Reading: 'learning opportunities for our capable readers' - Tuesday 24th April 2018

Teacher Only Day - Literacy - Self regulated Learning - Friday 13th April 2018

Observation - Guided Reading - Anne Grady - Wednesday 14th March 2018

Staff Meeting - Assessment & e-portfolios - Tuesday 6th March 2018

ILEP Consolidation of Language Teaching Course - Friday 2nd March 2018

1. KNOW YOUR CONTENT

There is a common myth that anyone who can speak a language can teach that language, but any experienced teacher knows this is not true. The best teachers know more about the language than simply being a native speaker. They've studied grammar. They've studied pronunciation and know how various sounds are formed in the mouth. They understand the importance of intonation and stress in conveying meaning. They understand how language is used for communication.

2. KNOW YOUR PEDAGOGY

Effective language teachers not only know about the language, but they also know the best teaching methods to help others learn. They understand the difference between communicative and audio-lingual methods and which methods work best for teaching grammar and vocabulary. They understand how to teach learners of different ages and different levels. They understand how to introduce and practice new language skills with their learners. They know a variety of methods for teaching reading, writing, listening and speaking skills.

3. KNOW YOUR LEARNING OUTCOMES

One of Stephen Covey's 7 habits of highly effective people is ""begin with the end in mind"" and this applies to teaching as well. No matter how well you know your content, and no matter what teaching methods you use, if you do not know where you want your learners to end up, they are never going to get there. Start your lesson planning with an idea of what you want your learners to accomplish. Then determine what skills and knowledge they need in order to accomplish those goals. Decide what learning activities will help your learners obtain those skills and knowledge, and incorporate those activities into your lessons.

4. ALIGN ASSESSMENTS TO LEARNING OUTCOMES

Your learning activities, assessments and learning outcomes are like the wheels of a car. If they are not aligned and working together, your learners will not achieve their language goals. After you have determined your learning outcomes and decided which learning activities to include in your lessons, make sure you choose appropriate assessments that will tell you if your learners have actually accomplished what you wanted them to.

5. BE REFLECTIVE

Effective language teachers know that teaching does not stop when the lesson is over. They spend time after each lesson reflecting on how the lesson went, asking themselves what went well and what could be improved. They might make some notes about what they want to change for the next lesson. Reflecting on your teaching performance and the effectiveness of your lesson design is an excellent form of professional development. As you look for ways to reflect on your teaching, you might try asking students for feedback, keeping a journal about your lessons, or even video recording yourself to watch later.

6. REMEMBER TEACHING IS A TEAM SPORT

Don't forget to reach out to others as you work to help your learners be successful.

7. BE INNOVATIVE

As you reflect on your own teaching, and find new ideas by working with colleagues, don't be afraid to try new things in your classroom. Not every new idea is going to be successful on the first try. But as you try new teaching methods and activities, you will open up new doors to you and your learners. You will add to your repertoire of teaching ideas and improve your teaching practice.

8. INTEGRATE TECHNOLOGY INTO YOUR TEACHING

By incorporating this technology into your teaching, you will not only motivate your learners and help them be more engaged in your teaching, but you will also open up a world where they can use what they already know to help them learn language. Chances are your learners are already bringing technology with them to class in the form of devices. There are some great apps you can use to get students using their smartphones in class to learn language. One is called Socrative, which is a live-polling app that lets students use their smartphones to answer questions and provide feedback that is immediately collated and sent to the teacher's device. This lets you determine what students really know and make sure every student is engaged during the lesson.

9. REMEMBER THE 80/20 RULE

Students should spend only about 20% of their time learning new skills, and about 80% of their time practicing what they already know. This is a rule that is commonly applied in skills-based learning, such as learning to play the piano. Students will not progress without a sufficient amount of practice. If your students are not getting enough practice time outside of class, then make sure to incorporate practice time into your lessons. You might even try a flipped model of teaching, where students watch videos and read outside of class to learn new skills, and then practice in class when they are with other people who speak the language.

10. THINK OUTSIDE THE CLASSROOM

How many hours a day do your learners spend with you in the classroom? Wouldn't you like to have your learners spend more time practicing language? You can only do so much in the classroom. Effective language teachers understand this and search for ways to engage their learners in practicing language outside the classroom. There is a plethora of ways your learners can practice language outside the classroom. You might find a website where they can interact with native speakers of the language they are learning and encourage your learners to use that website. You might suggest they watch videos of television shows and news broadcasts in the target language to increase their listening comprehension.

