Target Learners 2019

I'm still getting to know my children, but my initial impression is that they are not quite as enthusiastic as last years class. I hope to change that very quickly. 
My one child identified as NZ Maori, Nikau, is shy and quiet. I know he made great progress last year, gaining confidence and self efficacy. I've been thinking of ways to help him continue to grow for this year. As my own knowledge increases, especially with all of the social/emotional reading I've been doing, I'm certain I shall come up with some super ideas!

Target Learners

Taylor Age 8:11
Reading Age 7.5
Writing Level 1A

Hayden Age 10:1  APD
Reading Age 9-9.5
Writing 3B

Nikau Age 9:11 NZ Maori
Reading Age 9.5
Maths Stage 5

Ben Age 9:8
Maths Stage E5

Micah Age 10:2
Maths Stage 5

Gema Age 10  ADHD
Reading Age 7
Writing Level 1A
Maths Stage E5

Tia Age 8.9 Emotional Issues
Writing 2B
Maths Stage E5

I'm so not liking those little labels next to their names, but I think they are necessary in this case, so that when I record certain behaviours or write about the progress they make throughout the year, it is clearly understood.
One thing that I have noticed is that they all seem quite relaxed and appear happy, which is nice. This impression was confirmed after Whanau Evening last Thursday night, when all of the parents who came in to chat mentioned how happy their children were in my class, and that they loved all of the art we do. We've only actually done one piece of art, so that was interesting! Perhaps they thought the maths we did was art?
I've got both Gema and Tia constantly trying to share my desk with me. I don't want to push them away as they are working and happy, but it's my space. I don't spend a large amount of time at my desk, but I don't like clutter and they have all of their things (books, felts, pencils etc) strewn across my desk. I'm going to have to bite my tongue for now, and maybe slowly ease them into working in their own spaces later. Maybe attachment issues? They want to be close? I don't know. But at least they are completing tasks, and willingly!
Hayden is another extremely quiet student, but I went WOW last week watching him solve a maths problem. He was meant to be working with a group, but he kind of went off on his own and solved the problem all by himself. The following day I asked if he would mind sharing his strategy with the class, and he did! He was like a different child, confident with his explanation and answering questions that the other children had. I was so impressed!
Of the seven Target Students, four go to Shelley for regular literacy sessions, and Tia has out of school tutoring and counselling. They are getting extra support.
My aspirations for not only these 7 target learners, but the entire class, is to get them excited about learning. I want to see at least the same level of enthusiasm from this class as my previous class! That is my first Term 1 goal 😉

 

 

My First Senior Leader Release Day

I know, cheesy title! But I want to share and that heading seems as good as any.
I originally had my release day set for next week, but Jill wasn't available so I had to change it to today. It is too early in the term / year, to begin observations. I mentioned this to Tanya and she said I was welcome to visit her room, so I did! I was only looking at the relationships, whether or not children were engaged in what they were doing, how they were responding etc, not what they were learning. But it was the first time I'd actually observed Play Based Learning in a junior classroom properly. I gained some new knowledge and understandings myself, and I can see why the teachers and children love it! Anyway, observation notes are superb, written up and shared on google drive. That sounds wrong. My notes aren't superb. Tanya's relationship with her class is!
I met with our wonderful RTLB after morning tea. We talked about emotion coaching and he presented me with a book which I had to speed read (I usually take a while and read every. single. word) but have to have the book back tomorrow because of Jury Duty on Monday. This stresses me out to the point of ridiculousness. I dread getting Jury summons letters, they make my heart beat out of order just thinking about them. I hope I'm not selected. Seriously, it causes me extreme anxiety.
So anyway, I read the book like really fast. And it is definitely something we could implement in our school. RTLB said if I was keen we could organise a staff meeting and get all of the staff on board. It fits beautifully with our whole school focus on respect, it also fits with restorative practice, and appears to be a valuable tool for emotion coaching. So I'm going to say YES! I think we should all do it. It is straightforward, designed as a sequence of 18 lessons that help children identify self regulation zones, teaches the language needed to express emotions, discover triggers, understand different perspectives and find tools, techniques and strategies to help them get back into a happy/calm place. (the green zone!) That, along with a whole lot of other important things, but I'm not going to go into it too much right now. I just know that it fits with our school and what we do and I can see how it would be a valuable tool.

I need to put together a small list of students to try out some art therapy with. I've not looked into it properly yet. I was checking things out online between midnight and 1am after husband's phone went off in the middle of the night. We woke up and since it was St Valentines Day we decided to exchange gifts, have a cup of fruit tea, then I was wide awake so thought I'd look into art therapy for children. So much info online, but I reckon it would be quite nice to do the occasional small group art session, where we could just talk while we expressed ourselves through visual art. I do need to look into this further before I get all carried away. Two post in two days, gosh I'm good sometimes!

Where to Start?

I am really excited about my new role as Senior Leader 2!
I've spent quite some time researching and reading information about restorative practice and emotion coaching, I even have interesting pieces saved on pinterest to refer back to. But I'm not really sure what to do with it all yet!
I just finished reading notes from the last Joseph Driessen seminar which was in June last year. I didn't go but I really wish I had! At least I'll get to hear him in April when he comes, I'm looking forward to it.
I guess once I have processed all of the info I have read, and maybe applied some of the ideas within my class (I'm already trying some things out) then I will be able to put together notes that I can share with the rest of the staff. Much of what I've read makes perfect sense, and I really love the idea of restorative practice. Sorry just doesn't cut it sometimes! Often. Actually, usually.

I am organised with Good Citizens though, I hope. I bought 4 picture books to use in the classrooms to help children understand what it means to be a good citizen. My class loved them. Eldest grandson loved "The Bad Seed" which I had to read to him many times when he came to stay during the holidays. Such a beautiful book. Youngest grandson just wanted "Crack in the Bum," his name for "I Need a New Bum" every night. Pam lent me "The Invisible Boy" to read to my class as well, an absolutely beautiful story that promoted much discussion.
So back to Good Citizens, I presented my ideas during our planning day end of last year. I hope everyone thought they were OK. It is quite different to what we were doing, and I really hope that the children will see just how much a privilege it is to be selected as a Good Citizen. Rather that prattle on, I'll post a copy of my ideas...

I know it's hard to read, it wouldn't let me put it on as a PDF so I just screen captured it.
Anyway, Tanya's mum is making the sashes, I am so grateful to her for this.
Tomorrow is my first Senior Leader release day, I've got a few things planned, I don't want to waste the time I've been given! I also need to do a second coat on the painting that I've done on a big slab of wood. Last year I designed an image to match our school whakatauki. Actually, my husband came up with the initial idea, which I modified and made into what I wanted... he's pretty talented I must say! So now I've painted the image into this big slab of wood, I keep looking at it thinking I should have made it bigger, but too late now. I'm not sanding it all off to start again! Took me long enough to sand it smooth in the first place.
I'll post a photo when I'm finished. Hopefully tomorrow!