Staff Meeting - eLearning - Tuesday 29th August 2017

So what?
- SAMR - Are we using technology as a substitution? How can we move away from this? Why are we using the technology?
- Making tasks collaborative can move them to Redefinition stage.

BREAKOUT - GoogleDrawing
- Use for publishing
- Can use Doc and insert Google Drawing (Timelines, pictures)
- Post-It Wall - Could be used in a similar way to Padlet and may be easier for the students to embed in their e-portfolios
- Create a comic - Could be used for languages - Create their own scene and insert dialogue.
- Doodle Yourself - Could be used for Self-Portraits
- Create a word bank - Could be used in languages to record vocabulary or in Literacy with a picture prompt for planning

Things to think about:
- Use of scratch - telescopic text of their own - adaptations
- Use Tools - Explore in Google to search the web, your drive or images.

Observation by Pip Mears - Sexuality Road Lesson 3 - Friday 25th August 2017

PCT Meeting - Behaviour Management - Tuesday 24th August 2017

Children make judgements quickly and accurately (Just 10 seconds)

- Ambady & Rosenthal 1993

What messages do you need to communicate quickly?
- Body Language/Tone of voice - Respect from both parties
- Boundaries/expectations
- Approachability
- Routine
- Covey that you mean what you say - Don't say things that you cannot follow through with
- Listening to what they have to say

Three essential elements:
Competency
- Capable of delivering what you claim
- Responsibility to know your curriculum
- Let students know your strengths and weaknesses - teacher as a learner

Care
- Powerful force
- Show as well as tell
- If they do not believe that you care about them then most attempts to motivate them will be futile.

Credibility
- Do things that back up what you say - Actions match words
- Prove yourself repeatedly

How do you show that you actually care about them?
- Treat issues with importance
- Get to know them - Listen to what they have to say, remember, respond, revisit
- Weekly check-ins
- Share a bit about who you are
- Be there at the start and end of the day
- Sit and work with them
- Invite all students to your desk for a chat
- Invest - TIME, ENERGY & SELF

"It begins with me... it ends with me" - Miller & Desberg 2009

Dr Bill Rogers - On Behaviour Management

Settling Class

- Confident and respectful directions

"Settling down thanks", "A number of students are still chatting and calling out, hands down thanks, face the front"

- Small cues to the expected behaviour

- Not requesting, cueing (thanks rather than please) - Can take 2-3 minutes

- Only once all are settled greet the students and begin the activity

- Can direct your focus to certain students and use this same technique (brief descriptive cue and brief directive cue)

- Directions focussed on the behaviour we expect

- Tactically ignore the secondary behaviour e.g. sighing, pouting, etc. - This can be dealt with privately if necessary

- More challenging behaviour may require more assertive language and time out but it is still necessary to stay calm - Check in next day to discuss consequences

FUFT - Follow up and follow through

- Do what you say

Don't - Think of an elephant

- Avoid using this

- State the behaviour that you want instead

Tactical Ignoring

- Address the issue - ignore the secondary behaviour

Coach your class

- Tell them how great they are

- Tell them how proud of them you are

- Create a positive atmosphere

Students will adopt the identity of the group

Commend the norms - Spend as much time on the positives as the negatives

- Hands up

- Correct uniform

- Listening

- Positivity

- Being on time

- Bringing on task

Find the positives

Revisit your expectations

- Setting them is one thing, maintaining them is another

eTAP entries - SUPER IMPORTANT!!!
Frequency, Duration and Intensity

Just Breathe

Staff Meeting - Exhibition - Part 2 - Tuesday 22nd August 2017

What?
- Action - What does it look like? All students are probably achieving 'action' without even realising it.

What Now?
- Implementing a Berkley Inquiry Cycle?
- Participating in exhibition helps students to engage in the inquiry cycle - Teach this explicitly.
- Can we create a flexible inquiry cycle?

Does the inquiry cycle fit with this? Is anything missing?

- Where does action fit? Action can take place in all areas of the inquiry cycle.
- Do the arrows only have to go one way? The arrows should go both ways as you can move back and forth between each stage.
- Action in the end is learning - That does not mean that we should ignore the planning for action part of PYP.
- Venn Diagram with Action in the centre?

Mentor Meeting Minutes - Term 2 & 3 2017

Information Evening - Wednesday 9th August 2017

This year for information evening I was asked to demonstrate the Languages section of our school curriculum. I am teaching French as a part of our Teaming programme this year and was required to show some of the activities that we have participated in already this year.

A selection of students from my class were invited back to participate in this open evening and together we discussed activities/topics that they had really enjoyed that we could model to the incoming Year 6 students.

The students chose some games, songs and language tasks that they wanted to share - All of which can be found on my Room 8 blog - Link to the class blog - Information Evening Post.

We ended up allocating a station for each pair and they were in charge of leading the activity.

The evening went really well and we had a large amount of visitors come through. I was asked a wide variety of questions about the languages offered at Berkley and how our languages programme works. It was challenging to answer some of the questions around timetabling and also around why we do not allow the students to choose what language they learn. I did my best to respond to each question and referred parents to our timetable in order to explain.

All visiting parents and students seemed to leave this evening very happy with what Berkley offers in the languages department and the Room 8 students who were invited back definitely enjoyed sharing and using the French that they have learnt so far this year.

Staff Meeting - NZEI - Career Framework Project

Discussion:
- Where do you want to go in your career?
- What would you specialise in if you could?

Equal opportunities for career development and professional development.

How might your personal goals and aspirations be served by this concept?

Staff Meeting - UOI5, PD Review & Exhibition Part 1 - Tuesday 1st August 2017