Charlotte Verity Professional Learning (School Based)

Resource:  Incredible Teachers  by Carolyn Webster-Stratton, PH D Chapter 11,12,13 & IYT Workshop 3.8.17 A child needs to have conflict management skills and social problem solving skills to help them regulate their emotions. Children who have difficulty emotionally regulating may also have trouble reading social situations and cues (p. 406 of text). When a child acts out/yells/hits frequently etc (cannot emotionally regulate), this will often result in negative social experiences and possible alienation/loneliness. This child then does not have the peers to practise positive social skills with, and they may become 'labelled' as difficult, defiant etc. Teachers can try to stop this by sharing praise publicly and personally with the child, being explicit with praise, social coaching, connecting with parents and maintaining positive self-talk//thought about that child.  Emotional regulation includes: * Nervous system * Cognitive (reasoning) and language systems ...

Over the last fortnight, I have looked at how I can increase Te Reo in my practise.  I have done this by: * Making more use of Te Reo for instructions e.g. "Kia tere!";  "Homai te...(pene etc)"; "E noho."  * Using Te Reo more for greetings with students' whaanau and students themselves * Ensuring there are more Te Reo books in our class library shelf * Observing and utilising Sherilee's (weekly Te Reo teacher) examples, and checking my pronunciation with her  * Including more waiata in class e.g. Matariki waiata, Ka Kite waiata * Allowing for more output  opportunities e.g. practising our greeting during roll call * Ensuring we say the karakia every day I found information on providing students with ooportunities for input  and output informed my practice: http://hereoora.tki.org.nz/Teachers-notes/Teaching-te-reo-Maori-effectively and great resources for Te Reo Week 2-10 July here:  http://www.tetaurawhiri.govt.nz/what-we-do/events-a...

24.08.2015 Paulette observed  a reading session in my Year 3-4 class. The session involved: * Revision of our Reading WALT (Learning Objective) with whole class * Modelling of the Tic Tac Toe spelling activities, which I left on display for students to reference during the session * Teacher guided reading session on questioning (small group) * Independent Daily 5 Reading tasks, set up for student groups (differentiated according to students' current reading skills and next steps) Observations (things to keep doing) Next steps for my practise Use of questioning to encourage student sharing and comprehension Clear modelling on asking questions in reading, e.g. "How can you change that comment into a question?"; "Use our question words - What, Where, When, How..." "Do you know why..."  and "Prove it to me / Find the evidence for..." to allow students to show comprehension Explicit feedback e.g. "You are saying the wo...

Inquiry into the  Māori migration to NZ - 'Getting there Together' Term 2, 2015 During Term 2, students learnt about how the early  Māori worked together on the migration to NZ and in early Pa life. This aligned well with our school value of 'we get there together'. We also explored the flora and fauna of NZ at the time the  Māori arrived, and reflected on how it had changed since. Students then took this learning and practised 'getting there together' by forming small groups and worked collaboratively. Students planned to create an aspect of early  Māori life; planned and collected their resources to do so; and then problem solved situations together. One of the highlights of this learning was having parents in class to work with the students. One father came and taught a small group of boys about carving. He brought cultural knowledge and experience far beyond anything I could offer the students as a teacher, and having a different personality in the roo...