humble and quiet self, and her angry and frustrated self when other students weren't paying attention to what us teachers were trying to say...How this year she has grown astronomically in her confidence levels and is beginning to believe in herself finally.

I know I didn't answer the question properly around how I extend students - I'd thought the question was more around the expectations of the parents.. I should have clarified the question to ensure I was being clear from the get go. I winged that question and that was the question which I could have easily connected with. I talked about how the students need to push themselves to their full potential. At no point did I mention I help scaffold them to get there where they can fly solo. I could have talked about our awesome sticker charts that we have in class that I've developed as an inquiry over the past two years and how these show the progression of student achievement and overall development. How these sticker charts, while back to basics, are a visual reminder of how we're going as a class. How these charts are a constant reminder of the students I need to pull up with the rest of us and the students who need constant pushing forward to reach their crazy awesome potential.

I could have talked more about the fact that despite my strengths being with encouraging my students who are struggling, I am also getting VERY good at more in-depth higher order thinking questioning skills with my students to make them think DEEPER and with a stronger focus around building the audience and overall purpose into EVERYTHING they discuss and share. I could have talked about how we've developed entire programmes together as a class based on student interests and how these overwhelmingly have enhanced my teaching as I've developed stronger and more in depth foci around my own teaching style and the needs of my students. How I've become so much more aware of my reverting back into traditional modes of teaching because of the restrictions placed on us and how asserting my knowledge around building 21st century skills in regards to collaboration, participation and overall thinking skills have helped to develop more enhanced learning opportunities for all students.

I also could have explained my use of assessment data to talk about my inquiries and how these relate back to so many different areas where I have strengths... how I created a Google Form for my Year 12 Alternative English class to evaluate my teaching and their learning processes. How the questions were framed in a way to ensure full student evaluation of their learning within my class and how I've used culturally responsive pedagogies in order to ensure better outcomes for all students. How this use of qualitative data outlined certain areas and issues in my practice that I had known but had ignored - particularly how I believe my Y13 students in that class will be fine, how I try to let them figure things out before helping them too quickly. How this actually doesn't make them feel safe or comfortable in the learning just yet. How I try to scaffold them to make them feel more comfortable and ready to fly solo. Using this data and the achievement of certain internal assessments to graph the results and then analyse the data in our professional learning groups showed that I can discuss the intricacies of relational pedagogy and more importantly the critical lens of AKO and Mana Motuhake. Why oh WHY did I not bring these up? Why didn't I elaborate further around this?

The last question I messed up was around integrated learning programmes and particularly how I've been part of enabling these. I talked about the Year 9 Heights programme of induction around English, Social Studies and Science. While this was cool, I could have talked about how I'm currently collaborating with the health and physical education department and particular colleagues to enable our students to succeed in both English and Health to ensure our students are making the most of their learning opportunities and how my fabulous colleague Sam and I have been discussing the need to share our resources (which we have at differing times - start of this year and a couple weeks ago) to help define the skills in which our students are using in our individual classes to try to connect their learning on a level platform - not so much single cell subjects... I could have talked about how I've been discussing the same kind of thing with my colleagues in the Music department about their performance standard and how we could use it for our Visual Verbal standard. More than just doubling up on the credits... or double dipping as others put it... how we want to change the way we're teaching and learning to ensure that our students get the best deal. That they learn that many of the skills we're all teaching in the different learning areas are actually connected - how they're interdisciplinary skills.

All of this annoys me.. because I know this stuff. I know it so well. I talk to anyone who will listen about this stuff. Because I believe in it so much. I absolutely detest deficit theorizing. I refuse to ever believe that a student doesn't want to learn. They just haven't been given the right opportunity yet. Sometimes sure a student lacks the motivation... but again this comes down to encouragement of their efforts rather than their ability. Growth MINDSET! Why didn't I bring this up - the Class Dojo geek that I am. Gah.

I think overall, like she said, it comes down to interviewing skills. I wasn't ready for the interview - usually I do so so much prep before I even apply to a new school. I embed myself so completely within their website, and any and all research I can find, that I know the mission and school charter better than many of the current staff at the school I'm applying at. True story. It had been a while since my last interview. I was nervous. God was I nervous. But I don't think I was hungry enough for it. I am now. Because that opportunity while lost... isn't the last one. There will be more opportunities. It's an expanding school. Next time I will be ready. I will articulate myself clearly. I will be clearly spoken. I will have a range of experience to gather from and nekeneke properly by connecting everything to my overall whakaaro. I will be absolutely sure it's what I want. I will dive headfirst. Because that's what I'm like... all or nothing.

For now though... my students are happy. My Principal is happy. My colleagues are happy too. It didn't quite feel like the right timing this time. It kind of felt like a false start in a race where I tried to outstrip the bullet in the gun before it was even shot out of the barrel. I wasn't quite ready. Eager, always. But ready? Not quite yet.

