Planning for a Language for Learning

Manaiakalani Community of schools have identified ' Language Acquisition' as one of the major challenge for our children to achieve academically. My personal thought is that this has become a major concern for us as most students in our community are 'Second Language Learners'. I have two- thirds of my students who are Second Language Learners because they speak English as their second language.

Usually this is suggested as a disadvantage because people feel that in order to learn something, second language learners have to first learn the language and then learn about the topic of their study. It is however, just the opposite. There is evidence to suggest that competent bilinguals - those with good skills in two languages- have several advantages over monolinguals. The McGill University Psychologists Lambert and Peal (1962) have suggested that where there is good Literacy development in both languages, bilinguals on average score more than monolinguals in verbal and non- verbal tests of intelligence. Being a bilingual is a bonus. But most bilingual children are at a disadvantage in school because they have to learn in their second language which is mostly their weaker language.

I want to have a very supportive classroom environment for my students right from the beginning of this year. This would be where they can take risk in a stress free environment. This would be a non- threatening environment where students can participate without affecting their self-esteem.

So what will I do to make this happen...
1. Provide a comfortable learning environment
Students in my class will feel confident to 'have a go' without fear of failure. I would support them by encouraging them to share their ideas even if it is n broken English, have sentences or even words. I would respond positively as it is an important factor in enhancing the learner's self esteem and developing their confidence.

2. Planned integration of content and Language.
I will plan my lessons in a way that allows the use of new words learnt in other areas of the curriculum.

3. Plan for meaningful interactions through collaborative Practice and problem solving.
I will plan and motivate my students to engage on activities that will encourage them to use the language. I would make opportunities for students to not just be at the receiving end but give responsibilities for their own learning.

4. Modelling of Language
Children will not just hear language that is simple and comprehendible but also extends their use of language. This would also be provided by making plans where simple rules of English Language will be taught to the students on a weekly basis.

5. Frequent opportunities for Teacher and student Interactions.
There is high degree of quality interactions with the Teacher.

My Inquiry 2018

“Recognising and spreading sophisticated pedagogical practice across our community so that students learn in better and more powerful ways...”

The Manaiakalani Community of Learning is working together on this task using the expertise existing in of our community of learning.

                              In 2018 for my inquiry I have selected the following CoL achievement challenge 

#2. Lift the achievement in boys writing.

I will be using the teaching as inquiry framework specifically co- constructed for Manaiakalani schools. This framework shares close similarities with other models that Teachers use in New Zealand. My school uses inter lead for appraisals and monitoring student learning and so I will be using this tool as well to support and inquire into my inquiry further.

I will be labelling my posts as I update my inquiry throughout the year to make the content easy to access.

Labels:

LEvidence, LScan, LTrend, LHypothesise, LResearch, LReflect,

 CPlan, CTry, CInnovate, CImplement, CReflect,

SPublish, SCoteach, SModel, SGuide, SFback, SReflect

Label Key:

LEvidence	Learn - Gather Evidence	CPlan	Create - Make a plan	SPublish	Share - Publish
LScan	Learn - Scan	CTry	Create - Try new things	SCoteach	Share - Co-teach
LTrend	Learn - Identify Trends	CInnovate	Create - Innovate	SModel	Share - Model
LHypothesise	Learn - Hypothesise	CImplement	Create - Implement	SGuide	Share - Guide
LResearch	Learn - Research	CReflect	Create - Reflect	SFback	Share - Feedback
LReflect	Learn - Reflect			SReflect	Share - Reflect

Noticing and investigating for effective internal evaluation

It is the beginning of the year and I am finding out where my students are in their Reading, Writing or Maths. I am on the noticing phase of the evaluation cycle given below.

Initial testing results in Maths showed

The graph above shows that more than 50% of students were below or well below in Maths. I also noticed that these students were the ones who were very disengaged during Maths times as well.
I had no clue why they did not like doing Maths and so I collected some student voice.
This was mainly based on their past experiences in their previous classes.

I asked them if they liked Maths and if no why? 
These were their reasons -

7 out 10 said that they did not like it
7 out of 10 said they find it hard.
It's always a catching up with their peers and it seemed that they knew very little.
They were kind of scared that they might not understand and get into trouble for that.
because they were shy to ask if you went wrong.

When I asked the similar question of my Stage E5 and 6 students they said that-

Maths was like a good challenge
When I go to the shops they could count the money to give to the shopkeeper.
because it's fun.

What does this mean for me as a teacher? because I need to tip the way the majority of students respond to Maths learning. So here is my plan-

• Talk to the class and tell them that Maths is no ghost.
• Tell them that anyone can do Maths
• Support them and show them that I care when they get stuck.
• Slow down when they do nor understand.
• Celebrate when they accomplish.

