Teacher Only Day – 2/2/2017

Notes from T.O.D 

Student Outcomes from ERO

We looked at how Plimmerton School is currently meeting the ERO student outcome indicators and collaborated with all syndicates. We’re going to check in on this document throughout the year and see what areas we need to focus on (both independently as teachers and collaboratively as syndicates and whole school).

 

 

 

 

Advertisements

Glasser Behaviour Management

Connecting Behaviours.jpg

On a daily basis, I use the Glasser and choice theory principles to engage with students. I use choice theory and the 7 connecting behaviours to discuss student behaviours. This has helped students to take more responsibility for their behaviours and to see how their choices create both positive and negative consequences. 

This has been particularly successful for dealing with student issues as a way to remedy the friendships.

I am still learning how to use this most effectively, however, I think I have already come a long way in my behaviour management approach. Now, when I deal with behaviour situations, I am more kind in my behaviour management and it is more of a discussion between all parties involved rather than a top-down approach.

Gathering Student Voice to Inform My Teaching Practice

In Term 2, I noticed that my students’ interest and motivation for Writing was decreasing. Students seemed bored and when I said it was writing time, would respond negatively.

This prompted me to create a writing survey to help me get a better gauge on their attitude towards writing and to see how I could make it better for them.

survey

I created a Google Form for students to fill in and said they would have free reign to write what they truly felt. I had made sure that students knew I wouldn’t get upset if they admitted they didn’t like what was currently happening in class.

From this, I found out that almost all students wanted to write made up stories which prompted me to plan and implement a narrative unit in Term 3. I also found out that my students wanted to do more free writing each day. As a result, I implemented 20 minutes of free writing 3 times a week. The students responded really well to this and love it when they see ‘free writing’ or ‘writing’ on the daily timetable.

I would like to take a student survey now to compare the results and attitudes towards writing.

Unit planning

In Term 3, I realised that a lot of my students were lacking in their basic structural writing skills and decided to plan a unit to meet the needs of my learners. As a syndicate, we decided our focus was to be Fairytales and I planned my unit specific for my class.

I planned specific learning experiences in a way that would scaffold them into becoming better writers. I also planned for students of all abilities and even had the school’s SENCO help me write a plan for my special needs student adapted from mine.

Here is a link to my unit plan.

I was flexible in how I taught this unit and I didn’t finish it all. I reflected as I went (on weekly writing plans) and took my time where I saw fit. I also skipped some lessons as I felt students had grasped the concepts (like descriptive words) already and felt they didn’t need extra time on it.

Planning

Each week, I complete 4 plans: a weekly plan, a maths rotational plan, an English overview plan (with reading overview and writing plans) and a Reading rotation plan.

 

My writing plan includes a specific learning intention, success criteria and a detailed description of what I and the students will do in the lesson. I also reflect on each lesson in the same box.

My reading planning shows what students in each group will do for each rotation of the week. I have adapted my reading planning to be more specific and to include what I intend on doing with my special needs student, too. My reading plans have a specific learning intention and a brief description of what I will do in that lesson. I plan the follow-up tasks to flow on from the learning intention so that it reinforces the LI.

My maths planning includes the number time activities we do (to get the brain flowing and thinking quickly) as well as a rotation of each math group for the week. I include a specific learning intention as well as a detailed description of the lesson sequence. I reflect on the plan after each session which I then use to inform my next lesson.