Ngā mihi nui to all those who helped me with my application. I'm sorry I let you down. I will do better next time. To those who supported me post-interview and post-interview result too - it's not an easy thing putting yourself out there and I'm glad I did it if only for the interview experience. Massive thanks to the leadership team at RSHS for the opportunity and for the chance to share who I am with you. I look forward to seeing where you all go in your planning for the rest of the year and can't wait to hear about the awesome things that will be happening there. Lastly, massive thanks to the RSHS principal who took time out of her day to talk me through the feedback from the interview. Not all Principals would do this and it meant a lot. Ngā mihi nunui ki a koe e whaea.

MTC and Connect Day: Update

Sometimes I feel like I'm fighting a losing battle trying to get people to find that passion to learn something new. I decided yesterday to implement an idea I've had for a year called ByteSized - a quick and simple edtech update for staff. I am absolutely aware of the time constraints we all have as teachers - but a weekly emailed update could be a simple and effective way of getting people involved with upskilling, in their own time without too much input and direction from me.

Judging by the 20 minutes after yesterday's email and looking at Kate's awesome Slides on Google Apps and Extensions - shows that perhaps this method of bite sized chunks might work because there were lots of anonymous alligators, moose, koalas and so forth popping up to have a look at it.
What I'd like to see next is getting staff to make the same goal setting journey as we ask of our students.
To improve my own PLD - I look for free, cheap and simple ways to learn about things that are interesting for me. I have no qualms travelling wherever I need to. No ties, no dependants... makes it a whole heap easier. I have big goals for myself individually, as a teacher and personally. Always have - but sometimes I get lost in the process of the journey and forget my next step.
After the Māori Teacher's Conference and the pivotal keynote at Connect Day - I feel more purpose in what I'm doing. Being recognised around the country for what I do for other teachers and to improve the quality of reo Māori being shared online in a public space... Marcus Akuhata-Brown's korero absolutely had me in awe. I wish someone had videoed it so I could replay it every morning to wake me up and get me ready for the day.
I'm still thinking about my experience at these two conferences and a better update will come soon.
Big goals:
Attend GAFE summit
Get Google Certified
Get Confidence to ask THAT question I keep putting off....
Figure out what's going on with why I'm feeling increasingly more stupid when I talk. Stuttering, losing train of thought, ideas not connecting.
Investigate Masters study...

MindLab: Applied Practice - Week 27 - Trends and Issues in Education (Activity 3)

A definition of a trend...

My first thoughts are the trends set out by Core Education and the development of them over the years. Some of the main trends include gamification, collaborative learning environments/innovative learning environments/modern learning environments, learner agency, equitable access etc

Below are the Ten Trends collated by Core found here: http://www.core-ed.org/thought-leadership/ten-trends 

Trends seem to be aspects of education that we need to be developing over a period of time. Networked communities, equitable access and digital fluency are aspects in education that can't be fixed overnight. They need time, strategies and problem-solving to find the best solutions that help each individual school develop stronger awareness around these issues. 

Issues on the other hand are problems that we might not necessarily be able to fix but ones in which we could find strategies to help become less problematic for those in our school communities. 

Issues such as poverty impacting on the ability to have equitable access, resistance to change impacting the need to create more evolved ways of assessing students through design thinking and cross-curricular assessment. There are MANY issues in schools that can't be solved by individual teachers and need to be a collaborative, joint approach where we work together to find possible solutions to help lessen the impact of the issues in order to try keep ahead with possible trends. 

Visser and Gagnon (2005) state that a term is something that "refers to the statistically ovservalble change or general orientation of a general movement."

Wilson (2012) says that an issues "point to unresolved concern, questions and tensions that arouse...."

Trend Analysis

Global trends: The world is changing faster than at any time in human history (Youtube Video)

http://tinyurl.com/TMLtrendsROT

Collaborative Task:

Evaluation at a Glance:Priority Learners in New Zealand Schools 

Issue One: 'Shifting the focus to student-centred learning'

"In the most successful schools, the trustees, leaders and teachers have an uncompromising focus on fostering students‟ interests and strengths, and on addressing their learning needs. They understand that their role is to serve students. Their philosophies about how students should experience education are lived out in rich learning programmes, thoughtful management of the curriculum, positive school cultures, and in effective leadership and governance practices. A synergy and coherence exists between these aspects that contribute positively to the whole experience of being a learner. Importantly, there is an ethic of care for students‟ current and future success." (ERO, 2012, p. 7)

“Importantly, leaders cultivate teaching communities that are focused on improving student success. They do this through an intensive focus on understanding the connection between teaching actions/decisions and students‟ engagement and learning. Leaders support teachers to share “collective responsibility and accountability for students‟ achievement and wellbeing” (p.120). Students are at the heart of school business.”  (ERO, 2012, p. 10)

Individual task:

Contemporary issues or trends in NZ or internationally

Trends in NZ:

• Makerspaces
• The development of spaces inside classrooms that provide the ability for students to use design thinking, imagination and maker skills to create something new and consistently evolving.

