Progress

It is indeed a very happy thing when you can see progress being made! Mack is now reading at 8.5 - 9.5 with 99% accuracy and great comprehension. I will retest him at the next level before the end of term. I have to put this down to the extra effort at home as well as at school.
Progress is being made in maths as well, although not enough to move ahead to the next stage. The biggest change I've noticed is his confidence, which has grown immensely. He loves the games I make up, and looks so proud when he goes off to teach them to Cooper in Room 3. I've drawn an analogue clock on the board with 10:50 on it so he knows when to go for his 10 minute "game" and he gets so excited when it gets close to the right time.
He is contributing more during group problem solving tasks, is using materials and drawings to help with understanding and consolidation of maths strategies, and is better able to explain some of his ideas using mathematical language.
Writing can still be a challenge. When Taige is sitting with him, Mack is focused and works hard on completing writing to set criteria (usually we only focus on one thing at a time) but if Taige is away, Mack does a whole lot less. Taige's support for Mack is just wonderful. Mack does not copy, their written work is similar but not the same, and he is always so pleased with himself when he completes tasks. I am really hoping that Mack begins to take more responsibility for his learning in writing when Taige can't be there, it's great that he has support, but he needs to be able to write independently too!
We used "A week of inspirational maths" tasks from youcubed recently. There are really neat little video clips about growth mindset and brains and learning which I showed the class prior to each maths session. We did not complete every activity, but they are all pretty awesome.
The one with surprising results (for me) was an activity where children had to figure out the least amount of squares to fit inside a 13 x 11 rectangle. I honestly thought it would be a quick 10 minute activity. I was wrong. 45 minutes in and they were still going. I had some interesting ideas about squares presented to me (even though we have done lots of work with geometry!) and children who struggled with the whole 13 x 11 rectangle... just not counting accurately! Jack managed to get it down to 8 squares. The class, knowing Jack usually figures things out first, all carried on, trying to get theirs down to 8 as well. Jack figured he had solved it and went off to play Prodigy Maths on the computer. Then Mabel found she could do it in 6! This caused much excitement, and though I could not figure out any way to make it less myself, Mabel decided to go and see if it was possible to make it in even less! Talk about perseverance! I took a photo of Mabel and Brooke, they were just so "into it" and I was like WOW, brains growing here!

One other thing, I've decided that regardless of whether or not fidget spinners are good for adhd, autism, anxiety or any other problem, I really like them! So much so that I have a wee collection of them now, and I am happy for the children in my class to have them too.
We did a whole bunch of activities with them, timing them, making charts and graphs, making predictions about spin time based on size, bearings, shape... it was heaps of fun.

Tigger guards her spinner!

It's a serious business!

Summer in charge of the stop watch

Checking to see if weight makes a difference to the length of the spin

My precious grandsons love their spinners too!

A Whole Bunch of Photos

It's about time I put some more photos on here!

Room 7's Blot Fundraiser art

Room 6's Blot Fundraiser art

My awesome door! Finally had enough money to buy the stuff I wanted to stick on it... and I love it!

Youngest grandson experiments with art activity I planned to do with art group!

Finally pained a table top with chalkboard paint... is currently displaying map of imaginary island we are imaginary visiting in MOTE.

Art group - chalk pastel and glue pansies

Art group - shaving foam & food colouring

Art group - Indian Ink blown with straws

Art group - deciding what the splatters could be

Painting trees on the marbled paper

Indian Ink and watercolour

Room 7's collaborative design for professional screenprinting

Grandchildren's finished art - aged 4 and 2... potato stamped marbled paper and felt butterflies glued on. Marbled with shaving foam & food colour.

