The Treaty

Underlying our work this term on developing our learning environment and expectations is the concept of a classroom treaty.
I have attempted to educate about our NZ Treaty in subtle ways as well as direct teaching.

We have the treaty up on the wall (a facsimile) and our classroom treaty relates to this and will be compared to it.

On the list of activities are a few readings and a station activity.

EDIT: We had an excellent impromptu discussion about Wairau that led into discussion about The Treaty and language interpretation and unfairness.

Inanimate Alice

Have had a brief look at this resource which looks to be exciting - especially to engage reluctant readers.

I think only the first "chapters" are freely available. Then resources start costing.

Teach Teachers How to Create Magic...

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.