• ILE/MLM
• The need to create more student centred spaces that allow students to feel comfortable, engaged, interested and flexibility to make choices as to where they sit and learn best. 
• The mindset of modern learning environment/innovative learning environments whereby kaiako are developing stronger awareness around their pedagogy and the changes needed to ensure stronger perspectives around ....?

Issues in NZ:

• Assessment
• The need for more open perspectives within how we assess for our students. 
• Equity
• The need to be more aware of the inequity in NZ with students and their access of digital tools to enhance their learning. 

There are HEAPS of really cool blogs out there - check out the NZ educator blogroll on www.edblognz.blogpost.co.nz

Loved this example: https://riharinz.wordpress.com/2016/03/13/change-for-my-teaching/

-------

Class Notes

Further reading:

Education Review Office. (2012). Evaluation at a Glance: Priority Learners in New Zealand Schools. Retrieved 18 May 2016, from http://www.ero.govt.nz/About-Us/News-Media-Releases2/The-three-most-pressing-issues-for-N

KPMG International. (2014). Future state 2030: the global megatrends shaping governments”. KPMG International Cooperative: USA. Retrieved fromhttp://www.kpmg.com/Global/en/IssuesAndInsights/ArticlesPublications/future-state-government/Documents/future-state-2030-v3.pdf

National intelligence council.(2012). Global trends: Alternative Worlds. National Intelligence Council: US. Retrieved fromhttps://globaltrends2030.files.wordpress.com/2012/11/global-trends-2030-november2012.pdf

Evolution and Imagination: New Inspiration

Sometime last year when one of my past students (who is INCREDIBLY talented in all things arty) was feeling a bit down, I asked her whether she'd be able to design me something from a couple of ideas and sketches that I'd come up with. My muse was a DNA strand and a tree I'd seen somewhere last year and I told her a few of my ideas around growth mindset, 21st century learning, aroha and ako and the rest she made up from what she knew of me. She asked a few questions along the way.

Yesterday she sent me a photo of the finished product. She apologised for it having taken so long. Am so incredibly stoked and proud of her. This is absolutely incredibly beautiful. Let her know what you think in the comments. *Beaming Smile* #HeightsProud

Created and designed by Kristen Smith (2016)

Mindset Vs Motivation

For a long time I've discussed how motivating students is a passion of mine. At the same time though, it can become incredibly draining if you're the only one helping to provide that motivation. Ensuring that all students are motivated all the time, five hours a day, five days a week, 9+ weeks a term, four terms a year (and that's excluding online learning and mentoring too). It's more difficult when they come to school with little to no motivation like my Y13 class a couple years ago.

For many of my students, the fact that they're at school, in uniform (no matter how many non-regulation or incorrect pieces there are), have their focus on me (no matter how little they're paying attention truly), and being somewhat patient while I drag on with the lesson, shows motivation. They're here. They're at school. Small blessings some would say. However, unless my students share with me what happened last night, last week, this morning, last period, as to why the lack of focus, or energy, let alone motivation, I can only assume that what I'm doing is boring or not relevant. I don't know what happened in the previous lesson nor what happened on the way to school let alone what happened at home. I can't fix that outside stuff no matter how much I try to help guide and support my students towards a safer and happier life. I can only focus on that lesson or really the 38 minutes by the time they're settled and focussed.

I'm a massive believer in the need for intrinsic motivation. However if there is no self-motivation, no outside motivation and no self-confidence to create that belief that they are capable, then it is damn difficult to help them along.

Regardless, I try. There are small triumphs along the way. When that student emailed me after the results came out and told me she had passed an English external. I wondered whether that last minute coaching on the canteen steps really had helped before she went to line up for her exam. When that student showed that other student how to use Google Docs to work collaboratively and share their work with me. When another student came back to school and apologised for her behaviour and attitude when she was in my class a couple years ago and now after her first year through university she understands why I was so hard on her to stay focussed and motivated. That hug and smile from her meant a lot because without these small signs of thanks and notions of understanding, the gratitude, it's difficult to find the motivation to motivate others.

At the end of the day though, I've learnt that no matter how much motivation and energy I push towards my students, there has to be some give and take.

It's harder with the senior students. Particularly with the targets set where we have to get 85% of the Y12 students passing Level Two. It's a national target. We all feel the pressure. The problem is though that the students have learnt how to hack the system. As they should really. They've found that in art you can get 24 credits for your portfolio board but that doesn't come in til the end of the year, but you can still count on those credits. Potentially that's a third of your required credits. They've seen that at Trades you can get credits for a six week course and in Health, PE, ORSP and SHWB despite there being lots of articles and reports that need to be written - they're easy enough to do because the information is there in your book or you can work collaboratively to complete projects. In Tourism you can get 14+ credits for a booklet and you can use the internet to find out the answers, despite the information being in the booklets themselves. In Maths and Science it's a bit harder but doable if you have a teacher that will help you. These are all things I've heard my students say as they figure out what subjects they'll take in the coming year. They're anecdotal things I heard when I was going through NCEA myself. My year was the second year through. Some of the speedbumps had been ironed out, but now we're dealing with this credit hunting issue.

