Camp was fun, but I am so glad it is out of the way early in the year. It was a great way for the children to work on team building and collaborative challenges, particularly for those who have not worked together before. And it was a nice opportunity for the children to get to know each other, and their teachers too.
As far as target students and accelerating learning, and the things that I should be focusing on in this blog post...
What strategies have I tried?
Honestly, I have only one student that I am really concerned about. Mack has now been referred to Ros (RTLB) for testing, and extra help. So far we don't have all of the test results, not everything has been completed there, but there are definitely issues that need addressing, and most of them appear to be influences from outside of school. His mum has been very supportive and helpful, and is keen to meet with Ros and I early next term to get some kind of programme underway for him. The saddest thing is that Mack said to his mum that the new entrants were brighter than him. This is heartbreaking. I have organised with Nicky to set up a buddy system for Mack and a student from her class, the idea is to get them to work together with maths games that practise basic facts & place value (number knowledge will be the focus to start with) with Mack being the "expert" helping the younger student. I will teach Mack the games, then he can work with his buddy for ten minutes a day.
Sarah & Kenzie need extra support during maths, but both have been awesome so far during problem solving in groups. They confidently use talk moves, are able to explain their problem solving strategies, enjoy using diagrams and materials to help with challenging number problems, and listen to the ideas of others. They both are keen to learn and I feel confident that they will reach target if they continue with their positive attitudes and willingness to persevere.
In writing, Sarah, Mabel & Mack are all gaining confidence and are producing some much better short pieces. As usual, I've found keeping writing brief, and focusing on one thing at a time, seems to work quite well. If the criteria is limited (eg, using adverbs to describe how something was done...) they are able to experience success for that session, and are more willing to try to extend themselves because they know they can meet the criteria for the day. Obviously, for the more capable writers, I expect more! Must Do, Should DO, Could Do is still used in my class for writing. It works so well. Children like Jack and Charlotte will push themselves to Could Do, every single time, whereas my target students know that I will be just as proud of them for completing Should Do. (Nobody does the minimum of Must Do!)
In reading, again, Mack is the only child I am concerned about. We have just completed Hunter by Joy Cowey as a shared book. Reading Responses show great comprehension across the class, and although Mack, at times, had difficulty following the text, he did participate in discussion about the text, shared his ideas, and was able to make predictions & summarise parts of the story. I have tried to encourage him to read at home, and have set up a box for him to select books from at his reading level for independent reading.
Growth Mindset... I've continued to promote this in Room 7, Class Dojo and the videos, using my little inspirational quotes on the wall, and remembering the Power of Yet! Also the Learning Pit is referred to frequently when we are challenged.
What has been the result? What have I noticed?
Well... ummm, I think I prattled on so much under the first subheading that I might have answered this already!
I noticed that Mack will need a lot more help. In all areas. Especially in his own self efficacy. He has very low belief in himself and his abilities, and I will absolutely do my best to ensure that every success he experiences is celebrated. On the second to last day of term we made Easter Cards. I showed the class step by step what to do (it was a pop out card) and sent them off after going over the steps twice. About quarter of the class got it wrong anyway, but Mack got it right first time. He created a most gorgeous card, which I asked him to show to his classmates. He stood up with his card and a beaming smile, proudly showing everyone what he had done. The fact that he was able to remember the instructions after being shown was great, but the time and effort he put into decoration made me so happy!
My writers are eager to write, they enjoy writing and are happy to challenge themselves to always do more that the bare minimum.
In reading I've noticed that the majority of the class are keen readers, can independently select appropriate texts, read at home for pleasure, and are happy to voluntarily read aloud during group or whole class reading. (I never, ever make children read aloud in front of others, I remember how much I hated that when I went to school, perfectly able to read but panicking as it got closer and closer to my turn to read, and then I wouldn't be focused on what I was reading!) Reading Logs are filled in, signed, and handed in regularly. However, the motivation is not completely intrinsic as a prize box reward is the ultimate goal for 28 consecutive days of reading.
Where to next?
Next steps... again, I think I've already answered most of this, so I am going to bullet point.
- Continue with Growth Mindset
- Begin 10 x 5 for Sarah & Kenzie for a little extra boost
- Frontloading for target numeracy students
- Mixed ability grouping for problem solving - to benefit everyone
- I have Rachael from Room 9 working with Jack on Tuesdays for maths, they are both high level and it is a chance for both of them to really extend their ideas. They have the same low floor/high ceiling number problems as the rest of the class, but can really push their ideas to the limits. I am still gathering more problems for them to use as extra challenges, but so far they've worked extremely well together.
- Continue to meet with Ros and organise a suitable programme for Mack, with strategies to help him overcome his obstacles.
- Writing is working, I will also introduce Pink & Green highlighters this term for marking draft work. Green for growth, tickled Pink, just because it's a novelty and has worked successfully in the past. I think that with spelling and punctuation (I know, surface features) being something they all need to work on, this method will help them find and fix errors by themselves. And it's a time saver for me! I might even change spelling to more of their draft errors rather than list words, except Mack who is currently working though the Essential List words.
- Mack for Buddy Maths (as the "expert")
- And finally, now that camp is over, and the Art Exhibition (but gosh I loved every moment of doing art with other classes - this was like a dream come true!) I can finally focus on Mantle of the Expert, and our Mantle will begin first day back. This might see new strengths emerge as we get into our drama... I will keep you posted!