What I've Noticed

I still have yet to do a post about Maths PD and I wanted to do one for Art. I also want to talk about Mantle, because I'm finally underway, and I finally used some of the things I've been wanting to try. But this post will be brief and I'll come back to those other things when I have time.
What I've Noticed ...
Fidgety children! Room 7 cannot sit still, just like me! However, it can become annoying when the wobbly chairs and the yoga ball, as well as the normal classroom chairs, are constantly being swung on and rolled around the classroom. I have to give all important instructions while they are sitting on the floor. It's almost like CHAIR = NO EARS. While completing tasks they move and swing and roll around, but they are working.
Presentation skills, overall, are pretty awesome. Children (mostly) take time and effort with planning ideas, layout, thinking about what looks visually appealing, and usually make their work look neat. I know content is more important... but it's so nice to have a class that care about how their work looks too!
Kindness. Room 7 are nice to each other! Mostly. It's been really good to have KiVa to reinforce this, thinking about others, showing empathy... they already know and do all of this. Honestly, aside from my newie (started at the beginning of this year) they are usually all really nice to each other, and they all work well with one another.
Mantle of the Expert... I'm going to put this in because it is relevant, even though I intend to write a post about it in the future, but these children were amazing. We started our Mantle on Friday last week, after doing a little process drama while reading Hinepau (Maori Myth). As soon as I entered the classroom with my pink wig (yes, I did go all out) as a representative from a law firm needing help with a request in a deceased person's will, they instantly put themselves in role and played along with the whole "hook." I was so impressed. I know it's because of what they have done with their previous teachers (so well done Pam & Yvette) but I couldn't help thinking how awesome this was. And future children coming through to the senior level are participating in Mantle right from New Entrants, so imagine what the future will be like in our school. Exciting stuff!
Digital Technology, I am surprised at how very few of my class are really into digital tech this year. I love all of the amazing things you can do with it, and am hoping that I can get them to be a little more excited about what it can be used for and how. Still, I guess, kids just aren't as amazed with digital tech as we are (people my age!). They are surrounded by it, and it's just there. Like it just wasn't there when I was growing up.
Last but not least, and also worth a mention, is that I've noticed how much most of my class have grown up over just 1 term. Names that popped up for "silly" behaviour in the past, including last term, well these children have been so much better. Obviously they aren't perfect, but who is?! But definitely improved... hope it continues!

End of Term 1

The end of the term, already! I am now looking back and thinking about all that we did... and I'm thinking that although we managed to complete a considerable amount of work, I'm sure I could have done more.
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!

Story Hui

I just realised that this was still in draft from last year! Posting it now!

Mantle of the Expert Professional Development

I have been meaning to to this since Tuesday! I have to write this up immediately before another week gets away on me.
I spent Tuesday at Otaika School on a one day PD course. It was brilliant, I got way more out of this than our last Mantle PD in Hamilton. For a start, having a small group of 8, and getting to work with Viv, was just so nice.
When I think about the Mantle Symposium in Hamilton, the only thing that really stuck in my mind was the soundscape (extremely cool, extremely powerful, and I've been waiting for an opportunity to use it with my class). I did gain a few ideas but nothing compared to Tuesday.
We were shown some really great books that I will look into buying, I've got the names of them somewhere with my notes!
We talked about closure, ending a Mantle, and shared ideas on different ways we could do this. Using a metaphor (eg. book) and imagining holding the item in your hands, remembering the beginning of the journey, sharing a favourite memory, writing a message in the back of the book to yourself, sharing the message, closing the book and putting it on the shelf.
We talked about reflecting in all of the different worlds. This was important, reflecting in the world of the expert, the world of the client & the world of content, both the what is and the what if, real and imagined.
While reflecting in all worlds is important, it was also important to build belief in all worlds.
We discussed time shifting, jumping to the end of the story and narrating, making up what has happened, & collecting the ideas/perspectives of others as a way to reflect. Time shifting also allowed the teacher to move things in different directions, just make up a new story as you go to fit with what you need to do, and always speak in 3rd person when narrating.
When building belief, you don't have to design all the rooms in the workspace (this part always seems to take forever and I always end up with indoor pools, helipads, numerous bathrooms and miniature trains in our make believe place of work), creating a company could simply be children imagining and describing a place within the workspace, then explaining why they are there and what it means to them.
I have to remember too that the children can switch between roles in all worlds, I think I am guilty of not allowing enough opportunities to explore different roles within each world. I'm going to make a real effort to do this more.
Another thing I thought relevant for mentioning was how important it is that the teacher research the topic prior to beginning, owning the content, having the knowledge before starting with the children.
We watched a youtube clip about a school in England where Mantle was implemented so well that they had no separate curriculum areas... only the arts and P.E were separate! I really love this idea! Another thing that I think is awesome, is time shifting both forwards and backwards. It's funny how you get ideas in your head about things, and not remember it's all make believe and you can actually do anything you like in a make believe world. You really can fast forward to the future or travel back in time and pretend things happened, create new stories, events... it really is pretty awesome!
Finally, the work we did with an extract form a story was superb... Yvette is going to try it with my class tomorrow because I've got hers for art and I can't wait (that's a whole another story but I'll do it as a separate post - the art) but I am so going to use it too.
I could write out step by step what we did, but it's probably easier if I were just to find the title of the book in my notes and refer you to the page and lesson... super cool, easy to adapt, and I reckon it would be a wonderful way to get some of my reluctant writers writing. I learnt some new things about hot seating during this activity too, and I am eager to use them.
The best thing about Tuesday was working with Viv, she is just so passionate and enthusiastic about Mantle, it just kind of rubs off on you! Or should I say me? Pretty sure her enthusiasm rubs off on everyone, I just can't believe me though, the least dramatic person I know would be me, and I am so into it since we began a few years ago. I still have so much to learn... but the excitement and enthusiasm and believing that I really can do it are all there for me. I do do it!
I'm waffling again, it's late - oh, no it's not, darn daylight saving ending, but I am tired and my ideas are all over the place. Hope this makes sense. Art tomorrow YAY!!!!