Our students are incredibly smart. They've figured out that if you want to just pass English all you need to do is complete two pieces of writing for their writing portfolio and complete the two academic purposes reading assessment. Level Two English is hard. Don't get me wrong. There are students every year who try to get by with the very limited amount of effort compared to those who do amazingly well. It's frustrating when that effort is wasted when they leave halfway throughout the year to go work or move schools.

Our students know that if they do the bare minimum then they can coast for the rest of it. This is not an environment where learning journeys are praised. Only credits and endorsements.

I sound incredibly cynical especially with the fact that it's only a few more days until we start the new year, however I know that this is the reality and it is upsetting because there is only so much we can do as teachers to try get our students through. As much effort and motivation we send towards our students, at the end of the day, our students need to be motivated to move forward and try for themselves.

This is why this year I'll be focussing more on Mindset. Changing a mindset and a self perception that they can't do this or that because of X is a lot more manageable and has proven to work in my classroom.

In my classroom my students quickly learn that they get told off if they say they can't do something. I feel like that WWII 'We Can Do It' lady a lot of the time. My self-motivation, my self-belief that these students CAN achieve. That they CAN push themselves to their very very best. That ultimately it comes down to a perceived mindset that they need to flick the switch to in order for them to change their self-sabotaging habits and believe in themselves.

In our class for Y12 there is an expectation that they will try every damn thing. No matter how crazy, strange, frustrating or seemingly boring it is. If it helps to spark that motivation inside them, if it makes them think even for a millisecond that they can do it, then we'll try it.

Yes we will do the writing portfolio and the academic reading assessments because that is part of their literacy requirements. Their learning and understanding prior to these assessments is what I look for however. To see whether they truly understand the issues around shooting soundshots in the bush or the difference between emotive language used in an article to persuade the reader towards a certain perspective and a report that uses jargon in a more scientific style of writing to be clear and direct towards it's readers. To see whether they understand that a draft needs continuous re-writes to ensure that it becomes their best work. To see whether they can work collaboratively to understand genre while writing in whiteboard marker on the windows in a genre crunching timed game. To see whether they're able to focus themselves in order to complete their own work. To see whether they have time management skills.

Once these two assessments are well on their way, then we begin the learning of two (or one for the 'alternative' class) external texts - written and visual texts. This takes the most motivation on my part to ensure not only that we cover everything that they may possibly need to know but also to ensure that they understand how to write essays. This is the crux. The true learning of the entire year. Not because they learn how to write essays. But because they learn how to truly push themselves to not only TRY but to attempt writing in a structured style, to convey their point of view in a clear, understandable way that truly makes the reader believe that they know what they're talking about in regards to the given question about the text. This is hard. But again it is doable. But this time, it comes down to mindset. This is when I begin teaching about fixed and growth mindsets. To show them that they're only stopping themselves when they give up.

During this time when I'm teaching them my latest version of the essay style that helps to easily convey their ideas clearly (SEXIST at the moment), we discuss the need to have a growth mindset. Self-belief and an innate knowledge that they can GROW their brain, flex that brain like a muscle, that they can actually do it.

Hopefully during the learning and understanding of these two text studies, we will have completed another two pieces of writing at least to go towards their portfolios as well as the critical Party in the Car assessment which helps to ensure that their learning around safe driving is embedded in their brains when it comes towards their own driving safety.

The issue that our students have with Level Two English is that there are only four internal assessments and two externals. While it comes out with the same amount of credits as other subjects, there is a lot more work involved with each assessment. The ongoing need to be self-motivated, to have a mindset that pushes you to your very best is absolutely critical.

Our students are required to think critically in English and perhaps for a while they haven't needed to think too deeply and that brain isn't warmed up enough to do critical thinking exercises. There is no silver bullet. No way to completely ensure that EVERYONE achieves the same amount of credits. The same qualification. It comes back to the students and their mindset to achieve to the best of their ability. To keep trying and keep pursuing their goals. Unfortunately not every student has passing Level Two as one of their goals. For some students just surviving the day without X is a goal in and of itself. For some of our students a simple, "You've got this!" or a "I believe in you!" might be enough but then it might not be either.

As teachers we all see students who are just not motivated the way we want them to be or 'engaged' the way we want them to be. We forget to put ourselves in our student's shoes. For some of us teachers, we actually cannot understand some of the lives that our students are living. There is a disconnect. Being relevant, in touch with what our students are dealing with is critical. If we can understand their struggles, then perhaps at least at school we can make things a bit easier. We can be understanding and compassionate.

Encouraging a positive mindset, encouraging success (no matter how little the outside perception may be), believing that each student is capable of achieving their goals - this is what I'm hopeful for every day.

