Mentor Meeting Minutes - Term 2 & 3 2017

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?

What can schools do when students find inappropriate websites?

It's not "if"; it's "when." Despite schools' best efforts, some students will access pictures and videos that we'd prefer they didn't see. However, with best practice in place, the number of opportunities for things tp go wrong are far fewer. Here's what you can do to mitigate internet distractions: 1. Linewize (infrastruture) Many TTS schools use Linewize for internet filtering. One of the Linewize options is "Classwize" which enables teachers to see what students are doing in real time and intervene immediately should they need to. It also keeps a record of everything students do on the internet at school, even if the device is owned by the student. Click on the video to hear more or drop us a line at info@tts.co.nz and we can arrange for Colin to give you a demo. Click here to read more. 2. Classroom Management Transparency and accountability is key to ensuring students stay on task. A good way to do this is to make sure that their screen is visible at all times. Students who sit at the back of the room and hide their screen from everyone else need to move towards the middle of the room so that they can be kept accountable. If you'd like one of our Professional Learning team to speak to your whole staff, please contact us at pl@tts.co.nz.  3. Discipline Process Again, transparency is key. If students think there will be an over-the-top punishment, they are far less likely to report when they see or find something inappropriate, guilt when they have strayed, or let the teacher know when others have been up to no good.

Professional Readings - Learners in the driving seat

Class Management - Class Dojo

Over the past week I have been having a few issues with some of my students' behaviour. Being closer to the end of the term some students are lacking motivation and are becoming quite restless. I have therefore found myself searching for ways to keep them on task and engaged without effecting the learning or time of other students who are doing the right thing.

Today in my class I introduced a new behaviour management programme called Class Dojo.

 What is Class Dojo?

How can this be used in my classroom?

The students seemed to respond positively to this system. All students seemed more motivated to complete the set tasks and to do so to a high standard. I am hoping that the use of this programme will continue to be beneficial for my class.

LangSem Waikato - Presentation about my Stage de Nouméa experience - Friday 2nd June 2017

Today I had the privilege of presenting to a number of other language teachers at the biannual Waikato LangSem. I was very nervous but it was fantastic to share my experience of my Stage de Nouméa trip and help to promote more interest in this amazing opportunity.

Here is my presentation:

Presentation Notes:

In the last holidays I was privileged enough to be chosen along with a wonderfully diverse group of committed French teachers spanning the length and breadth of the country to participate in this Immersion programme.

A bit about myself…

I am currently teaching Year 7 and 8 students at Berkley Normal Middle School. I teach French to four groups of year 7, 8 and 9 learners for a full year as a part of our schools Teaming programme.

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What is Stage de Nouméa?

It is a French immersion programme to Nouméa. It’s an opportunity for teachers of French in New Zealand to develop their knowledge of language and culture in a native French-speaking environment. It is funded by the University of New Caledonia, ILEP and the French Embassy in New Zealand.

Why did I apply for the Stage de Noumea programme?

The opportunity was presented to me by Britta. At first the thought of being immersed in this second language was something that scared me but it is an experience that has helped me to grow so much as a teacher. I have always been passionate about French and so this opportunity was one that interested me but definitely put me out of my comfort zone. Knowing that I had been selected meant I had to work hard and fast to try to get up to a reasonable level of language. I learnt quickly that I needed to listen and respond to French at a much higher level than what I had. Immersion tends to do that!

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What did the programme involve?

A lot of organisation by those who took us there - especially Rosaria! The Stage was a real balance of French language study and pedagogy at University, visiting New Caledonian schools and being exposed to the local cultures on various trips. It was very full on but extremely rewarding. There was enough ‘down-time’ and as a group we used this time to meet up often. A huge part of the programme was the immersion itself, which was greatly helped by being billeted in local families who, very generously, housed and fed us, and generally taxied us around all over the island. For most of us time with our families was very important as this is when we picked up so much language and were immersed in the culture.

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What was the biggest highlight/benefit of the programme for me?

