My Inquiry so far...

Reflecting on my journey so far, I encountered  a huge challenges due to various factors. First, the class size was too huge. The learning needs on my students is too wide.  The Aiga philosophy worked at certain situation but mostly a struggle.  I felt that the learners are too casual and are too familiar with each other and often bring their social discussion to our learning space. I felt at times heading onto a brick wall.  However, term 2 came and I introduced daily reflection. This was great as we have set time in the day to reflect.  This helped with keeping us focus.
From the Gloss and Probe test I realised the huge need to focus on our thinking and talking as a visible way of sharing our thinking. Roll in term 3.

Empowerment and Ownership

Student-led conference : Empowerment and Ownership

Putting students in the driver's seat of their parent-teacher conferences creates opportunities for reflection, engagement, and agency.

Had been involved in this Student/Parent/Teacher conference since the turn of tide. This year with my inquiry focus, the SPT conference really made think of this powerful situation for the students. Students taking charge of the 10 minutes meeting.

It was very important to spend time to prepare learners for the conference. It made them feel in control of the situation.

However, this situation needs to transfer to the daily activities in our learning space. Still some learners struggled with taking their learning seriously.  I looked for support from the management. I am overjoyed with  the positive response that I will co-teach with Mrs L for literacy and numeracy. I look forward for this change.

Reflection and Planning

Term 2 Struggle

Having to support learners at the Nu’u to be independent while I carry out testing - PROBE and GLOSS, was a real struggle for me during the first 5 weeks of term 2.

I planned and supported my learners to create daily learning plan. With this idea, I gave my learners independence and choice within a frame work. They have a choice of what they will work on as long they complete the learning task set for the day. Week 1  was spend orientating them to how we were going to work in the next 4 to 5 weeks. Week 2 - testing began. This was a real struggle. The noise level was huge, the interaction was more soical than learning behaviour. Had to constantly re-direct my learners. What’s next?

However, new information surfaced from this test and working one to one. There is a huge need for development of talking about learning. TALK, TALK, TALK. To have their thinking visible. So I searched for support.

Students Reflection

Throughout term 2 I had been supporting my learners to do self-reflection using De Bono hats. Reflection is about students becoming aware of their own thinking processes. It helps my learners think of the learning tasks in front of them and to reflect after completing the task.

However, this has become laborious tasks to some of my learners. It was obvious they need more support and had to re organize and re- arrange how I do the reflection.  

Reflection

Term 2 struggles

My learners are very causal about learning. I reflect on myself, on what do I do that let my students behave this way.  They are worse on my release day. At times, I felt so depressed hearing the behaviour problems. I have expectation in place. We have a class treaty. We have  Aiga group and motivate them through point systems. It does not sustain behaviour. I decided to find out from learners. So I created a survey to find out. It is evident from the survey that students want to learn and be focus. So we have Nu’u meeting and discuss expectation and routine in the learning space. Click here for the survey.