I can't be each student's motivation. But I can become a spark of self-motivation for them to build a fire inside themselves, to create a thirst for learning and more importantly to inspire them to flick that switch towards creating a positive growth mindset and encouragement to build a beautiful array of goals for their future.

Be the change that you wish to see in the world. 

-Mahatma Gandhi

Importance of Tautoko and Awhi in eLearning

Over the last couple of years while my focus has been on upskilling myself and others in the area of eLearning, I've noticed just how important it is to stay true to the kaupapa of tautoko and awhi.

While mentoring and helping those begin or renew their journeys in eLearning, it is important to focus not only on the skills that need developing but the relationships you build while doing this.

One important relationship I've been cultivating is one of trust and support. I try my hardest to listen, to focus on the issue at hand and also to support the  colleagues and students who have sat down with me to talk about their own learning and the issues they've had.

By doing this, slowly slowly, I've been building trust. More and more people have asked me different things and are beginning to come and ask me for help or just an ear to discuss the process they went through to get some advice.

I've been overwhelmingly impressed and completely stoked by the way that one of these colleagues has emerged as a change agent herself. She's become quite supportive of others in our Google Plus MindLab community and has helped others on their own eLearning journeys. She has reembarked on her blogging and reflective journey as well. I've seen her confidence grow in this eLearning area throughout the year and am just incredibly proud of the shift she's made in so short a time period.

The importance of awhi is as important as tautoko. Because if you haven't fully surrounded and supported that person by giving wrap around support then sometimes they may feel uncomfortable in their new learning - though some may feel claustrophobic. So it's important to know the person through your relationship and develop a stronger sense of understanding as to what kind of support they may need, what help they may ask for.

Because at some point, that caterpillar hunger you've been feeding will eventually embrace them all on their own and they'll emerge as a beautiful confident butterfly, capable of extending their own wings to fly to the highest point possible. They'll visit other butterflies, other flowers on their search for knowledge and eventually come across their own wee caterpillars to feed and support too.

Who knows, maybe you've been feeding caterpillars without even knowing it? :)

Awhi and tautoko your colleagues because becoming a change agent is powerful. Because it helps to show just where you were and where you hope to go. Making that change is as important as breathing. Because without a beginning there is no future. And I think... that's enough metaphors for today. :)

Student Successes in English

Loads of successes recently in English - but one in particular I found out about today.

One of my Y11 students went on a writing retreat and showed her creative writing piece to one of the tutors there. He told her that he's never read something with such a deep emotional intelligence from someone so young before. She described it a hell of a lot better than I just did and plus her whole mood was infectious. So so proud of her. Suggested to her to set up a blog so that she can post her stories and we can share them out via the big wide web and get some commenting happening. Authentic audiences are key. Plus. Great motivation to keep writing when you know someone is reading. Also - it will be a great platform to get her self-published or picked up by a local editor.

Can't wait to see where she goes with her writing. So honoured to be able to say I taught her for two years but jeez... that girl. She's got natural talent.

Congrats V :)

Student Success in Social Studies

I'm nothing if not obvious about my love for alliteration and puns...

A couple of weeks ago you may have seen the focus on Amnesty and their #DoubleTheQuota. Without getting into too much detail - the idea for our students was to do some sort of campaign to tautoko (support) the idea.

Now... herein lies my first big issue. Let me set the scene. I have the most AMAZING social studies class. They will probably be my favourite social studies class for the rest of my days because they are just so incredibly on board with everything we've looked into this year - human trafficking, human rights violations, animal rights, the Holocaust, the ways in which we treat others... and yet... they just COULD NOT get their heads around the Double the Quota issue.

Xenophobia, racism and connections to social issues we are currently facing were the knee jerk reactions from my students. I encouraged them to take the idea home and discuss it further with their parents and yet my students still would not budge. We watched videos showing the refugee crisis from a Pakeha (British) perspective and while they could point out the juxtaposition of the nature of the video - where videos like this show a more consistent stereotypical ethnic perspective... they could not truly relate or see why we should double the quote from 750 to 1500 in NZ.

I felt like I was losing a pretty big battle and even two of my most amazing English students offered to help and got the support and permission from their social studies teacher, my fabulous colleague Ruth, and they came and presented to my class with the presentation that they'd created all on their own. The English teacher in me cringed when I saw a few mistakes in their spelling but I was just so overjoyed and proud of these boys for stepping up that I and the class ignored these.

Even their peers could not sway my students ideas around this.

So I gave up. I shouldn't have. But I'm glad I did in a way because we created a more individualised learning focus like we'd done previously in different units - where students had to be in a group to run their own campaing about a particular idea or something we'd focussed on already this year. And did they jump at the chance to do something other than the quota campaign.

And the majority of the students organised themselves incredibly well. It was obvious seeing the slackers in different groups and I'm glad that overall the assessment is an individual one not a group mark because it's just not fair when you put in more work thsn someone else.