First Aid - Day 2 - Thursday 22nd February 2018

If needing to send a student back send 3 adults - 1 to stay and 2 to catch back up.

Think twice move once

Any cardiac incidents NEVER walk them

RED - Raise the head
PALE - Raise the tail

1. Skills Stations

2. Patient Assessment Cards
Signs & Symptoms
Allergies
Medication
Previous/Past history
Last meal/Last intake (including fluids)
Event/Events prior

Most effective way to ask patients about pain they may be suffering
Provoke
Quality
Region & Radiate
Severity
Time

3. Hypo/Hyper Game

4. Cellular House
A cell needs:
- Gases
- Pressure
- Temperature
- Fluid
- Nutrients

5. Admin Examples

Useful to have in First Aid Kit: SAM Split or Mouldable Split

Burns
1. Size - Palm of hand indicates 1%
2. Cause
3. Location on the body
4. Depth - Superficial (top 2 layers), Partial (Into middle layers, blisters), Full (All layers into structures beneath, white & waxy or black & charred)

Managing burns:
- 10 Cool Cool
- 10 Cool in a targeted manner - Maintain core temperature
- 10 Cover and cool

Carry Gladwrap for burns - Can be used to loosely wrap/separate when cool (4 lengths of 1 metre)
Plastic bag can be used to carry water
Can buy burns gel

Asthma
1 puff into spacer
1 puff to patient
3-5 breaths per puff
Repeat
Keep using inhaler until the symptoms go

First Aid - Day 1 - Wednesday 21st February 2018

CPR
1. Assess the scene - Stop Think Observe Protect
- Safety zone will be different from person to person depending on experience
- First Aid should be instinctive
- How many patients do we have? Where is the rest of the group? What are they doing? What resources do I have? (people, equipment), What is the weather like?
- Some scenes require a 360
- Protect yourself first - you can't help the patient if you are in danger
- Then protect the rest of the group - Protect the patient last
- Survival responses - Fight, Flight, Freeze
- Control adults/staff/children - Give jobs in pairs

2. Level of response - Informs us about the patients airway
OK - Alert - engaging with the environment, no extra stimulus needed 
OKish - Verbal/Voice - Loud and big, shout, any response is a response
NOT OK - Pain - Knuckles rubbed across: collar bone, sternum, cheekbone - Nerves: finger in crevice between ear and jaw, press thumb top of the lip and nose join
BAD - Unresponsive

Position to look after airways - tongue, vomit

3. Send for help
- Send for other adults
- Ring 111
- Use PLB

4. Airway
- Have a look inside/inspect - Roll on side & clear
- Open - Chin lift

5. Breathing
- Looking for chest movement, listening (10 seconds)
- Is their breathing normal/adequate to keep them alive?
- What is normal breathing? 2 or mores breaths (12-20 breaths per minute)
- What is abnormal breathing? 1 breath or none

6. CPR
- Start with 30 compressions
- 1/3 deep
- 100-120 beats per minute - 2 per second (speed of Werohia, hello - Adele)
- 2 breaths

7. Defibillation
- DNR must be sighted

The Disaster Community Circle
1. People in the event (Kids, Parents, Teacher)
2. Responders (Other teachers, Admin at school, Principal, Paramedics)
3. People that live in the environment that the event has occurred in
4. Family of people in 1
5. Family of people in 2
6. There by the grace of god

Depending on the event it might be better for the group to remain a group.

Anything that is wet conducts heat away from the individual 25x faster - Cotton holds water and draws it towards the body whereas polypros and wool do the opposite.

Allergies - Blood Vessels Dilating and leaked
Histamine is a naturally occurring substance that fights sting etc. Makes the blood vessel dilute. Plasma leaks out into surrounding tissue. Round raised swelling develops - You can stop this process by using an antihistamine but you shouldn't need to if you are not allergic.

When you have an allergy your body sends more histamine (an over the top response - not based on the thing itself it is the sensitivity to it).

Epipen
- Must be followed up by emergency call (111 or PLB)
- Swelling on the throat
- Rash and swelling
- Respiratory problem/wheezing
- Can have a rebound
- Reverses swelling, stops leaking and dilates the airways
- Can give every 7-8 minutes - you can not overdose on this
- Can also give antihistamines

Asthma - Lungs/Airways tight and filled with mucus
Immune system is triggered by a stress reaction. Swelling and excessive mucus production.
When the wheeze becomes quiet it doesn't mean the asthma is gone.
SILENCE is Dangerous. No sound = no air movement