I hope to build a professional relationship with the tamariki and mentor teacher in the new entrant class by the end of this semester.
I will achieve this by reading all students names on the work books and the school bus lines everyday at the end of day. This will enable me to establish a foundation of trust with the students fostering a learning-oriented connection founded on principles of respect, inclusive, empathy, teamwork, and safety.
Reflection - I have cultivated a professional rapport with the students in e Roto, establishing a connection with the students, given my limited three day a week presence. However, My professional relationship with my mentor teacher was remarkably instant, likely due to our shared approaches and comfort working together. I am actively fostering relationships with other students throughout the school.
Collect and apply ongoing assessments to guide teaching and learning in my professional journey.
I'm learning to use different ways to assess students' progress during my professional experience. This includes watching lessons, talking to my mentor teacher about their plans and assessments, and understanding how the school uses tests. I'm also working with my mentor to plan lessons and learning from things like photos and student workbooks.
Reflection - I see it's important to learn from my mentor's methods by watching how they assess students in class. Talking to my mentor helped me understand why they choose certain assessments and how they help students learn. I found out that using different kinds of tests, both formal and informal, helps get a full picture of how students are doing. I also asked about how the school uses different tests, which gave me a broader view. Working with my mentor to plan lessons has been really helpful. Looking at photos and student workbooks has shown me how students are doing and where they might need more help. From all this, I've learned that checking how students are doing is really important in teaching. It's not just one way of doing things; it changes based on what each student needs and how education is always changing.
Learn the daily schedule thoroughly on my assigned days to gain the confidence to independently manage the class in the future.
I will attain this goal through careful observation of the lessons taught from my mentor, inquiring about the planning and assessment methods endorsed by my mentor teacher, understanding the application of formal and informal assessment within the school, collaborating on planning with my mentor teacher using both her assessments and my own, and capturing learning experiences through means such as photographs and model books.
Reflection - To achieve this, I adopted a multifaceted approach including observing lessons, discussing planning and assessment with my mentor, understanding school-wide assessment practices, and engaging in collaborative planning. Photos and model books were utilised to capture student progress and classroom dynamics. This process underscored the importance of tailored formative assessment in education.
The Gibbs (1998) reflection model offers a helpful framework to analyse unexpected classroom occurrences—moments that either diverged from the anticipated plan or pleasantly exceed expectations. In addressing emotions (component two), I believe enriching my critical reflections by considering the feelings of both the students (tamariki) and the mentor teacher (MT) involved would add depth to my analysis. Regarding the evaluation phase of the model, I aim to adopt a more positive perspective. Rather than simply categorising experiences as good or bad, I aspire to delve into the advantages and disadvantages inherent in the incident, fostering a more nuanced understanding of the situation.
Working with new entrant students in reading groups has been a fulfilling experience. It involved balancing personalised learning while accommodating diverse needs and interests. Witnessing their progress, from hesitant to confident readers, has been rewarding. The diversity within the groups added depth to discussions, although maintaining engagement required adaptability. Overall, this experience highlighted the significance of patience, adaptability, and personalised support in fostering a love for reading among young learners.
Observing my mentor teacher teaching new entrant students about counting in groups from 1 to 10 was a dynamic experience. Initially, some students picked up counting faster than others. Moving into grouping numbers was a crucial milestone, and seeing their understanding evolve was rewarding. Using activities and visuals helped solidify their grasp on grouping numbers. As they progressed, students became more confident, recognising patterns and relationships between numbers. This experience emphasised the importance of patience and creative teaching methods to accommodate diverse learning styles. Overall, witnessing their growth in understanding numerical concepts was incredibly fulfilling and highlighted the importance of strong foundational maths knowledge.
Teaching my first drama lesson to new entrant students, where they acted as their favorite animals, was nerve-wracking initially. However, as the lesson unfolded, I was pleasantly surprised by the students' enthusiasm, which eased my nerves. Witnessing their excitement and uninhibited creativity as they embodied their chosen animals was rewarding and reminded me of the joy in creating a positive, imaginative classroom atmosphere. This experience highlighted how students' enthusiasm can outweigh initial apprehensions, emphasising the endless possibilities for learning through creative exploration in the classroom.
Attending my first pre-school teachers' meeting was a mix of anticipation and nerves. However, being in a room filled with experienced educators was enlightening. Engaging in discussions about student-centered approaches and innovative teaching methods was inspiring and highlighted the value of continuous learning in the teaching profession. Overall, the meeting emphasised the importance of collaboration and ongoing professional growth within the supportive teaching community.
