Charlotte Verity Professional Learning (School Based)

Resource: Incredible Teachers by Carolyn Webster-Stratton, PH D Chapter 8,9,10 & IYT Workshop 6.7.17 Behavior Planning  This involves a functional behavior assessment, creating and reviewing a plan for a child who has ongoing challenges which a highly challenging behavior.  Template 1,Behaviour challenges (be specific, incl timing and frequency) 2.Desired behaviour (positive opposite of the current challenge) 3. Proactive strategies (Coaching, relationship, specific praise, incentives for desired behaviour, deliberate ignoring) 4. Planned consequences if required (only use when proactive strategies aren’t taking effect). Consequences must be logical and natural e.g. time away from the activity.  5. Parent input and ideas 6. Re-evaluation date and review. Plan next steps e.g. to slowly remove incentives; plans for student self-evaluation Key points: * The behavior may grow worse bef...

Resource: Incredible Teachers by Carolyn Webster-Stratton, PH D Chapter 7,8 & 15 & IYT Workshop 8.6.17 Behaviours When ignoring a challenging behaviour, I am trying to: Use visual prompts/reminders Proximinal praise to those showing the desired behaviour Focus on discussion with the other students, about how they are showing great focus etc Short, simple reminders to whole class e.g. "Who can show me 5?" (focus on mat) When one child is challenging, I am aware of certain other students who may get involved. I will praise those students for being on-task, and encourage them to continue. Give clear expectations, "I will listen to what someone has to say when they come to the mat." for a child calling out and walking around room. What I can't ignore: * Repeated refusals to complete a task when requested * Rudeness towards myself or others (e.g. kicking the wall; pulling faces, name calling etc) * Repeated distraction of others * Defacing o...

Resource: Incredible Teachers by Carolyn Webster-Stratton, PH D Chapter 6 & IYT Workshop Reflection on Engagement and Behaviour (Term 2, Week 3): I am continuing to reflect on the level of engagement and on task / positive behaviour in my class, and what is / isn't working. I feel like we are making small steps increasing both positive behaviour and engagement. Collegiate support and ideas have been critical to this, e.g. Dorinda's Self-Regulation Tools and observing Sue and Dorinda teaching the students.  Other things that are working: * Noticing..making time to share with students, in detail e.g. I noticed that you looked at me when you said that; I notice you came straight to mat * Trying to ignore low level distractions/challenges, and focus on those learning * Having the children demonstrate or lead the class * Limiting time on the mat with lots of short movement breaks * Songs: start of day, rhymes to re-engage students during the day * Consisten...

Literacy Processing is how the brain works with the text to get a message (reading) or create a message (writing). Reading recovery children will need to go through every level.  Able - very able readers may move through the colours (i.e. may not spend long on each level) The workshop leader suggests that the book going home is not  a guided book; it should be a phrased, fluent book (even if from browsing book). The take home book should be enjoyable  and not labour intensive. Green level: teach chunking....  a much more effective strategy than sounding out. Other strategies to teach:  * Self-correct * Notice errors * Monitor or checking * Search for information * Find the information (e.g. look for a cue in picture and finding it) * Use the information * Self-correcting * Cross checking Taking running records: * Text must have been seen and taught (guided text) * Record on Marie Clay Running Record Sheet * Include on form: the level, the...

My Questions For Observation *How can I use this to help my more advanced writers? *How is teacher  and / or peer feedback provided? Writing Modelling Book Lesson Outline Students were sharing facts about space, in preparation for writing factual reports about space (stimulus / ignition).   The teacher revisited yesterday's modelling, on putting facts in order. Students had a reason for writing  and the specific teaching of genre was woven in according to this purpose. Clear WALT (learning objective) in modelling book. Independent writers were given feedback the day prior, and sent off to continue with their work. Modelling for First Focus Group Teacher Focus Group 1 The teacher ran a focused group with target writers (WALT: use our picture plan to write), creating a modelled/shared piece of writing. Teacher and students discussed  facts related to the picture plan. The teacher used questioning and probing to help students think of further i...

