KOS is a child abuse prevention programme for schools, which aims to teach children about safety, healthy/unhealthy relationships and how/where to go for help. They will learn: to work out when their safety is at risk how to keep safe when they meet and mix with other people who and how to ask for help if they, or someone they know, is being abused to go on asking for help until someone does something to stop the abuse that it is important to make and follow personal, family and school safety rules They will know: that abuse is never okay that abuse is never their fault Abuse includes : physical, sexual, emotional/psychological, cyber abuse neglect (medical, clothing, food, education, supervision etc), family harm (when power is used over someone and causes them harm). Stranger Danger ...this is an OUTDATED term...89% of abusers will be known to the child, and 45% will be related to them. Also - 'strangers' includes people who might be 'strangers' (unknown) to the chi...
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Caroline modelled a reading session for me, working with a group of Stage 4+ readers. Many of these students are ESOL and require continued practise and support on blending and segmenting. Most children do no immediately read or recall a word read 1-2 pages prior in the text (difficulties with orthographic memory). While they have all progressed, we are wondering if we can speed their progress up. Caroline suggested: increasing the number of books which each group reads (currently, there are 3 groups below or well below standard), using Phonics + series and UFLI printables (worksheets also available). Book intro for phonics + books and just tell students Te Reo words. Briefly explain that these are not sounding out words games such as speed word card games ( YouTube link for games to play with these). It is important that students try and sound it quickly in their heads, then say out loud. continue with fast word lists and sound swap games teach additive blendi...
What I Observed Call to attention, "wiggle in close" Explicit relaying of learning objective e.g. "Why are we doing this? " then "to practise our sounds and what letters they represent" ( link to youtube clip ) Ongoing explicit praise related to goals, e.g. "I noticed that you're doing really well with the rrr" etc Sound swap - all involved - using online tool Fluency cards (teacher shows card, students say the sound) Everything was short sharp and shiny - approx 1-2 mins max on each activity. I am currently spending too long on each warm up Say the sound with physical cards - verbal sound swap, "What would it be if I change the b in bone to a ph?" (all verbal and not written). Children say new word. Great visual representation of short and long vowels in a word (slide) - I could use this approach to teach long and short vowels (as per HERO level 1 goals) Fluency sheets - 1 min to read in pairs Whiteboard CVC words, ...
This programme comes from the Peace Foundation Building a toolkit for peaceful conflict resolution and mediation. This includes the peer mediator programme and training. Peer mediators are trained to deal with lower level conflicts / issues. Opportunity for different students to build leadership skills as mediators. Can build on / link to established virtues and values in the school. Negative reactions are common (remember this is a choice, however!) Resources on drive Animal Conflict styles Pūpūrangi (avoiding) Denial, avoid, withdrawal, lose-lose situation Stop talking - silent or walk away; sulk; ignore the issue; can become resentful Kiwi (accommodating) Suppression, accommodating, lose-win situation Act as though nothing is the matter, Peace-keepers & like to preserve harmony, often say ‘yes’ to preserve the relationship, can refuse to talk about the problem, can become cross with someone afterwards (suppressed anger and f...
Appraisal/TAI Observation Record This is an observation that is primarily for the benefit of the teacher being observed – who sets up the observation with a particular area of interest and development of their own in mind. It is important that the person doing the observation knows what specific area of their practice the teacher is wanting feedback on. The teacher completes the parts in green prior to the observation , the observer collects the data, notes any questions they have, Then at a feedback discussion, the observer and teacher discuss and complete the final sections. Appraiser Observing Caroline Morritt Observation Date 16/5/23 Teacher Charlotte Verity Observation Time Topic being taught Literacy - spelling and reading (Teacher to complete): The specific area of my practice / a specific strategy I am trying to implement, that I would like data about or feedback in from the observation (in relation to an ‘on top’ issue or to an appraisal/TAI goal) : ...