To show the impact my teaching has on the learners. (University Goal)

Actions:

• Modelling lessons to ensure successful outcomes.

• Providing and obtaining feedback.

• Student assessment of work.

Evidence:

Tessellation Feedback - Cheryl (MT) 

Tessellation Feedback Week 5 - Cheryl (MT) 

Group Reading Feedback - Cheryl (MT) 

Group Reading Feedback W5 Cheryl (MT) 

Students work - Formative Assessment / Feedback / Modelling book

Links to the Standards:

Design for Learning & Teaching 

While working on this goal, I could design lesson plans that reflected the students' strengths and built on the knowledge my MT had taught in the classroom before my arrival. Ruma Kererū uses the Maramataka Lunar calendar as a base for their shared book learning. As the season is spring, we used our local Raukawa story of The Raukawa Tree and Kurangaituku as an area of learning where we could cover our local history and culture through various activities. Writing around persuasive writing (the story of creation) was also a new learning area for the students and an opportunity for me to confer with students, providing feedback on their goals and the next steps. Geometry was also the next step within the student math requirements; therefore, my planning around designing a tessellations unit could extend students' prior basic knowledge around a regular geometric shape and how, through various transitions, they can create repetitive patterns forming a tessellated pattern. Within group reading, the Harakeke group engaged in a text called Kaitiakitanga, where we discussed the importance of looking after our environment through a series of stories voiced by New Zealanders who display Kiataki. In all the lessons, gaining prior knowledge and student voice/feedback and self-assessments was vital to ensure student understanding. While teaching these lessons, I ensured that support was available to the students who required extra help and that the activities chosen were accessible to all, regardless of their levels (in maths and shared reading). The lessons invited students to work collaboratively where they could share knowledge and scaffold one another when needed. Having the modelling books available when instructing the students ensures that understanding is gained before setting the students off to work. Having Cheryl observe and reflect on my teaching was also valuable for me to reflect on and work on in future lessons. 

Build relationships with staff, learners, and whānau.

Actions:

• Spend one-on-one time with students to learn more about them.

• Attend whānau/community events.

• Immerse fully in the kura. 

Evidence:

Visual diary documenting camp and whānau events.

Hui with the principal  

Engage with learners through conversations 

Links to the Standards:

Professional Relationships & Learner-Focused Culture

Building on whanaungatanga is important to me; therefore, coming into a new school for six weeks, I felt connecting with the staff, students, and whānau was essential. I was very fortunate that during my placement, I had many opportunities to engage with whānau through the teddy bears' picnic, camp whānau meetings, athletics, school camp, and diorama displays. I ensured that I introduced myself to the student's whānau and was lucky to have made strong connections with whānau during the school camp, where we could interact during the day and evenings. I believe I was well received by the whānau, with many of them thanking me during the camp diorama displays on my last day. The students of Ruma Kererū were an absolute delight to teach, and by sitting and talking to them over the first couple of weeks, I was able to build their trust, reflecting on how they engaged with me as a teacher. Interacting with and getting involved in staff meetings enabled me to build professional relationships and connections that I feel privileged to have. Fostering trust and respect by demonstrating high expectations and taking the time to know my learners was the pivot to my successful teaching at Tirau Primary. I understood the learners' needs, cultures, and identities by making myself available to hear their voices and opinions and observing their writing where stories shared meaning so that I could see their interests outside of the school environment. Throughout my time at Tirau Primary, I encouraged students to take responsibility for their learning while actively involving themselves in activities to improve their learning process. Reflecting on the last six weeks, I have successfully formed partnerships with all involved. I can confidently understand how whanaungatanga is at the core of creating an inclusive, safe classroom culture.

To show the links I am making between my university papers and teaching.

Actions:

• Apply curriculum integration within my lessons.

• Build on my teaching practice through self-reflection.

Evidence: 

Geometry / Art - Tessellations 

Reading / NZ Histories 

Self-reflection on my teaching 

Links to the Standards:

Professional Learning & Teaching

I deeply understand the New Zealand Curriculum and can confidently integrate subjects, building on what I have learned through TEACH411. For example, I have integrated geometry and art within a unit and reading and social sciences/NZ histories, which complement one another and can be taught simultaneously. Both integrated units were designed to strengthen the students' current learning, especially around the Maramataka Lunar calendar, when looking at the Raukawa Tree text and linking it to spring. Raukawa is significant to our area as it is our local iwi helping students connect to the place we live in through a shared book exercise. I also looked into my teaching as an inquiry, another university paper (TEACH414) allowing me to reflect on my teaching pedagogy and how my practice has benefited the student's needs. My inquiry included ensuring I did not give bias to one group of students over another and incorporating the use of Te Reo Māori to validate the students of Māori descent. Reflecting on my teaching as an inquiry will allow me to make the necessary changes where applicable for the benefit of my future students. Throughout teaching these lessons, I modelled all activities and requirements in the modelling book so that they were explicit and all students could actively partake regardless of their learning abilities, making the lesson accessible. I offered the lower learners additional one-on-one support with areas they found difficult. Most activities designed within the unit plans allowed students to work collaboratively or independently, catering to all learning styles. Within the tessellation unit plan, geometric vocab was essential to explain the different movements to tessellate a shape. I achieved this by modelling the flip, rotate, and shift transitions. Working in a circle on the mat allowed me to see the students use the transitions in their books, assisting students who needed support. 

My class has year 5 & 6 students and is led by Kaiako Cheryl Montgomery. The tamariki are very well-mannered and through observations, it is evident that little behavioral problems occur.  The school day is well structured and the majority of the learning is independent.  The class participates in the 100 days of school maths which has highlighted the ākonga's interest and extended thinking around the different maths concepts.  I look forward to working alongside Cheryl and gaining valuable learning skills to develop my teaching.

Weekly Reflection