Intervention 1

 

Reading Problems & Points to Ponder

Tools for Profiling Learners

 

Inquiry Focus 2021

Reasons for the Inquiry Focus

 

Burst n Bubble 2020

I alway struggled with the 3 minutes to share what happened in the whole year. However, I have recorded myself. 

Where to next? I am going to continue doing this but bring in the year 5 to 8 and make it a whole space focus. 

 

Year 8 Reflection on Personal Reading in class

 

Year 8 Reflection on their personal reading experience 2020

 

CoL Application for 2021

 

The Class Novel

 

During the holidays, I gave the year 6 & 7 learners this book to read. Some did read the , but not completed. I had a conversation with them and most said, they did not have time to read.  So I made this book a class reading book. Everyone read, including my Year 8 which are my focus group for my inquiry.

We started the term with our usual routine - the day begins with a book and end with a book - We have 15 minutes silent reading,  3 times a day. We all read together quietly. I read to the class a couple of pages every day too. 

As part of the home learning, they  read for  30 minutes, silently.

By Thursday, I have majority of my students telling me that they completed the book.  

A strong message in this reading and situation - The book is interesting and suitable for the age group. Some the event in the story is relatable to some readers. 

On and all, When we give the students time to read and to read something they like, they will be reading. They will have pleasure in reading. 

TIME +  RIGHT READING MATERIAL + DEAR = PLEASURE IN READING

Assignment 1 Reflection 3

Assignment 1 Reflection 2

 

Mindlab Assignment 1

 30% Reflective entry 1: Analyse the issues of society, culture and professional environments in relation to your practice 

Seeing year 8 students leaving to college with low level of achievement in relate to Maths, Reading and Writing breaks my heart. These students have been playing catch up in learning since their formal education began at the age of 5 years old.  Often, I don’t want to imagine what happened at college for these learners . Majority of them are from working class families or children of migrant parents.  

There were times we point finger to teachers but that does not solve the problem. The problem is bigger than us.  Who should we blame? To get to the problem, we often stepped backward. 

These students are the ones labelled as failure in education because they have not got to the curriculum level expected of them. Some of them go to college and become too overwhelmed with everything and dropped out without achieving level 1 NCEA. 

In this situation, the Bureaucratic nature of education, is quite evident, the view of intelligence as unchangeable, as measurable and as a scarce resource (Brown, P., & Lauder, H. (1991). These group of minority learners can not measure up to align their knowledge with what is expected of them. They are not intelligence enough to fit the mould and the expectation of the education system.  The expectation of the curriculum is to create a pedagogy conforming to the hierarchical structure of a bureaucracy  in which the pace and content of learning is determined by decisions made by a political and administrative process in which the room for manoeuvre of both teachers and students is severely constrained (Brown, P., & Lauder, H. (1991).  These learners are falling behind of this expectation due to the rigid structure of the curriculum. They are labelled as failure but is it really their fault and their parents or is it a societal problem? The educational inequalities continues in today’s formal educational system, that is hierarchically structured and chronologically graded . 

To level the playing field, I tried to have extra time, to work with these learners. I made the do extra work with the hope they can catch up. I shared the data so they can see where they are at and where the expectations for them in relation to the curriculum. 

On the other hand, the free choice and market orientated education system, will also fail these learners.  The disparities  caused by choice  unintentionally contributed to further educational inequalities, while performance gains are only marginal . Those who can make the choices are people who have the resources to enter schools that caters for their needs.

However, in the era of globalisation and technological capabilities, these learners should not be left behind. Creating  online learning such as class sites and using google platform for learners to access learning, anywhere, anytime, any place can be a solution. It could be a way to ensure that  ‘all boats rise on the same tide’ (Parsons, D. (2017).  On the other, this learning platform has its own challenges. Learners need to have the self-discipline and motivation to take their learning on themselves. Considering, the role of parents and families, in supporting the young learners, there is a need to reach out to families to enable them to provide support for their young learners/children.

Using the affordance of technology to access teaching and learning, does not fully alleviate the problem of equity in learning for learners from low socioeconomic. This is because parents does not fully aware of the technical skills their children have and often left them to do it themselves. 

With the experience of Covid- 19 and learning from home, learners were evidently showing their environment which is not necessarily supportive of their need to be successful in education. I was privileged to be in their house virtually to have a feel and experience the struggle that these learners have. But for them it is not a struggle. That is their normal life. 

Term 3 Reflection

 Term 3 Reflection

My students are leaving for the holidays with a sense of achievement. The lockdown was not as disruptive as the first one. The transition for the learning from home was seamless. This was due to the reflection we made from the earlier lockdown.  A timetable was set and students know when to come to the workshop. They have to work independently before coming to the workshop. 

Once return to school, learners settled quicker. 

Had taken a survey with the Reading Club, I realised that the recording of what they read was not methodical.  We discussed the reason and most of them forgot to do it. 

The attitude has definitely improved. The silent reading time is becoming automatise. It's does not take longer to settle my students especially the year 8. I think maturity comes into play.

We have one to read during the holidays. We will have a discussion on Friday of the first week.

Personal Reading at home during the August lockdown.

During the August lockdown (2 weeks). I surveyed my students on their personal reading at home. From what I gathered from their response, I see a change in their reading. It is a satisfying response. I can see that they read more and they listened to a story from Stroyline Online. It is pleasing to see the improvement. However, this time round of lockdown, I was more organised with the learning and I had been vigilant on tracking the reading log. 

 

BOOK CLUB TRACKING

 How has the Covid-19 period impacted the learners in your focus group? Will you need to make any changes to your Inquiry?

Reflection on this week CoL meeting, and now completed another week of lockdown and learning from home, I looked at my inquiry with joy. The reason being in this state, is the opportunity that Covid has provided for me as a teacher to actually get into my learners' home environment and to see what opportunity that my learners have to continue reading for pleasure from home.

I have the opportunity to speak with most parents of the year 8 students and their siblings whom my inquiry is focus on.

I am confirmed that the learners are very versatile. I am amazed with their ability to read and try to focus when there is noise and distraction around them. When talking with parents they expressed appreciation of my role as a teacher but the support for their children is different. Parents forget that their children need SPACE AND TIME. I am amazed at how the students try to cope with their surroundings.

On the other hand, tracking the personal reading from home is different. I still use the reading log as the first point of call to see what they read and to read their reflections.

Book Review and Posting/Sharing on their blog is another strategy for tracking their reading.

EXAMPLE OF ONE POST

Tracking

 

It pleases me to see the effort of this boy who is an emigrant. He responded well to praises and is very determined to do well.  However, I tried different ways of getting my learners to share what they read. 

Tracking - Some of the book review of the Year 8 boys.

Week 3 Term 

Tracking boys reading, enable me to get to know what the boys in my learning space like to read. It provides opportunity for myself to understand their needs in term of the reading materials that is available for them. I need to ensure I have books with similar or related topic for them. 

Tracking Learners' Reading

Reading Summary is one way of tracking my learners' reading. I follow their  summary to gauge if they enjoy what they read and show understanding. 

The Stuggle

 The Struggle

What an opportunity that Covid has provided for myself and many other educators! Being able to work with learners in their own environment. I have some students that has their own space for their learning and some students that has to share with other siblings. There were students who have the support of their whanau and some who are left to do their own. 

However, my learners love coming to the google meet. 

As we learn to use the google meet effectively, students came on at different times and it was really a struggle for me to get decent teaching and learning happened.   One step back and re-think.