Anyway - one particular student completely went above and beyond what I'd asked of them to do. She stayed behind after school one day with me and got pictures printed out, laminated them to make magnets for the fridge to sell and created a petition data entry form so that she could go to different classes to sign the petition online to stop the dolphin slaughter in Taiji. She was so busy with this I didn't realise she'd also enlisted her family to help as well and signed up a bunch of friends and family to speak out against the slaughter which was due to begin two days ago. When O.F began her quest she had 11 days left til the drive hunt started again and I am just so incredibly proud of her.

Part of her push to do this must have been what an activist talked about with us via Skype. No names. We are incredibly indebted to her though and thankful thst she was able to speak with us about her experiences.

As a result O.F has been inspired by this level of activism and has shown to herself and to us all that her big heart can truly lead her to awesome places.

I really hope that Ric Barry and his cove monitors stay safe and keep fighting. Because if we can even stave off the slaughter for a small while, if not for forever - that would be brilliant for our dolphin population but also for O.F's motivation and self-belief that she made an impact to create more awareness.

So proud.

#tweet4dolphins

Celebrating Success

A colleague mentioned at our S Club meeting that she celebrates every little achievement that the students achieve.

I loved this. Because I used to too.

We were discussing the need to create a new exam for the students especially in the S classes because having had such positive growth minded students last year who just pushed themselves so so hard and did the best they could possibly do in their end of year exam... and fail miserably was heartbreaking - for me and for them.

I don't like the idea of streaming but it's a necessary evil in some ways. The point I was trying to make then at the meeting as I am now is that we needed to ensure our students didn't feel like that again. Because as you know- it has a flow on effect to their motivation and self-belief year after year. And if we're making them think they already suck at Y9 and 10... then how is that supposed to encourage them? My main issue is that the exam seems more weighted towards the higher end of the streamed classes so that we as a department can skim the top level for the Cambridge classes in Y11.

I just don't think it's fair nor is it equitable for a small amount of kids to be actually succeeding and for a majority to feel like they're failing. When a 40% mark is the highest mark your students can get in your class... there must be something wrong.

Because my students knew their stuff. They busted their little bottoms off to get the knowledge they needed and push themselves. But it still wasn't enough.

I don't want to set my students up for failure again and have been doing everything I possibly can to ensure they won't feel like failures - that they'll know some answers and can explain in their own way their connection and response to text.

At that point in the meeting my colleague says that we shouldn't be just gearing them up for the exam - and while she's completely right - the systems we have in place within education ensure that that is our main focus.

And so she continued explaining how she celebrates every little success. And it was just what I needed to remind myself to continue doing what I once did. Why have I changed? I don't know. But I miss that super positive person who believed in every student and wasn't so jaded by reality and burnt out by trying to motivate those that just refuse to motivate themselves.

It's a bit sucky because my juniors miss out on my best teaching because I have three senior classes - a y11L, y12L and y12A.   The L classes are the 'normal' courses and the A is the 'alternative' course where they do one less external...

Because of the amount of motivation and continual pressure I put on my students to try and get them through internal after internal to keep hunting those credits - we often end up losing the true importance of education - actually learning.

And this is what I've been trying to do more of within my junior classes - learn. And they've actually been my saving grace to be honest. In the junior classes I can laugh and relax and be me and teach the way I love teaching - to the students in front of me and ensuring they all have a co-constructed input towards what we're doing.

In senior classes it just really is not that easy. I feel constantly at battle with lack of motivation, the need to always refocus and monitor my students work output, to ensure they are always handing me in their work or showing me how they're going nearly every day so I can keep pushing them along to the achievement line of external exams. This is draining and it makes my head hurt and my heart ache. Because I know it's not meant to be like this.

We've gone so far away from authentic learning that we have mere glimpses of teachable moments and constant credit tracking to reach the targets.

So..  I guess what I'm trying to get at is that I miss celebrating the small successes - because every single time my students learns something new and that lightbulb FINALLY goes off in their eyes - it makes me joyful - if only for a moment.

I will laugh more with my seniors. They hardly ever hear me laugh. I will be myself and allow the pressure and time limits to wash over me and teach what I must to ensure they're ready... but teach the skills first and foremost and the content too with a possible endgame of credits as a sweetner - but by no means the point of learning.

I will relax with my juniors because if I get them ready enough I won't have to worry about them next year.

I will try to be more onto it and focussed and take time for myself.

Lastly - I will remind myself to celebrate each and every success my students have - small or big - because to them and me - success is success and it should be celebrated.

How we use Class Dojo and Response to NY Times article

I was sent this link tonight by a colleague: http://www.nytimes.com/2014/11/17/technology/privacy-concerns-for-classdojo-and-other-tracking-apps-for-schoolchildren.html?_r=0

It's the second article I've read that seems to put Class Dojo in a negative light.