There are many highlights for me. I was eager to push my own personal boundaries and learn as many relevant phrases as possible. A real benefit was conversing with as many locals as I could while there. While they are always keen to practise their English they also showed great patience with my ever improving French. The benefit of that is the gaining of personal confidence and picking up on those formulaic phrases. On a more professional note, the real highlight for me was having that ‘aha’ moment towards the end of the Stage where I suddenly realised that I was understanding most of what I was listening to instead of grasping at one or two words a sentence behind.

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How did the programme support my professional development in French? Firstly through the gaining of new language, gaining of confidence and being able to string more and more French together. As those who teach languages know, the more we talk in the language the more our learners pick up and the less often they speak English. Despite the fact that the education system in Nouvelle Caledonie is vastly different to our own, we could still pick up lots of neat little ideas to bring home to enrich our classrooms. One aspect that took me a little by surprise was the realisation that I was in a situation similar to all of the ELL learners at school. If I thought I had empathy for ELL learners before the Stage then it has been doubled now. The Stage also allowed me to form new acquaintances with other schools. My students are currently writing letters back to their New Caledonian pen-pals and my school are hoping to visit my host school on their exchange later in the year.

What ideas did I pick up that I will take back to the language classroom? Lots of ideas from the Stage itself but many more through discussion with others and participating in the pedagogy sessions with Rosaria. I brought home with me a number of books, alongside everyday items we tend to throw out – maps, newspapers and pamphlets. All of these have so many uses and allow our students to really engage in both the language and also the culture.

Would I recommend this programme to other language teachers? Absolutely! It gives a great context to the language, allows for stronger cultural knowledge and it allows you to make new contacts. The experiences are so valuable why wouldn’t you do it?

Some advice for future programme participants:

Get out of your comfort zone! Get out and about as often as you can, talk to the locals and get involved. I ended up participating in a number of different dance classes with various locals, including oriental dance! It is definitely not a holiday as there was a great deal of work and learning to be done. I am sure that this is easier if your French is strong however, you do have to be organised as well as be sociable! The locals are a so welcoming and hospitable, you end up being invited to all sorts of events.

TAKE UP THE CHALLENGE!

French- Observed by Trinity Ahie - Thursday 1st June 2017

Sarah spontaneous observation

What happened	Behaviour	Things to consider
Teaching a sentence “I went to the supermarket and bought…” Forward going through… Next time, add an item. Went off in groups. You sat with a group to help them. Matching activity (approx 30 cards) Ask for attention. Students to put words in bag. Snap game. With 28 cards. Could split it up?	Oliver “why do we learn French?” Deyton on phone for a little bit. Students struggled with “countdown”. Took a while to be quiet for instructions. Jacob really trying. Great to see. Seemed like they were great on the mat, and a bit distracted desks. Students really enjoying snap. A bit loud.	Sentence 13 syllables (7 syllables is) Sandwich methodology. Great to see you using it. English-French-English Attention grabbing techniques You could try examples with a small group first. Build up for snap… “Reeeeeeeeeady….. Seeeeeeet…..  Carrot.” They will hear you be quiet.

Summary:

It was an engaging lesson, and you used a lot of the target lesson. Students enjoyed it also.

I would suggest giving them less of the language. You will noticed when you observed, the sentence length was very short (four syllables for the questions, and four syllables for the answer). Give them enough to be successful.

Students didn’t respond well to attention grabbing techniques. As soon as you went to English, they knew you were serious. I struggled with this also. What did you see that I did to get their attention?

Observation - Second Language Learning - Norwegian - Trinity Ahie

- Lines students up outside and greets in the language.
- Waits for attention of all students - use of wait time.
- Consistently asks students to clarify meaning - students give meaning in English.
- Use of own videos to show meaning of words and create a relation with cultural aspect.
- Asks students for questions after watching.
- Revision of previous session - Listen and repeat vocabulary.
- Use of actions to recall numbers.
- Instructions in the language with actions so that students are able to comprehend.
- Demonstrates game with a small group of students

Game
- Students in circle with eyes closed - some have been tapped
- Questions students and they must give a respond
- Students who have been tapped answer with 'change'
- Teacher takes a chair in the change and then the student left in the middle must then question.

- Keeps students in a place where they can be seen - indicates where to sit.
- Repeats instructions/phrases several times.
- Use of flashcards - numbers.
- Students listen and repeat - cards are then given out to students.
- Holds up cards and says a number - students indicate if it is the correct number (Makes fun).
- Students play a '21' type game - demonstrates this with one student.
- Students have a go - very engaged!!

