Te Whāriki- because learning happens everywhere and all the time...

Have been having a quick re-look at Te Whāriki which came up as part of our change team work last year (to do with reviewing our use of assessment). The literal translation of Te Whāriki is 'The Woven Mat' - a holistic metaphor for what we do, indeed!
Te Whāriki is based on the aspirations that children grow up:

• as competent and confident learners and communicators
• healthy in mind, body and spirit
• secure in their sense of belonging
• secure in the knowledge that they make a valued contribution to society.

I initially was attracted to it in terms of integrating discovery learning into St V's classroom programme.
It is a surprising wee gem of a document - well done Early Childhood - thank goodness the government isn't interfering with this side of their professionalism ... yet (knock on wood!!!).

Te Whāriki principles are;

• Empowerment
• Holistic Development
• Family and Community 
• Relationships

What an amazing foundation for our youngsters - it would be great if this could transition more into our primary curriculum ( not to mention our secondary!). These things are important to us all!!

Notes I made this time around

Empowerment - Feedback to students on their learning must enhance their sense of themselves to nurture esteem in their capability and competence

Holistic Development - assessing needs to take place in context - transparently meaningful/purposeful activities

Family and Community

The necessity and usefulness of having family integrated into  assessment and evaluation of the curriculum AND student's learning and development.

Also I note the positives and negatives we deal with as educators in the reality of parental influence on learning (transferences of parents educational baggage to their children).

Relationships - adults as learners - life long learners whether they know it or not! Self awareness of this is key.

Five learning strands

 Te Whāriki’s four principles are interwoven with these learning areas:

• Mana atua wellbeing
• Mana tangata contribution
• Mana whenua belonging
• Mana reo communication
• Mana aotūroa exploration.

Thoughts on these another time...

Nile in the Cloud

I just signed Nile Room up for some SOLE...  (as previously mentioned by me here)

Here we go team!!

World Science U

I'm keen!


Find out more here!!

What Kids Want...

If they only knew they wanted it...?

I have been thinking since last year what I can do to rebuild a learning culture with a group of students that have had a tough year with a different teacher. I want to create an environment that nurtures self directed collaborative learners. The link below offers me a route...

What do you think matters most to our children?

For 20 years I have been posing this question to my students. At the beginning of every school year, I would ask my students to give me advice on how to be their best teacher. I asked them to think about the times they felt most successful and to consider what the adults in their lives did to make this success possible.

EDIT: The author of this article went on to note that his students wrote furiously for many minutes  - unfortunately we differ here - my students looked dumbfounded and what followed was a mixture of things they think I wanted them to say and answers they admitted were "inappropriate".

With our lot it is like we are fighting a battle to get them to know they want anything!

We spent a few sessions on this - next time I need to find some supporting resources from other classes and students.

Next step: Our learning environment should be...

And discussion on how we can create that...

And eventually class rules.

Behind....

I have such a huge backlog of professional readings to blog about from last year - change team and Maths PD in particular.

This is not helped by the large amount of internet bookmarked articles I have that I have ye tot return to!

I need to make a set time to blog and make sure it is respected!

Save Someone's Love of Learning...

How to Save Someone's Love of Learning

If you give children complete control over SOME PART of their learning, they will not only rise to the occasion and attack their interests with gusto, but they will turn around and approach all of their required learning with a newfound sense of self-confidence and self-determination. They will look for a way to learn that fits their new sense of themselves as people with interests, abilities, and important ideas.

Do you want your children or students to love learning? Don’t say “Here, we know what’s best for you — sit down, be quiet, and listen.” But also don’t just say “Go, do whatever you want.” Do better than that. Support their interests and their self-chosen work fully — with your attention, your time, your space, and your cold hard cash. Invest in their interests. Invest in their talents. Instead of letting them ride in the back seat while you take them on a wonderful adventure, show them how to drive the car. Mentor them to be self-directed learners.

 I am following these ideas closely this year - Term 1 with disengaged learners is tough but I won't give up! Bonding with them is key and with children who have trust issues time is my friend.

Working on a network of resources/support. Finding suitable people to work with students when I have more than a handful is tough.

Why Everything We Know About Discipline is Wrong...

Why Everything We Know About Discipline Is Wrong

In my work as a clinical psychologist, the greatest concern expressed by parents is not knowing how to effectively discipline their children.

No surprise here.

They are often frustrated and burnt out because they have tried every technique and strategy out there to no avail. Their child's behavior hasn't changed and more specifically, they are on the verge of breaking point themselves.

To help parents understand why their disciplinary strategies do not work, I often do an exercise with them.

I ask them to use the word "discipline" in a sentence.

Invariably, they say something like, "How can I discipline my child?" or if they are addressing their child, they say, "I am going to think of a way to discipline you."

I first point out how the word "discipline" is used as a verb: Something you do onto another.

I then ask them to analyze the subtext of their sentences -- what do they really mean when they use the term "discipline"?

If they are really honest, they say something to the effect of, "I want a way to control them" or "I am pissed off at my kids and they are going to pay for it,"or "I am so frustrated because I cannot change how they behave."

And this, I reveal to them, is the reason why disciplinary strategies with our children backfire. We say we want to teach our children proper behavior and help them develop self-discipline. Yet instead, we have adopted strategies that are the direct opposite of teaching and instead are just clever guises of manipulation and control.

Brings up some issues I started on here.
I fully agree with the following quote.

If I'm to set myself up as my child's teacher, I must first have learned how to be self-disciplined. I must have addressed, and continue to address, my own emotional immaturity. I do this by becoming an authentic person, true to myself. In this way, my child learns from me to also be true to themselves -- true to their heart's deepest desires.

Turning things back into positive comments and putting focus somewhere else is an important tool when there is every inclination to hyper focus on the unhelpful behaviours that are occurring. My experience over the years has shown me that for some children any attention is a reinforcer whether is it positive OR negative. For these children hyper focusing on their unhelpful behaviours reinforces them and ensures they will actually reoccur.

I have found it also leads to negative energies perpetuating for the teacher as well. Resulting in more stress and the creation of a vicious cycle.

Look for whatever positive you can - even if it is just the way the child is breathing!
Reassess your goals for the session - not all students will achieve the same thing at the same time.
Resist the desire for conformity!