Taking charge of my own reading group under my mentor teacher's guidance initially brought nerves but turned into a valuable learning experience. It helped me connect with students, learn their names, and understand their learning styles. Guiding them through reading sessions showed their progress and boosted their confidence. This experience highlighted the importance of personalised teaching and witnessing students' enthusiasm for learning.
Having been given the responsibility to be guiding new entrant students in crafting their stories was a fulfilling experience, blending excitement and uncertainty at the start. Encouraging their creativity and helping structure their tales taught me patience and adaptability in teaching. Witnessing their imaginative growth and fostering a supportive environment emphasised the importance of nurturing storytelling skills while creating a space for students to share their unique narratives.
My mentor's guidance on adopting a firmer tone when delivering clear instructions has been an invaluable aspect of my teaching development. Initially, I found this advice challenging, as I naturally gravitated toward a softer approach in communication. Learning from my mentor's expertise and observing their firm yet respectful manner of delivering instructions was enlightening. I realised the significance of clarity and assertiveness in ensuring students comprehend instructions effectively. Implementing this guidance improved my classroom management significantly. Using a firmer tone while maintaining a supportive demeanour helped garner students' attention and foster a more focused learning environment. It also aided in reducing misunderstandings and disruptions during lessons. Reflecting on this mentorship, I acknowledge the trans-formative impact of incorporating a firmer tone in instruction delivery. It taught me the balance between assertiveness and warmth, reinforcing the importance of clear and concise communication for effective teaching and learning experiences.
Leading an arts lesson with new entrant students centred around colouring a Paua shell, inspired by the colours spoken about in the book "Tangaro's Gift," this was a experience that initially filled me with nerves, especially in front of my Waikato mentor. Introducing a creative activity linked to a story was a new endeavour for me, and the pressure of performing in front of my mentor heightened my anxiety. However, as the lesson progressed, the students' enthusiasm and engagement quickly alleviated my nervousness. Witnessing the students immerse themselves in colouring the Paua shells, inspired by the story, was good. Their excitement and curiosity about the vibrant colours and patterns mirrored the essence of the tale, and their eagerness to create their interpretations was inspiring. Although I initially felt apprehensive about conducting the lesson, the joy on the students' faces as they embraced the activity made the nerves worth it. Their enthusiasm taught me the significance of introducing creative elements in teaching, fostering imaginative expression and connecting lessons to meaningful stories. Despite the nerves, this experience highlighted the importance of stepping out of my comfort zone and the rewarding nature of engaging students through creative endeavours linked to literature. It emphasised the impact of integrating arts and storytelling in education, fostering both creativity and a deeper understanding of cultural narratives.
Today, my Mentor Teacher (MT) was scheduled for a BSLA release, and I stepped in for her as the reliever. Such situations, like release days, substitute teachers, and unforeseen absences, are a part of the teaching reality. It provided me with a chance to experience a different teaching style and offer support to the class. This experience not only allowed me to observe and adapt but also helped strengthen my relationships with the students. I feel grateful for the opportunities I've had to collaborate with and learn from exceptional educators in our community. Working alongside these inspiring teachers has been truly fortunate for me.
Assisting a new entrant student undergoing speech therapy by labelling his belongings and guiding him through independent skills was an enriching experience. Initially, there was a mix of anticipation and eagerness to support the student in their learning journey. Labelling the student's bag, shoes, and teaching him basic independent skills was a small yet impact gesture. It allowed me to offer practical assistance while fostering his sense of independence. Witnessing his enthusiasm and eagerness to learn despite facing challenges was truly inspiring. Through this interaction, I learned the importance of patience and empathy when supporting students with diverse needs. It was a reminder of the significance of individualised support tailored to each student's unique requirements. Moreover, it highlighted the importance of creating an inclusive environment where every student feels supported and empowered to develop their skills. This experience was a testament to the power of small acts in making a significant difference in a student's life. It emphasised the value of fostering independence and boosting a student's confidence by providing them with the tools to navigate their learning environment more comfortably.
Observing my Mentor Teacher (MT) teaching new entrant students about Matariki and guiding them in creating Matariki twinkle lights jars was an illuminating experience. Initially, I was excited to witness how the concept of Matariki, a significant cultural celebration, was introduced to the young learners. Watching my MT engage the students in learning about the Matariki stars and their cultural significance was inspiring. The way she effortlessly intertwined cultural teachings with creative activities captured the students' attention and imagination. Witnessing the students' enthusiasm while making the twinkle lights jars, symbolising the Matariki stars, was truly delightful. This experience highlighted the importance of incorporating cultural teachings into the curriculum, fostering a deeper understanding and appreciation for cultural celebrations. It emphasised the role of hands-on activities in making learning immersive and memorable for students. Moreover, observing my MT's teaching style provided valuable insights into effective classroom management and the art of making complex concepts accessible and engaging for young learners. It underscored the significance of creativity in education and the impact of connecting cultural teachings with practical, hands-on activities. Reflecting on this observation, it reinforced my belief in the importance of culturally responsive teaching and the power of creative, interactive lessons in engaging students and fostering a deeper understanding of cultural celebrations like Matariki.