Staff Meeting -The Art of Learning - Lance King

Useful Links:

Sam Berns TED Talk

http://www.chickensoup.com/book-story/36239/follow-your-dream

About a teacher who stole people’s dreams!

https://attitudelive.com/campaigns/the-attitude-awards-2016-winners/

https://en.wikipedia.org/wiki/Stan_Walker  - Stan Walker went to Hamilton Boys

Hockey - Reflection

This year I have taken on the role of Teacher in charge of Hockey.

So far this has been a very busy role - co-ordinating trials, team allocations, new uniforms, inter-school tournaments and the upcoming AIMs Games.

I have observed dealings with several parents and have now had to deal with these myself - It has been a fantastic opportunity for me to learn from those who are experienced in this area. I have also been required to deal with student behaviour and team motivation/collaboration issues. This has been new territory for me as management within the classroom is quite different.

I envisage this Hockey season to be a very busy one however, I have already gained a lot of valuable experience by taking on this role and I know I will continue to do so.

Stage de Nouméa Certificate

CoL Meeting - Tuesday 16th May 2017

Tuesday 16 May 2017

Hillcrest CoL Meeting - Tamahere Community Hall

Ponderings : Across school roles… more observations? More pressure?

Lots of collaboration, discussions. Time has been taken in order to make the CoL effective and fair for all involved

Evidence  guiding…

Positive

Out of class. Effect?

Here's what:

So what?

Now what?

How can we harness the power of the collective?

What does this mean for our leavers?

What is success for our learners throughout the pathway?

Learning progressions

How can we move more students from at to above?

87% of students moving through to Level 4 (tertiary education).

Achievement challenges that are similar across schools.

In school roles/across school leaders will meet about these and discuss common targets.

Joint PD.

The biggest educational change since tomorrow's schools.

What Next?

Blog with regular updates to keep informed.

Aim is that Waikato Uni helps growth in leadership.

FMG Stadium - Expo 16th May

How can we impact positively on our learners?

http://padlet.com/stuarta2/hillcrestcol

Useful Teaching Resources - UOI3 - Where We Are In Place And Time

Stage de Nouméa 2017 - Final Presentation

Presentation Notes:

Bonjour à tous. J’ai écrit ce que je veux dire parce que je dois encore améliorer mon français.

Ce voyage a été un véritable défi pour moi, mais aussi une expérience bénéfique. Ma compréhension du français s’est améliorée et je tiens à exprimer ma reconnaissance à Rosaria et à Jacqueline pour avoir organisé ce voyage extraordinaire.

Visiter quelques écoles a été très enrichissant. J’ai remarqué de nombreuses différences entre ma classe en Nouvelle-Zélande et les cours ici. Par exemple, dans ma classe nous faisons beaucoup de travail oral lors de l’apprentissage d’une langue. Nous travaillons aussi en binôme ou en petits groupes la plupart du temps afin que tous les élèves puissent s’exercer à parler.

Lorsque les élèves ont été invités à travailler en groupes ici, le professeur a encore facilité la conversation et a choisi qui interrogeait ou répondait. Cela signifait que tous les élèves n’avaient pas la possibilité de parler et peut-être de participer. Les élèves ont beaucoup travaillé : recopier au tableau, mémoriser et realiser les exercices. Ces tâches manquent un peu d’interactivité.

Les classes que j’ai observés étaient beaucoup moins nombreuses ques mes cours en Nouvelle-Zélande. J’ai trente-trois élèves et la plupart des cours que j’ai observés ici n’avaient que vingt-deux à vingt-cinq environ élèves. La plupart des cours apprenaient l’anglais par immersion complète. J’aimerais enseigner ma classe française de cette façon lors de mon retour en Nouvelle-Zélande. Ce voyage a amélioré mon utilisation et ma compréhension des ‘formulaic language’. Donc, en utilisant ces phrases, j’espère pouvoir enseigner de cette façon.

Je suis impatiente de partager mes expériences avec mes élèves et de mettre en pratique tout ce que j’ai appris ici.