Distractions!

I've been meaning to make a start on this year's professional blog for weeks. Initially, I intended to begin with appraisal goals and write about what I was going to do after getting to know the children... but I got so distracted and I still haven't completed all assessments because some of them just take so long, (especially Gloss - when they keep getting one out of three right so you have to move on to the next three and they take ages to answer sometimes!) that I didn't feel ready to actually post what I was going to do.
One of my distractions is art! I know it shouldn't take over everything else but as we are doing an art exhibition and selling art at the end of the term, I'm so excited about working with other classes and I keep getting ideas on things we could do, and so then of course I have to try them out to see if they will work, and my poor husband has to put up with half finished bits of trial artwork all over the house, in various stages of drying.
The other distraction is camp preparation, it's a big one, and thank goodness for Pam because she is super organised when it comes to camp.
Tomorrow my class will be doing a Red Cross First Aid training course, which is great timing before we go to camp. But I still need to do writing assessment. It will have to be Tuesday.
I've spent quite some time trying to figure out this group of children. They are very different to last years class. They seem to love art (which is a bonus for me) but they are quite a noisy group so I've been trying different ways to keep the noise level down. Noise doesn't bother me at all, but I do worry for those that like a quiet space to work in. Also, they are so messy! Like really messy! I can't work in a mess, I like everything to be neat and orderly, so I've had to create rules about things like felt pens being left on the floor with lids off, and chairs being pushed in, and respecting work stapled to the walls, and paper strewn across the floor, and pencil shavings scattered from here to kingdom come... honestly!
And one other thing I've noticed is that they do like to tell on each other, for really silly, trivial things. They also like to get up and go to the bathroom or get a drink - frequently! Even during instruction time or when I'm reading to them, or when we are reading our shared book. It got to the point where I said they would have to wait... or the whole class would wait until they returned before we would continue.
My dilemma, conundrum, worry, that I am going to focus on for at least this term is Mack. Oh my goodness, I am very concerned about his academic levels, in all areas. He's already had numerous days off. After discovering he could not find the solution to 3 + 6, Ronda kindly offered to JAM test him for me. He came out at stage 2-3! Reading at 8.5 but struggled with comprehension and decoding text. Tuesday I shall have a better idea of what he can produce independently in writing.
I have set him separate number goals for homework (yes I am anti homework, but he does need to practise, and I want him to succeed) and I think I shall set up a reading box as I did for Will last year.
Another child I worry about is Lily, who seems to really lack confidence with maths, didn't even seem to try during testing, it was almost like she just made up random answers.
At the other end of the worries I have Jack, Jack who can answer all of the questions in the test, all the way to the end! Seriously though, I'm not really worried about him, I actually think it will be a lot of fun coming up with new challenges to keep growing his brain!
My noisy, messy, very mixed ability class are certainly an interesting group. I wanted to begin MOTE this term, but have decided to delay until after camp at least... I still feel as though I am figuring them out, slowly but surely. Maybe Term 2 will be a better time to start, I don't know, maybe I should just get into it, maybe it will settle them... maybe! After camp.
And I still have art!
Good grief, what a load of waffle I've written! I'm not even going to re read this so I hope it makes sense and I've not too many errors (I still look at the keys, not the screen, when I type - with my two fingers haha. Perhaps it's a good thing, I shan't ruin my eyes!) but at least I've finally started!