Reading - reflections and next steps after week 1 in our collaborative journey for Reading:
Successes:
* Named reading folders and self-managed fruit snack works well - children have a clear system/place for putting their things, and are showing excellent self-management
* Most find activities on the reading stations during independent time. I explain each station at the end of our shared book, and repeat the same station activities throughout the week so children gain confidence and independence.
* Many grew distracted around 10am. I introduce extra station activities (eg simple alphabet puzzles) at this point.
* I want to target reading group time on children's specific needs - observing students and having flexible plans is helpful here e.g. segmenting/blending CVC words for one group tomorrow. This requires being flexible with my planning so I can meet student needs as they arise.
Challenges:
* Are target students getting maximum support for phonics and word knowledge learning? While the rover is targeting individuals for small group games, I'm thinking I can use parent helpers for this also. I've organised parents for every reading session, and created a checklist of children and activities I would like them to work with.
* There are 3-4 who struggle with doing an activity and tend to wander - from now, I will buddy them with a peer.
Term 2 Week 1 - Individual Reflection
What is working well?
* Lower demand/less formal learning in afternoon e.g. art, wellbeing, inquiry
* Increased water consumption
* LOTS of short physical movement breaks e.g. run outside today
What do I need to work on?
* Timing! I am struggling to get both maths and writing done in the middle block. Ideas - have writing experience activities out each day (eg sentence writing, labelling, tracing) and having only 2/3 class do their book writing (teacher feedback sessions are part of this)
* I want to stop saying Shhh! so much!
* Having writing and maths in the 11-12.30 block is very tight, and demanding for students. I brought this to my team and suggested we run one focused teacher writing group each day (6-8 children), were children are getting individual feedback and support. Other children would complete independent writing, publishing or writing stations. These writing stations would focus on fine motor development, which so many of my students need. We discussed and agreed to trial this next week.
What did I learn?
I worked with two colleagues more closely this week - an ex-team leader who has joined our team part time, and our Science & ICT leader. Characteristics these leaders individually/collectively displayed:
* Un-afraid to voice their thoughts, yet open to others' ideas
* Goal-focused
* Efficiency
* Risk takers
* Well organised
* Critical thinkers
Reflecting on colleagues' leadership skills, as I see them, will inform my study in Curriculum Leadership at University.
Successes:
* Named reading folders and self-managed fruit snack works well - children have a clear system/place for putting their things, and are showing excellent self-management
* Most find activities on the reading stations during independent time. I explain each station at the end of our shared book, and repeat the same station activities throughout the week so children gain confidence and independence.
* Many grew distracted around 10am. I introduce extra station activities (eg simple alphabet puzzles) at this point.
* I want to target reading group time on children's specific needs - observing students and having flexible plans is helpful here e.g. segmenting/blending CVC words for one group tomorrow. This requires being flexible with my planning so I can meet student needs as they arise.
Challenges:
* Are target students getting maximum support for phonics and word knowledge learning? While the rover is targeting individuals for small group games, I'm thinking I can use parent helpers for this also. I've organised parents for every reading session, and created a checklist of children and activities I would like them to work with.
* There are 3-4 who struggle with doing an activity and tend to wander - from now, I will buddy them with a peer.
Term 2 Week 1 - Individual Reflection
What is working well?
* Lower demand/less formal learning in afternoon e.g. art, wellbeing, inquiry
* Increased water consumption
* LOTS of short physical movement breaks e.g. run outside today
What do I need to work on?
* Timing! I am struggling to get both maths and writing done in the middle block. Ideas - have writing experience activities out each day (eg sentence writing, labelling, tracing) and having only 2/3 class do their book writing (teacher feedback sessions are part of this)
* I want to stop saying Shhh! so much!
* Having writing and maths in the 11-12.30 block is very tight, and demanding for students. I brought this to my team and suggested we run one focused teacher writing group each day (6-8 children), were children are getting individual feedback and support. Other children would complete independent writing, publishing or writing stations. These writing stations would focus on fine motor development, which so many of my students need. We discussed and agreed to trial this next week.
What did I learn?
I worked with two colleagues more closely this week - an ex-team leader who has joined our team part time, and our Science & ICT leader. Characteristics these leaders individually/collectively displayed:
* Un-afraid to voice their thoughts, yet open to others' ideas
* Goal-focused
* Efficiency
* Risk takers
* Well organised
* Critical thinkers
Reflecting on colleagues' leadership skills, as I see them, will inform my study in Curriculum Leadership at University.
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