This month, I am collecting work samples of target students' writing. Hyperlink to: Individual Monitoring Documents Four out of six students can now: * Say a sentence and draw a picture plan * Identify (at times, with teacher prompting) the initial sound. Children use the phonics card for this, or known sounds * Three of the students are writing known high frequency words: the, to, Mum * One student is now using spaces consistently, and writing middle and end sounds for most words (VF) What has worked: * Sharing info with home - so parents can do further practise with students * Phonics practise and cards (songs, chants, games with parent help) * Explicit modelling on finding start sound and using 'knowing words' * Giving individual feedback to each child after writing * Slowing down handwriting teaching - teaching each letter over two days, and modelling/explaining how to write each letter for students * Holding a teacher focus group with ...

Key features of the writing workshop with students Teaching Focus: adding further detail. 1. ASK students what great writers do. Note their ideas with icons on board. This is your shared success criteria ( see example from TKI ). 2. SHARE writing. Ask PEERS TO GIVE FEEDBACK (e.g. one great thing). 3. ASK students what their next step is (using icons and success criteria). Exemplars to guide my instruction -  Standard after One Year At School http://literacyonline.tki.org.nz/Literacy-Online/Impact/Progress-and-achievement/Assessment-processes/National-Standards-Reading-and-Writing/National-Standards-illustrations My use in class I tried Murray's approach the following day. We looked at one child's work from the previous day. His teaching focus was adding details. Children were able to tell me that great writers: * Think of a story (and plan it - either in head or with a picture) * Say and hear the sounds * Count out the words in their story * Use finger spaces * R...

Reminders For Teachers At Beckenham  Staff Professional Learning 9 May 2016 Red text are my next steps! What is working for our Hub? * Using books to ignite ideas * Explicit teaching of phonics to help students attempt spelling * Individual feedback and prompting * LOTS of modelling for target students * Sentence starters to build confidence e.g. I can, I went, I like etc * Differentiation: encouraging independence for those who can, providing one to one scaffolding for those who need direction (e.g. by sending off independent students before modelling some days) * Using teacher think alouds & explaining to guide students * Individualised followup e.g. questioning to help child add details; word practising; re-reading and editing Ideas from other staff: * Using books as inspiration e.g. Mr Men  * Using icons for self-reflection * Using looking, knowing, sounding words * Good resources: National Geographic photos online  Challenges : * How do I e...

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 knowl...

I enjoyed reflecting on term 1 teaching and learning with my hub colleague. Together, we discussed challenges and successes, and developed strategies for progressing in term 2.  Reading Unit Evaluation Term 1 reflection on programme (Ind. assessment & reflection is ongoing and evidence can be found in anecdotal notes, running records & reading wedge graphs) : Are the students engaged and progressing? How do you know? *Students have learnt and demonstrate core reading routines (looking after folders, coming to teaching table, undertaking reading activity stations) * Assessment shows many students are improving letter-sound knowledge, high frequency word knowledge and moving up reading levels * Participation in shared book * Celebrating success by sharing what they are practicing at home. What resources are we using/adapting? Big books Take home reading books Reading logs Rowe’s shared games: roll a word Effective Literacy ...

This year, I have been privileged to undertake a paper at the University of Canterbury on Curriculum Leadership. My first assignment has been to explore the Key Competencies, their importance in teaching and learning, and why, how and when we might utilise the Competencies to improve students' outcomes. Key Findings from Research: The Competencies were developed from an OECD project, which outlined the key capacities students will require today and in future The Competencies are ‘ the capabilities people have, and need to develop, to live and learn today and in the future ’ (Ministry of Education, 2014).  They embody the knowledge, skills, values and attitudes necessary to live a “ successful life ” in a “ well-functioning society ” (Chamberlain, 2009 in Ministry of Education 2014;  OECD 2005 in Boyd & Watson 2006, p.13) or to participate actively in their communities. Our students' will live in a future that requires  learning throughout life, and  a...