Teaching new entrant students about the significance of Korowai and guiding them in creating their own to display in our classroom was a culturally rich and engaging experience. Initially, I was enthusiastic about sharing the importance of Korowai, a traditional Maori garment symbolising honour and prestige. Introducing the concept of Korowai to the students allowed for discussions about its cultural significance and history. Witnessing their curiosity and respect for the tradition was truly heartening. Guiding them through the creative process of making their own Korowai was a hands-on way to impart cultural knowledge while fostering their creativity. This experience highlighted the importance of integrating cultural teachings into the curriculum, providing students with an understanding of indigenous traditions and their significance. It emphasised the role of creativity and hands-on activities in making cultural learning immersive and memorable. Furthermore, witnessing the pride and excitement of the students as they displayed their handmade Korowai in our classroom underscored the value of celebrating diverse cultures within our learning environment. It was a reminder of the importance of inclusive and honouring cultural traditions to create a sense of belonging and respect among students. Reflecting on this teaching experience, it reinforced my commitment to incorporating culturally significant lessons into the curriculum. It highlighted the significance of hands-on, creative activities in fostering cultural understanding and appreciation among students while creating an inclusive and respectful classroom atmosphere.
Taking full control of the morning session to teach BSLA phonics, story writing, and guided colouring marks an exciting new term in my teaching journey. Initially, I felt a mix of anticipation and enthusiasm, ready to delve into these diverse yet interconnected subjects. Delivering BSLA phonics sessions allows me to engage students in a multi sensory approach to language learning, aiding in their phonemic awareness and literacy development. Story writing sessions provide a platform for creativity and expression, encouraging students to articulate their thoughts and imaginations in written form. Guided colouring complements these activities, fostering fine motor skills and reinforcing concepts learned. This new responsibility signifies an opportunity for me to orchestrate a cohesive and engaging morning routine that nurtures various aspects of the students' learning. It also allows for a structured yet dynamic approach, creating a balance between interactive learning experiences and focused skill development. As I embark on this journey, I aim to maintain an inclusive and supportive classroom environment, fostering a love for learning and creativity. Moreover, this newfound responsibility reinforces my commitment to providing a well-rounded educational experience that caters to the diverse needs and interests of the students. Overall, taking charge of these morning sessions signifies a promising term ahead, filled with opportunities to inspire and empower students in their educational journey.
Experiencing a day off due to floods in my area was unexpected and prompted a mix of concern and caution. While inconvenient, it underscored the unpredictability of nature, emphasising the importance of safety and community resilience. The disruption served as a reminder to appreciate the value of adaptability and preparedness during unforeseen circumstances.
Constable Mandy's visit to teach road safety was an engaging and impactful experience. Her interactive session effectively conveyed important safety messages, engaging students and fostering a sense of responsibility. The visit highlighted the value of practical, real-life lessons and community involvement in shaping responsible citizens.
Handing out Duffy and Ako certificates during the assembly, in front of all students and teachers, was initially nerve-wracking for me. The idea of being in the spotlight stirred feelings of anxiety and self-consciousness. However, as the assembly progressed, I found my nervousness dissipating gradually. Witnessing the students' excitement and smiles as they received their certificates brought a sense of joy and fulfilment. Their enthusiasm and appreciation overshadowed my initial apprehension, making the experience rewarding. Reflecting on this nerve-wracking moment, I realised the importance of stepping out of my comfort zone. Despite the initial anxiety, being part of the assembly allowed me to connect with the students in a different way and share in their accomplishments. This experience taught me the value of embracing challenges and the rewarding outcomes that often accompany them. It reinforced the idea that stepping beyond one's comfort zone can lead to positive interactions and contribute to a sense of belonging within the school community. Overall, it was a learning opportunity that showed me the importance of overcoming nervousness to partake in meaningful experiences.
