We have now been working collaboratively, with four classes in a new modern learning hub. We've implemented a shared timetable, with developmental play/discovery time woven through reading, writing and maths learning each morning.
The New Space:
As staff, we have discussed, agreed and planned areas for different purposes, including: reading/library corner, a theatre for shared gatherings, a construction room (with doors so that children can be playful and make noise with blocks, cars etc, without interrupting learning in the main space), a maths centre, a writing area, maker space / kitchen for construction and a mindful colouring zone.
What Has Worked?
A number of things have really aided our journey, and the ease of transition for the children. These strategies have included:
* Staff meeting to discuss what worked/what didn't work after school each day, and altering plans accordingly.
* Shared expectations for behaviour. We also discuss students who have specific needs, and support each other with helping these children. Children receive the same message from all teachers/aides.
* Daily Korero time with tamariki each day. This sets high expectations, allows for celebrations and key messages to be shared.
* Being open, honest yet respectful of other staff. We share challenges as they arise, so we don't have any hidden 'elephants'. Our days are busy, but filled with humour and highly reflective discussion.
* A fantastically positive and supportive team leader, who accepts and encourages us all.
* Shared planning on googledocs.
* Spending the first fortnight teaching and modelling for children, on how to use the space, manage and seek resources during discovery time, and how to play co-operatively with others.
Developmental Play - Where Are We At?
I've really enjoyed watching children grow in confidence. In 5 short weeks, I have seen:
* Children growing in confidence and approaching new friends.
* Children meeting new friends organically, as they play with the same game/materials.
* Many Key Competencies in action, and often simultaneously.
* Children moving from 'safe' areas and taking more risks in learning, e.g. several girls played solely in the craft area or with the dolls during initial weeks. Now I see many building houses with Lego or playing with trucks alongside others.
* Teacher/Aide coaching with small groups with specific social-emotional skills is provided.
* A teacher acts as a learning coach each morning, moving around children and asking prompting questions, encouraging them to connect with others, and extending their learning.
* Children taking pride in managing resources and keeping the space tidy. There have been lots of options for leadership, e.g. overseeing the tidy up of an area, compost collection, sorting pencils etc
* I have enjoyed reading this fantastic blog about supporting play based learning.
Supporting Our Children
We've noticed that some children are perhaps not as involved as they initially were, because they need a new challenge. A few other children are still finding their way in the hub, and need support to find appropriate games and resources. To address these needs, we as teachers have started to get creative and set up new activity stations each day. I thought of the interests of those children who are a little slower to find activities and came up with a short list - superheroes, dragons and hands-on activities. I also felt our writing area and resources (shopping lists, letter writing templates with mailbox etc) weren't being actively used. I then set up a mask making area, a dragon-hut making challenge, a mini book area, and black & white drawing station this week, incorporating some of the writing/fine motor skills into the mix.
Our Next Steps:
* To continue learning and planning creative stations to engage our students, based on their needs.
* To invite students to set up and lead or teach others at an activity station.
* Explore how we can bring more cultural resources and learning in, e.g. Te Reo games or Pasifika art activities?
* Gather further resources - e.g. inviting parents to bring old technology for tinkering, craft materials for construction and other unwanted items from home.
The New Space:
What Has Worked?
A number of things have really aided our journey, and the ease of transition for the children. These strategies have included:
* Staff meeting to discuss what worked/what didn't work after school each day, and altering plans accordingly.
* Shared expectations for behaviour. We also discuss students who have specific needs, and support each other with helping these children. Children receive the same message from all teachers/aides.
* Daily Korero time with tamariki each day. This sets high expectations, allows for celebrations and key messages to be shared.
* Being open, honest yet respectful of other staff. We share challenges as they arise, so we don't have any hidden 'elephants'. Our days are busy, but filled with humour and highly reflective discussion.
* A fantastically positive and supportive team leader, who accepts and encourages us all.
* Shared planning on googledocs.
* Spending the first fortnight teaching and modelling for children, on how to use the space, manage and seek resources during discovery time, and how to play co-operatively with others.
Developmental Play - Where Are We At?
I've really enjoyed watching children grow in confidence. In 5 short weeks, I have seen:
* Children growing in confidence and approaching new friends.
* Children meeting new friends organically, as they play with the same game/materials.
* Many Key Competencies in action, and often simultaneously.
* Children moving from 'safe' areas and taking more risks in learning, e.g. several girls played solely in the craft area or with the dolls during initial weeks. Now I see many building houses with Lego or playing with trucks alongside others.
* Teacher/Aide coaching with small groups with specific social-emotional skills is provided.
* A teacher acts as a learning coach each morning, moving around children and asking prompting questions, encouraging them to connect with others, and extending their learning.
* Children taking pride in managing resources and keeping the space tidy. There have been lots of options for leadership, e.g. overseeing the tidy up of an area, compost collection, sorting pencils etc
* I have enjoyed reading this fantastic blog about supporting play based learning.
Supporting Our Children
We've noticed that some children are perhaps not as involved as they initially were, because they need a new challenge. A few other children are still finding their way in the hub, and need support to find appropriate games and resources. To address these needs, we as teachers have started to get creative and set up new activity stations each day. I thought of the interests of those children who are a little slower to find activities and came up with a short list - superheroes, dragons and hands-on activities. I also felt our writing area and resources (shopping lists, letter writing templates with mailbox etc) weren't being actively used. I then set up a mask making area, a dragon-hut making challenge, a mini book area, and black & white drawing station this week, incorporating some of the writing/fine motor skills into the mix.
Our Next Steps:
* To continue learning and planning creative stations to engage our students, based on their needs.
* To invite students to set up and lead or teach others at an activity station.
* Explore how we can bring more cultural resources and learning in, e.g. Te Reo games or Pasifika art activities?
* Gather further resources - e.g. inviting parents to bring old technology for tinkering, craft materials for construction and other unwanted items from home.
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