The article's main points:
 - issues with child data usage
- naming and shaming children's behaviours
- rewarding behaviours with point systems

I personally don't use student's last names. I've talked extensively about my issues and need to have policies around media release and photography use at school and in publications. I believe very strongly in digital citizenship, and with that comes the need to keep as much data as possible private. Unfortunately, as other commenters have said - the likes of Facebook, Snapchat, Pinterest, Tumblr, Instagram, Twitter, Google etc - take a TONNE of data. They mine for it daily. I am much more concerned about how our students use those platforms than they do with using Class Dojo.

As for the possibly valid point of data being used in years to come - sure. But how will knowing a students first name and their positive behaviours help to define them or locate them in our world? Regardless - what is even more concerning is that there is so much data already following our students around.

Negative Pinkies at our school - used to notify our middle managers of behaviours that need disciplining outside of our classroom control and also to ensure that we follow up on behaviours in class - follow students around, year to year. Deficit theorising too - continues to be a huge aspect in teaching - despite how much work has gone into Te Kotahitanga training and teaching teachers to be aware of the impact their words, actions and behaviours have on their students. It makes me physically sick when I hear teachers say, "(This student) is such an unmotivated kid and never does any work. He's from (this kind of) class." That kind of thinking - follows those students around. As does the MASSIVE paper-trail from school to school. At some schools - they even allow you to look at that information before you even get to know your students.

Personally, I think that what's more important is that students are being recognised for their fabulous effort and growth mindsets. They show initiative and develop an awareness of their own behaviours in relation to others. That's a key competency in the NZ Curriculum.  They participate and encourage each other to work more positively and ensure full class contribution. We should be happy that our students are displaying these behaviours - not being angry at the teachers for using a tool that actually works and builds a positive mentality in the classroom throughout all of the students.

In our class - we have aligned our positive behaviours to the values we have at school: Wisdom and Honour = Heights and Success. Along with these are the key competencties: Thinking, Relating to Others, Using Symbols, Language and Text, Managing Self and Participation and Contribution.

As for the issue with publicly showing students behaviours - I'll say that we do this in our class.Why? Because it encourages positive mentalities in our class - because we use positive behaviours and we work to a class goal of points by the end of the term.  Having the points on the projector - and usually in the background with the sound off, and sometimes on - especially during the beginning to get the buy-in from students - helps to encourage students. They check their own behaviours and points on their own apps - or they ask to see their pie graphs.

The naming and shaming issue too isn't something that I think occurs with Dojo because I don't use negative behaviours - because I use restorative practice in my class. My deep and meaningful conversations are well known by my students. We talk quietly and sometimes outside so that other students can't hear what's going on - and the students discuss why they're acting out or what's going on to qualify their negative behaviours. When it comes to students really not listening or focussing, we have a disciplinary process as mentioned above that works incredibly effectively because our middle managers work together with the students to create a better plan. I focus on building positive behaviours in our class because it's important to identify behaviours we as a class, and as individuals, need to work on. We develop a stronger consensus of what is appropriate behaviours in class.

Many students I have taught come from homes and environments where certain behaviours that aren't acceptable nor appropriate in our class, are completely acceptable and appropriate at home. This is why I believe that Dojo helps to reinforce those Positive Behaviour for Learning areas of focus that we as a country are working towards. With the rollout of PB4L - sure it was already being done with Te Kotahitanga - we are again ensuring that students are modifying their own behaviours, being accountable and responsible for their actions. This - is why I use Dojo. Because each student knows how they're doing and through using Dojo they can take accountability for their behaviours. Sure some students would prefer a more stricter way of life in class because that's what they're used to at home or need to have more structure and stability. I know though, that the way I nurture and encourage my students is appreciated by them.

There seems to be a wide range of views when it comes to the comments section from that article and while I can understand the different points of view - the majority of the naysayers - aren't teachers. They don't know the daily grind and the difficulty in engaging unmotivated students or students that just do not enjoy being stuck in a class all day. Those students who love school also need extending and encouraging daily as well. They too need motivating and recognition of their effort and growth mindsets towards their work, learning and of course their positive and, unfortunately at times, negative behaviours.

By encouraging the positive behaviours - we ensure that all students are on-task. No we don't use it at every moment of every lesson. But when we do use it - the engagement is more focussed and students are more receptive to feedback and feedforward of goals and appropriate actions. Some students need continuous encouragement and Dojo doesn't always work straight away for them because they have deep-seated issues that need altering first. And any app can't solve those issues. As a teacher, I can help, listen and try to understand. I encourage them to believe in themselves. When they see that Dojo is related in some way to this - some of those students become more engaged - and for others - they didn't really need the extra encouragement because they already have so much resiliency and can achieve well without it. For those students that just don't buy in to this or other systems of management and encouragement - at least they're in a safe space that when they're ready to join in - they can.

I also take offense to this particular statement: "Such an anecdotal approach does not sit well with evidence-based educators." 

