Teacher's Proud Moment

Room5 powhiri from Tamaki Primary on Vimeo.

When our visitors from Denmark came last week, we had to do a powhiri,  but our senior students were not available as they were at the inter school games. My class stepped up and sang for the visitors. It was a very proud moment!

Changing Ways of Education

We had Home School Partnership this week and we were asked to show how Digital Learning environment helped students to engage and learn better. For this purpose each team had to share examples of learning from their classes. I am in Kia Toa team and here is an example of 'Learn Create, Share with my parents at Home School Partnership.

This lesson was a bit of self directed learning. Students had to make a rocket that could fly and they were given straw and paper as suggested in the 'LEARN' column of the plan. This led them to search on the net and find out the best way possible to make a rocket. This involved a lot of reading, listening to and understanding of articles on the net. Some chose to go on You tube to find out if it was possible to make a rocket out of straw and paper. Then students had to make a rocket and this is the CREATE bit of the plan. Finally they had to share how they had made their rocket using a medium of their choice. Some students opted to make a movie and others wanted to make a presentation. click on the links below to have a look.

Getting them Motivated

Maths has become one of the favourite subjects of my students. They are happy to do Maths for a whole block and this is because they have experienced success in this subject. Maths is like addiction. Once you get it, you want to do more. However I have a few students who are not so good at Maths and feel a little bit discouraged because they are not the first ones to solve the problem. I needed to somehow get them motivated to solve problems. So I got this group on the mat for the whole block and started by what they could do. Our topic of discussion was Fractions.
We have been asked to start with a big problem which always got these students confused... so to get them going I started with very easy problems so that they could get motivated. The problems that I gave them were as easy as...
"Show me quarter of 8"
Students worked in groups and were given white boards and play dough to show their working out.
slowly they got what was meant by quarter and sixths and eighths...

Then I gave them the hard problems that I would normally launch to the whole class. The question that I gave is...

Everyone in the group got it.  This group further went on to make their own problems and not only shared them with the class to solve but also helped those who got an incorrect answer.

And they chose not to use equipment any more.

                                                                What a delight!!


                                                            MY REFLECTION

Sometimes it is important to show students what they can do to build up their self esteem.
I am a very happy teacher to see my students intrinsically motivated. Harder problems may throw a spanner in the wheels!

PD On ipad

IMG_0301 (1) from Tamaki Primary on Vimeo.

At Toolkits today I learnt how to make a movie on i pad.
I really liked the Pd because I can see how this could benefit my class. It is a great way to engage students in

• Narrating their story.
• Promoting speaking for students who do not like to speak in front of the whole class.
• Sequencing the story.
• prep work before writing.
• Sharing real stories with class mates.

The Right kind of Praise

As I was looking at my target groups these holidays I realised that students who had not shown improvement were not convinced that they could do better if they tried, inspite of my compelling converstaions like “Maths could be fun once you learnt how to solve the problems.” I had heard them say things like

“ Maths is hard.”  “ I can’t do it!” or “I don’t like it, it is boring”. Now I know that this sounds like a reasonable concern for a child considering something new, but to me it is a huge red flag. It means that at least with regards to some tasks, my students had fixed mindset.

Carol Dweck is the author of Mindset: The new Psychology of Success. Dweck teaches that there are two general mindsets when it comes to any area of our lives. There is the fixed mindset, which says, “Here I am. I sure hope I’m good enough,” and there is the growth mindset, which says, “I can figure it out and learn to do it if I really want to.”

Dweck explains the power of the growth mindset and the harm of the fixed mindset

The fixed mindset comes from believing that our abilities and talents are a natural part of us. If this is true, then there is a good reason to compare yourself to others and when you aren’t as successful as you wanted to be or you fail at something, it means you are not enough.  This is a lie by the way. It’s your fixed mind trying to trick you like your mind sometimes does.

On the other hand, the growth mindset recognizes that we all have things that come more easily and things that are harder, but in the end everything takes some degree of practice to become proficient, and the outcome is a direct result of your amassed knowledge and mastery of a skill.This means that when you fail at something, it’s because you didn’t do enough or haven’t learned it yet. It’s not about you. It’s only about your effort or ability, which can be cultivated to ultimately get any result you want.

A fixed mindset is common for smart, gifted, or talented kids because the child is often praised for his or her results and for how easily he or she achieved them. This can feel amazing and build a lot of confidence for the child at first, but it creates feelings of entitlement and when someone else outdoes them, then it shows up very ugly.

A growth mindset is most commonly the result of being praised for your effort and encouraged to work hard, make mistakes, and not avoid failure.

When we tell our kids:

You did awesome on that test! You’re so smart!

You got an A without even studying? Nice going!

Here is what our kids hear:

If I don’t score well on my test, I’m not smart.

If I have to study, then I’m not very smart.

Instead, let’s try some of these:

I’m really excited about how you’re stretching yourself to learn more and doing harder things all the time!

That picture has so many beautiful colors! Tell me about them.

You put so much hard work and thought into this essay! It really makes me understand about your country better.

Notice when you say things to yourself such as: I really can’t cook. Instead tell yourself, cooking is a skill I haven’t put the time and effort into mastering.

I know practicing this in class will require effort and so I have to say:

“I haven’t put in much effort in mastering feedback that will promote growth mindset in my students.”

This is my personal professional goal for next Term and I believe that it will help change the way my students think about their learning.

A Digital class in 2016

Two weeks ago I attended the Manaiakalani Hui. In so many years, this was the first time I have attended the Hui. Thanks to our Principal Mrs. Rhonda Kelly, who declared it a Teacher only day and took all her staff to the Hui. Manaiakalani is about immersing digital learning environment into our cluster of schools and is becoming popular each day. It was great to meet people who are supporting this initiative and are the driving force behind it.

I have to say that I was very encouraged by what I saw at the Hui. It gave me lots of ideas about what innovative teachers do to enhance and accelerate learning for their students through digital devices. I am very excited to practice some of these ideas into my class.

What was my highlight for the Day…

Well! Soon after the hui our Principal declared that we would have 1:1 i pads for juniors and 1:1 chrome books for seniors. I almost jumped out of joy and why not… when I have waited for four long years to have a net book class.

At the moment I am sailing in two boats where I have half of the class learning on digital devices and the other half on traditional teaching style at any given time. Then we switch over and take turns for the same learning so that every student gets exposure on how to do the same task on netbooks. As you can feel that it takes a lot of time and organisation. Now I can fully concentrate and plan for digital class without worrying to plan for kids with no digital learning device. Hooray!!! Just can't wait!

Collaborative Expertise

This weekend I was reading the latest paper by John Hattie. I enjoyed reading it because it insists on collaborative expertise. I am a fan of collaborative practice. After all, teachers are teacher's greatest resources. Hattie has suggested eight ways to minimise variability in Teacher expertise within schools. As I was reading his paper, a lot of questions came to my mind like: Which assessments can measure impact? Are we wasting time doing assessments that actually do not provide greater insight into progress a student has made? How can we be more collaborative and stop labelling teachers and students? How can we set conditions for collaborative practice? Is student progress fixed to teacher or are there other variables that could be contributing to progress? Are we too obsessed by the word 'Achievement'? etc.
I have summarised what Hattie says in a presentation below.