Observing my Mentor Teacher (MT) teach the students how to make scrambled eggs was a delightful experience filled with pride and accomplishment. Initially, I was intrigued to see how the cooking lesson would unfold and how the students would respond. As the lesson progressed, it was heartwarming to itness the students' engagement and enthusiasm in learning this practical skill. The joy on their faces as they cracked eggs, whisked them, and cooked their own scrambled eggs was truly inspiring. Their sense of accomplishment and pride in creating something on their own was evident in their smiles and eagerness to taste their culinary creation. This experience highlighted the importance of hands-on learning and life skills education. It reinforced the idea that practical lessons, such as cooking, not only teach valuable skills but also boost students' confidence and independence. Moreover, observing the students' pride in their achievements underscored the significance of fostering a sense of capability and accomplishment in their learning journey. Reflecting on this cooking session, it reinforced the value of incorporating practical, real-world activities into the curriculum. It emphasised the impact of such lessons in not just teaching a skill but also in instilling confidence and a sense of achievement in the students. Overall, it was a wonderful moment that showcased the power of hands-on learning and the joy of students' self-accomplishment.
My MT was on release today. We followed the morning Routine of Phonics, story writing, After morning tea I taught an arts lesson using natural resources (leaves) as a relieving mentor teacher was an enriching experience. It fostered creativity, connecting students with nature, sparking discussions about the environment. Students explored leaves' qualities, created unique artworks, and expressed pride in their creations. The experience emphasised the value of hands-on learning, adaptability, and resourcefulness in education, inspiring future interdisciplinary approaches that merge art, nature, and education.
Observing my Mentor Teacher's long jump lesson was insightful. The experience highlighted effective teaching methods, such as clear instructions, creating a positive environment, and individualised support. The MT prioritised safety and exclusivity, offering valuable lessons in communication and differentiation. Witnessing the students' engagement affirmed the impact of dynamic physical education. It provided me with strategies to integrate into my teaching practice, emphasising clear communication, positive reinforcement, differentiation, and safety measures.
Testing new entrant students on their phonic words revealed varied levels of proficiency in phonics and word recognition. Some showed strong understanding and confidence, while others required additional support. Witnessing their successes highlighted the importance of fostering confidence in language learning. Identifying areas needing attention emphasised the need for personalised teaching methods. I aim to use these insights to tailor teaching strategies and create engaging activities to support each student's literacy journey effectively. Overall, the assessment reaffirmed the significance of patience, encouragement, and personalised instruction in nurturing students' phonics skills.
Planning with my Mentor Teacher for Term 4 was dynamic and insightful. It involved detailed discussions on learning objectives, diverse teaching methods, and fostering flexibility in lesson planning. Collaborating with my MT provided rich insights and innovative strategies. The emphasis on clear objectives and creative, student-centered activities highlighted the importance of adaptability and engagement in teaching. I'm excited to implement these plans and create enriching learning experiences for my students. Overall, the experience emphasised collaboration, flexibility, and student-centric approaches in effective lesson planning.
Facing personal issues that led to time away from work was challenging, but using that period to catch up and prepare for the remaining weeks was a testament to resilience and determination. It involved careful planning, seeking support from peers and professors, and emphasising self-care. The experience underscored the importance of balance between personal well-being and academic commitments, highlighting adaptability and perseverance in navigating challenges.
Relieving my Mentor Teacher during a CRT release was an eye-opening experience. It required adapting to classroom routines and ensuring continuity in learning. I gained insights into student dynamics, reinforced classroom rules, and learned the importance of communication and flexibility in teaching. This experience broadened my perspective on classroom management and student interactions, offering valuable lessons to integrate into my teaching approach. Overall, it highlighted adaptability and effective communication as crucial elements in teaching.
Re-teaching an athletics lesson previously taught by my Mentor Teacher was a valuable experience. It involved reviewing my MT's approach, adapting it to suit students' needs, and incorporating my teaching style. This opportunity allowed me to refine my teaching methods, emphasising adaptability, and blending established teachings with personal touches for an engaging learning environment.
Teaching a maths lesson on halves and quarters while being assessed made me nervous. The pressure affected my confidence, possibly impacting the delivery and clarity of instructions. Despite the nerves, the experience highlighted the importance of thorough preparation and strategies to manage nervousness during assessments. It serves as a valuable learning opportunity to improve teaching techniques in high-pressure situations. Proud moment when Jay overheard our new students reply with - BEST DAY EVER and THIS IS SO MUCH FUN.
Away From school Tangi Reason.
Teaching Oturutanga School values—Ako, Kaitiakitanga, Whanaungatanga, Rangatiratanga, and Manakitanga—to new entrant students was a rich experience. It involved engaging activities to instil deeper understanding, emphasizing reciprocal learning, environmental care, relationship building, responsibility, and kindness. The focus wasn't solely on teaching concepts but on nurturing a cultural ethos and identity within the school community. Integrating these values in education created a foundation for a compassionate and inclusive learning environment.