Why? Because nearly every single one of my blog posts has been from my own anecdotal experiences in my classroom and professional learning. Because without it - how are we meant to know how our behaviour management and encouragement systems are working? I am an evidence-based educator. Each class's evidence is clearly shown through our use on Dojo, their goals as learners, the daily formative and summative assessments we do in class and the students' overall feedback and feedforward about how we use Dojo and what we can do to improve our behaviours and focus each day.

So while I understand some of the commenters and some teacher's misgivings with Dojo... use it and see how it works for you. If it doesn't seem to work perhaps you're already doing systems of management and encouragement in your class that work for you and your students.

I just know that it works for me and that my students absolutely love it.

Y10 Poetry update..

Again... I don't quite know how it worked but... it did. Perhaps it was the scaffolding or the flexibility or the one on one group work, checking up on everyone and getting everyone involved.

Was really really easy to see the two students disruptinf their own learning... and actually - none of the other kids were put off because they were all in their own little poetry ecosystems. So so cool.

Really need to figure out how to recreate this. I feel like it's a mixture of the 'right kinda kids' and also perseverance.

To have kids choose to write their own poems over beginning the decorating side or for those who want to start the decorating side and think while they're doing it. Or having one student working on Minecraft creating billboard signs with poetry on them or another creating a PowerPoint on my laptop and looking up Hone Tuwhare poems for more inspiration. Or the student who has consistently been on point, choosing poems by Coleridge and Wordsworth for his selection. Or the student reading out of the poetry book I lent her last week to the disruptive students beside her - trying to help them get on task - but then ignoring them while still sitting beside them - doing her work. Or the students at the back immersed in their music, using it to create a collaborative song. Or the student so immersed in his own poetry that he was finding it hard to get it out "right".

Somehow... I helped create this.

And it's simply wonderful.

After last year and being so incredibly drained by the immature behaviour and consistent setbacks with changing class dynamics and constant stops during the lessons - it is so so nice to finally see them involved, participating and getting into it.

At one point I stopped them for a bit to talk about a Class Dojo point goal - 50 points by the end of the term. And one student said, "Miss, this is not helping. I'm in the zone." Or something to that effect. He just wanted to get back into his poetry and honestly... that is the coolest thing hearing that from him.

Of course... it could also be the cupcakes that I gave out at the start of the lesson in recognition of two boys' birthdays over the weekend, promised rewards from last year that I owed and just because they've really been working so damn well.

Stoked.

Inquiries for 2015

I was thinking about what my inquiry would be this year to put into Interlead.

Then I realised there was more than just one. And.... that I wanted to achieve them all.

So I wrote them all out on Google Docs, shared it in the Heights PLD folder I created and am now posting it up here too...

Alex Le Long - Inquiries for 2015

• Develop stronger understanding and use of literature circles
• Read articles, blogs and ask questions from those who do it effectively
• Develop stronger awareness and use of Google Drive with students
• Teach workshops and take PLD sessions to further develop my own knowledge
• Find courses that will help to develop these skills
• Ask for help from Google Educators and Trainers
• Invite others from our community to teach our staff
• Create breakout sessions to develop ability to individualise own learning
• Implement a strong reading programme for students
• Adapt the reading programmes used last year and allocate point system from Reading Fitness programme (Text Rating) and ensure students are bringing logs in to be checked
• Implement a strong PB4L focus in all classes
• Use ClassDojo app and in browser to continue pushing the PB4L in class and enable students to do their best work possible
• Print out ClassDojo parent slips
• Continue developing Growth Mindset programme for classes
• Go to Carol Dweck’s conference!!!!! (SAVE SAVE SAVE!!)
• Blog
• Share students successes last year. Invite past students in to talk with current classes
• Develop a strong social studies programme
• Learn how to break things down! Don’t need to teach EVERY aspect.
• Remember how to write a social sciences essay!
• Get the SocSci brain back
• Develop the ability to say NO to things that are outside of these inquiry choices
• Don’t say yes to everything.
• Be aware of opportunities that come your way and be open to them and also assess risk (to myself, to students, to school) in terms of overcommitment
• Build a stronger PLD focus for myself that is personalised around my inquiry choices
• Maintain #educamp, #ConnectedRotorua, conferences, edchats and other PLD sessions to build network and maintain connections.
• Upskill and share own knowledge with edu peers
• Be ambitious - but remember the power of the shoulder tap!!!
• Be consistent.
• Do what works and try new things too.
• Enable students to succeed and enable myself to feel successful also.
• BLOG
• My successes and also my failures. Learn from both.
• Read and comment on other peoples’ blogs
• Update and use Google Site for students
• Create a permalink for the Site for students and families to access
• Develop classroom environment so that it is a welcoming and inviting place, and also to enable students to learn effectively
• Keep class and resources tidy
• Organise class configuration according to lesson aims
• Attempt to fix and solve any classroom issues myself and ask Wini and the caretakers to help
• Ask for help for more important issues - curtains and projector (and bracket)
• Improve #EngChatNZ
• Build a team of helpers and supporters
• Promote the chat
• Build on last year’s efforts and successes!