Strengthening Whanau Engagement

One of our goals this year is to ' Explore strategies to strengthen whanau engagement'.
I was listening to 'Anjila Dixon' the lady from the Ministry at one of our staff meetings who was talking about the importance of whanau engagement. I want kid's whanau to be a part of their learning and they are always welcome.  But how and what would be the most appropriate way to get them into school? This question has been on my mind for a few weeks now!

It is my Mother's birthday today who lives in India. I was getting ready for the day at school and in between I had to ring her up and wish her as I was mindful of the time difference between the two countries. After roll I told my class that I needed two minutes to wish my mum. They smiled back at me and then one voice called out " Can we wish her too"?
How wonderful was that! After all " If you want a friend, first you need to be a friend".  If I wanted their parents to come into the class and engage in learning I first needed to introduce them to my Mother! What an opportunity!

I video called my mum and my whole class sang 'Happy Birthday' for her. She was so delighted! She thanked them, wished them to do well in their learning, she inquired about a student with a cast on her leg and the student told her story about how she fell from the tree, she wished her well and then she turned to me and asked me to get chocolates for each student in my class. Through out the conversation there were heaps of giggles and laughters. It was such a lovely whanau feeling!

It is this togetherness, sharing and celebrating of moments that brings us together! Introducing my mum to my class immediately established a bonding between me and my students who are two days old in my class. Hopefully, I have broken the ice and my students will feel equally comfortable introducing their whanau to me! My aim is to make our parents feel valued at school where they willingly share ideas and expertise in the learning of their children.

Later in the day I got hot chips and chocolate fudge for my students to celebrate mum's birthday.

Physical environment that reflects the culture of your students

Most of my students in class are from Maori and Pacific backgrounds. This year I decided to make the physical environment that reflects the culture of my students so that the students who come to my class feel welcomed and 'at home'. More importantly, I wanted them to make connections by sharing their stories and recognise a common thread between different cultures to understand the idea of 'Unity in diversity'.

One of the Principles of Ka Hikitia is that ' Indentity, Language and Culture count'.

Students do better in education when what and how they learn builds on what is familiar to them, and reflects and positively reinforces where they come from, what they value and what they already know. Maori students are more likely to achieve when they see them selves, their parents, whanau, hapu, Iwi and community reflect in learning and teaching.

I wanted to look at each aspect of the classroom.

So to start with, I went looking for borders that I thought would be more familiar and attractive for my students. I bought some fabric that would solve the purpose. Yes, the borders in my class are out of fabric. The positive to this is that they and can be used year after year.

Students noticed them instantly and said things like " these are all the Kiwiana things". " I know this is a symbol for a fern". " Oh that's a tapa cloth and a maori pattern". " Here's the Pohutukawa and the flax weaving, and then they started to talk amongst each other about the Tapa cloths that their aunty has in their lounge and the fern that grows in the backyard, the weaving in the Marae,  and the list goes on. I was thrilled by their observation. Their personal stories that they instantly recalled were the most precious. I had not envisaged that a small thing like borders could bring this kind of an outcome. This is the first step towards acknowledging my students. I am excited to explore what else I can do to encourage my students to love and be excited about their class. 

Manaiakalani PLD on New Google Sites

 New Sites are much easier to make than the old classic sites.

If you are making a site for the first time, I suggest you go for new sites.

Today we had a great PLD with Fiona Grant, our Manaiakalani facilitator, on how to make class sites using new sites. One of the most important things is to share your folder that would have your lessons or site material. It will save you time from replying to those endless emails that seek permission to view and you will not be directing students to different places to look for resources.
Now how do you do this? Watch the video below on how to do this.

How to make a button for your site
Click the video below to see how you can make buttons.

Creating a class site using New sites

This is more of post where I am revising what I learnt today. For more details and much more crisp teaching from Fiona, click on the link below.

https://sites.google.com/a/manaiakalani.org/digital-immersion/orientation-2018

COA - Art lesson - Expressionism

This lesson was inspired by the New Zealand artist Sheila Brown. Students in my class were learning about expressionism. Through this lesson students learnt how artists express themselves. They understood that colours chosen by the artist have a story to tell and that artists tell their story through the selection of their subject and shades of different colours.

I enjoyed teaching this lesson. The part of the lesson that excited me the most was when students related themselves to the subject they had chosen. Their writings were a reflection of their thinking and connections to the subject of their artwork. They could describe why their subject inspired them. They thoughtfully chose the background colours to express their feelings. There was a lot of critical thinking involved in the lesson. They not only learnt about the techniques that were used by the New Zealand artist Sheila brown but also made excellent connections with their own lives and express their stories. I am very happy with the outcome.

A complete lesson can be viewed by clicking the link below.

https://sites.google.com/a/manaiakalani.org/onair/sharma-15