Refections for Term 4 2016

Completed by Amanda McLean and Charlotte Verity re: Hub 1-2 New Entrant

Link

Collaboration What worked? Shared spaces - change of programmes according to student needs, and going back to basics to teach where resources are in each class. Being consistent with self-management and tidy up expectations was important. Having shared systems worked - ,we borrowed items and ideas from each other and just incorporated e.g. using the 'tahi rua toru wha' call for attention or having children bring their reading folders to the floor. We have an open, honest rapport and have checked in with each other daily (and sometimes hourly!) to ensure we are on the same page. We have discussed potential issues openly and without taking offense e.g. behaviour management; dealing with specific parents. Backing each other up in front of the children was important too. Next steps If we were to continue to work together, we'd look to do more observation and modelling of each other, and perhaps attempt teaching in the same space at once - e.g. both running a session, taking turns at leading; or one teacher managing teaching groups while the other roved and guided, prompted students on independent learning.

Writing What worked?  Charlotte's mentoring paper (University of Canterbury) allowed us to have some wonderful conversations to challenge our teaching of writing. Next step - we could have a larger more capable group working with one teacher and a smaller target group working with other teacher, teacher roles would swap over a period of time. This could allow more opportunities for targeted writing experiences. We think it would be beneficial to moderate/share writing samples more frequently - this could be done in team meetings.

Maths What worked?  We did less collaboration in maths, mainly due to collaborating extensively in writing and reading (and meeting frequently to co-plan/discuss); because we felt the (young) children needed own hub time without too many movements; and due to our different styles of planning in this curriculum area. However, we did have a shared planning googledoc; agree main focuses for the weeks/terms and also borrow each other's lesson plans and resources. Every few weeks we shared one or two effective activities with each other. Next steps Next steps could have been planning together and developing a system where we shared lower, middle and upper activities and/or each plan a week and then swap focuses. A need to learn what is working for others and develop a plan with what could work for us.

Reading What worked?  Collaborating with students working between two spaces was successful, once children were familiar with routines. Both teachers had shared expectations around reading folder pack up, coming back to class promptly etc. This allowed both teachers to build relationships with each child, and see a range of reading levels/abilities. Having some of the same games set up in both room allowed students to feel familiar with all spaces. Sharing assessments via email and googledoc at the time (eg when a student moved a level) was a strength, and meant the contact teacher could email the parent concerned. Next steps Next steps would include establishing shared expectations on reading logs and attending a running record workshop. We question whether modelling and observation specifically focused on the needs of target children could improve outcomes for those children.