T1 W8 - 9

Focus - Assessment and ESL

This week and the next couple of weeks, I will be focusing on completing formative assessment and analysing the data to inform my next teaching step. I have a lot of children in class this year that are below and well below where they should be in their learning. I feel that its crucial to find out where some of the gaps in their learning are and help them address those so we can consolidate their knowledge before they are ready to move on.

In maths and reading, I would like to accelerate some students and I know this will be had to manage within the already busy term plan. However I know that the biggest challenge lies in changing attitudes towards maths in particular. A large proportion of the children that are below are not quite making the connections to part whole thinking they need to move on to numeracy Stage early 6.

In reading, I can see that my ESL students need to make the most progress but that will hopefully change with the new programme I have started with them. This includes a Daily 5 style routine ; read to the teacher, read to self, read to a buddy, practice sight words, draw a picture and write about it, practice handwriting using a handwriting card and lastly work on a computer (they use sunshine online or reading eggs)

I have spent the last week working with Annie and Bonnie, using this routine and I can see that they like the independence it gives them to go and work on their reading without having to constantly ask other Chinese speaking students to translate for them.  It has also allowed me to move on an work with other groups without looking over their shoulder to make sure they understood what I was asking them to do. 

T1 W7

Focus - Noise Levels and Extra-Curriculars

This week I've been working on what SM noticed last week during her observation. I have started to use think pair share during spelling time to help refocus the class and I find that this works well and children have some time to think about the task before sharing their ideas. I will continue to use this in the future.

In order to help with the noise level, I have decided to use a chime as a signal to the class that the volume is too high and need to be lowered. I've have an explicit teaching session about my expectations and what I should be seeing when the chime is rung. Children have responded well to this and we have reflected on it as a class and agreed to keep using this as a signal.

I've also started to get more involved with extra curricular aspects of school life. This was hard to do last year as I had started halfway through. It took sometime to find my feet and most of the curriculum and extra curricular activities had already begun.

Joining the ICT Team this year has been a great start. ICT is something I do love using int eh classroom and its great t be able to use my knowledge to help and engage other teachers and students. As part of this, a couple of other teachers and myself have stepped up to run the Coding Club at school. This is an optional activity at lunchtimes for anyone form Y3-6. Children are invited to join and can explore what coding is and how it works. it gives them the chance to use coding to create, innovate and develop their own expertise.

T1 W6

Focus - Spelling and Whole class teaching 

This morning SM observed Routines and Behaviour Management. She noticed that some students started to get unsettled on the mat during the Spelling lesson. Two boys were pulling on each other and there was a group of students at the back that were talking to each other and not engaged etc. This has been something that I have noticed too. After the observation, we spoke about what changes I can make to ensure that all students are engaged and contributing to the discussing. We agreed that the next steps will be to move students who are being disruptive or not focused to the front of the room. I will also try to refocus the lesson by getting them to think, pair share and then feedback.

Another point of discussion was that I was using 'shhhh' a lot. I had not realised I was doing this so it was great to have someone pick up on that. I know its not effective and I will need to do something different to manage the noise level rising.

Classroom Learning Environment Check

T1 W5

Focus - Reading Routines and Golden Time

Time management during reading was much better today. I got around and worked with 2 groups. It was helpful having someone to read with Annie and Bonnie. Working with them usually takes up a lot of time as I find that they need a lot of support to understand and complete basic tasks. I need to come up with a routine for them to follow daily during the middle block. Possibly do checklist like Daily 5 but modified for them.

Something else I need to be aware of is how I word comprehension questions. I noticed that children didn't understand what the question was asking them and this led to them interrupting guided reading sessions with other groups.

I introduced Golden time on Monday and talked to the class about how it would work and the expectations to get Golden time. I explained that there were certain tasks that need to be completed by Friday lunchtime in order to participate in golden time and it would be their responsibility to make sure all the work is done. Work usually includes all the Must Do tasks for reading, any blog tasks, as well as 1000 points in Mathletics for that week. On Friday afternoon, Golden time was a success. Children were motivated to finish their work in time to get this reward.

*Note - Golden time is device free time. No one is allowed on a device unless they are finishing off work. Children play board game, card game, draw, colour in, build using lego, skip, create a small skit to share with the class, etc.