LLI and Vulnerable Children Meetings

In week 7 I attended a day long LLI (Language and Learning intervention) meeting at MOE with Shirley Debeer (Speech Therapist) in relation to a student in my classes progress and goals.  Her parents also attended as well as Michele, her LA. We began with positives and negatives from her parents then we spent the morning going through what a day looks like in Room 2 at each step and this was noted down by Shirley. We then looked at strategies at each step to support this child in her growth.  It was a positive experience and I enjoyed working with another professional such as Shirley.

Also that week I attended a one on one meeting with a lady from Children's Action Plan about a student in my class and her well being. It was good to be informed about this student's background and to know about the support around them that is in place. 

Hats Off To Me!

Loving our new staff appreciation vouchers! Great relationship/team building. Here are a few of mine:

Staff Meetings

28.2.17

• Managing Minor behaviours- Read 'Responding to Minor problem behaviours' PB4L and as a group we summarised and role played using teacher signals/non-verbal clues when minor behaviours arise. 
• 
  
• Key info when responding to these behaviours: Calm and immediate, Consistent, Specific yet brief and quiet and private for the student.
• OTJ slideshow by Donna - 3 sources used Observations, Assessment Tools and learning conversations, Involves drawing on and applying the evidence gathered up to a particular point in time, Moderation is key and will be happening more often at team meetings.

21.2.17

• Consistency in planning schoolwide (new maths plan to discuss from Zoe)
• Counting collections NZ Maths and Video from Teaching Channel - Great way to teach number sense and my students really enjoyed this last year. Week 5 we will have some fun with counting collections in Room 2.
• Gavin's research 'Angry Boys' was shared and summarised.  Some key points that hit home for me:  

-There is always more going on in these children's lives than we know (iceberg)

-Their brains have not developed the same so function differently to stress and emotion

-Trauma and neglect affect the brain development (especially young) of children

-Building strong trusting relationships with these children is vital

-Predicting behaviours before they happen

-Structure and routine traps these children into compliance

First 4 Weeks 2017

• I have built some great reciprocal relationships with my students and are continuing to do so.
• Whanau are openly coming into the class to chat with me about questions and concerns and really enjoying the communication via emails and the blog.
• The reading programme is running well and all kids PM benchmarked today on CRT. Writing routine begun and groups have begun this week for this. Maths has begun with number sense each morning (100 days) and statistics.  
• 
  

Term 1 goals:

• Build strong relationships with my students and their families.
• Build strong routines 
• Teach our specific virtues, Respect, Responsibility, Resilence, Courage and Caring....what do these look like at Pukete School?  (PB4L)
• Continue to upskill my Te Reo in my own time to pass onto my students.

• From my last PRT report T4 2016:

Goals for 2017: -To continue to develop a structured circle time into our routine and integrate this with oral language, talk moves and social coaching. -To continue to grow my maths resources and professional knowledge (especially strategy teaching).

Room 2 Behaviour Matrix We Created Together

Staff Meeting 7/02/2017

Classroom matrix designing with students. Look here for Pukete version.

http://www.pbisworld.com/
-Behaviours, what they look like and our strategies around these in our classrooms.

Teacher Only Week 24/25/26 Jan

• PB4L -Designing School Wide Matrix to use in Term one within our school and classrooms for consistency.
• Hats off to You -Staff rewards by Chantelle (Love this idea, and I took the photos)

• Role Playing Behaviours and possible strategies around PB4L Matrix (Teacher doing negative behaviour role playing).
• Planning explicit teaching around the 'Expected Behaviours' at Pukete like Bridgets Staged photo collages.
• Behavioural recording of all minor, major incidents (email as well for major).
• Incredible years refresher and link to PB4L *Key is relationships.

• Reading and reporting back 'Teaching Expected Behaviour', PB4L Section 5, as a group.

• PB4L Classroom strategies- Maximise structure (environment), routine and expectations in the first 2 weeks. 
• Create the routine expectations matrix WITH my class (add in me as a teacher).
• Active supervision- Move, scan, interact.
• Give students more opportunity to respond to stop the calling out and frustration (thumbs).
• Maths- Zoe as MIST.... Talking Maths- Prove it '"What's in your head?". Teach active listening, Talk moves, Supporting others, communicating ideas, growth mindset. Think about maths ability grouping rather problem solving teams. Thanking your brains for thinking.  'Accelerating Learning in Mathematics' reading. Number sense and place value are vitally important. When teaching Stats- do some probability. Worthwhile, contextual and fun maths tasks. 'Every student can become a successful learner of maths.' Effective Pedagogy In Mathematics

• First aid course- Intensive but good day, great team building also for our staff.