PCT Log

I engaged in regular, one-hour mentor meetings with my Head of Faculty (HOF) as part of our Professional Conversations and Team (PCT) initiative. These meetings were instrumental in shaping the progress and direction of my senior Science and Biology classes.

One of the central topics of our discussions during these sessions revolved around the alignment of curriculum across these senior subjects. We aimed to create a coherent and consistent educational experience for our students. This involved not only coordinating the theoretical aspects but also practical components of the curriculum, which was essential for ensuring that all students received a well-rounded education.

An additional critical aspect we tackled was the establishment of equity between the different classes, particularly considering that my class was larger in size. We discussed resource allocation, strategies for scaffolding learning, and methods to adapt to the varying needs of our students, depending on their individual progress.

Furthermore, our mentor meetings extended to a comprehensive discussions of assessment-related matters. We deliberated on the design of assessments, the conditions under which assessments would take place, and the marking schedule. This approach allowed us to ensure fairness and consistency in evaluating student performance and providing a robust framework for their academic development.

In addition to these considerations, we also explored the practical aspects of managing student records and progress. We delved into the technical details of entering marks in the Kamar system and the importance of timely and accurate record-keeping. This not only served as a practical guide for our administrative responsibilities but also allowed us to track and analyze student performance more effectively.

The mentor meetings were not limited to administrative matters alone. They also encompassed discussions on commenting and providing feedback on student progress. These discussions were pivotal in shaping our approach to fostering the growth and development of our students, as well as maintaining open lines of communication with them.

Reflecting on Term 1, the most significant takeaway was the realization that educational activities in the realm of science would often necessitate multiple opportunities for students to attend or participate. Moreover, by addressing various aspects of curriculum alignment, resource management, assessment design, and student progress monitoring, these mentor meetings played a pivotal role in shaping the educational experience for our students.

TERM 2

The challenges we faced in our PCT mentor meetings seemed to multiply. The landscape of our educational journey became more complex as external factors came into play. One such challenge was the PPTA strike action, which significantly impacted our ability to plan and execute practical investigations. This industrial action disrupted the educational flow, making it challenging to provide students with hands-on learning experiences.

Furthermore, student attendance remained a concern. Many students continued to be absent from class due to various reasons, compounding the challenges we faced. The combination of the PPTA strikes and inconsistent attendance created a double hit, making it even more challenging to adhere to our original teaching timetable.

Another issue we grappled with was the lack of academic accountability for students participating in sports or other extracurricular activities that took them away from the classroom. While we value the holistic development of our students and recognize the importance of extracurricular activities, we also had to ensure that these activities did not compromise their academic progress. Striking the right balance between participation in such activities and fulfilling curriculum requirements proved to be a complex task.

Our mentor meetings with the Head of Faculty (HOF) remained crucial during this term. We continued to collaborate on planning lessons and finding ways to adapt to the ever-changing educational landscape. To address the challenges posed by the strike actions and student attendance, we worked on strategies to ensure that we didn’t fall too far behind our initial timetable.

One significant shift in our approach was the emphasis on establishing more routines and predictability in our classes. This helped create a stable learning environment and gave students a sense of structure even amidst external disruptions.

A key focus was placed on workbooks as evidence of learning, as per my HOF’s suggestion. We worked to ensure that these workbooks effectively captured and reflected the students’ educational journey. This not only assisted in assessing their progress but also served as a tangible record of their academic growth.

As educators, finding the right balance between addressing diverse learning requirements and meeting the curriculum demands continued to be a significant challenge. This term underscored the dynamic nature of education, requiring us to adapt and innovate to provide a meaningful and comprehensive learning experience for our students. The mentor meetings played a vital role in helping us navigate these challenges and find practical solutions that addressed both the academic and extracurricular aspects of our students’ development.

June 6th – Review year 12 biology derived grade exam for life processes. Made a list of areas that students/ teachers need to revisit and revise. Year 11 science – Acids and Bases investigation needs to be booked for practical assessment before the end of term. This is the last week for year 12 to complete their internal investigation- next week begins genetic variation and expression.

TERM 3

Term 3 Reflections

Reflecting on my teaching experiences during Term 3 has brought about a mix of emotions and insights. One of the most significant developments during this term has been the deepening of my connection with the students. As we’ve spent more time together, both the students and I have become more familiar with one another. This mutual understanding has created a more comfortable and productive learning environment.

An essential aspect of this term has been setting clear expectations for the students, whether it’s in terms of their achievements or their responsibilities in the classroom. As a result, students now know what to expect when they succeed or face challenges. This clarity has contributed to a more constructive and goal-oriented atmosphere in the classroom.

I’ve also noticed that as trust has developed, there’s been more room for individual work. This newfound trust has enabled students to feel more comfortable and confident in taking ownership of their learning. They are increasingly recognizing and appreciating their accomplishments, and I am genuinely delighted to see their pride and confidence grow as they embrace the opportunities for individual growth.

However, this period of reflection is tinged with sadness for me. I recently learned that I will not be offered a teaching position for the following year. This news has been a tough pill to swallow, as I’ve developed a strong bond with these students. Watching them evolve into young adults and witnessing their sense of humor and their ability to challenge my thinking has been a truly enriching experience. Every day spent with these students has been a source of joy and inspiration, and I will genuinely miss being a part of their learning journey.

In conclusion, Term 3 has been a time of growth, both for the students and for me as an educator. The bonds that have formed, the progress that has been made, and the pride I see in the students are all sources of great satisfaction. While the news of not returning next year is disheartening, I will always cherish the memories of this group of students and the impact they have had on my teaching career. I am grateful for the privilege of being a part of their educational journey and look forward to the positive paths they will forge as they continue to embrace learning and development.

HOF Meeting Reflections

In addition to my reflections on Term 3 teaching experiences, I want to acknowledge the valuable support I’ve received from my Head of Faculty (HOF) during our mentoring meetings. These meetings have been instrumental in addressing some critical aspects of our educational approach.

Our discussions during these mentoring sessions have highlighted the importance of coordinating practical assessments effectively. It’s essential to ensure that all assessments are appropriately aligned with the curriculum and that they provide meaningful learning opportunities for the students. This coordination helps create a well-rounded and comprehensive learning experience for our students.

Furthermore, with the busy schedule of sport and cultural activities that often take students out of the classroom, it’s been a significant challenge to manage our curriculum delivery. We’ve focused on planning for make-up or resubmission assessments to accommodate these activities without compromising the quality of education. This approach has allowed us to strike a balance between the students’ academic commitments and their participation in extracurricular pursuits.

In summary, these mentoring meetings have been vital in addressing the practical challenges that can arise in a school environment. They’ve helped us maintain a consistent and effective teaching approach, ensuring that both academic and extracurricular activities are integrated seamlessly into our educational program. This collaboration has been a valuable component of my teaching experience in Term 3, and I appreciate the guidance and support provided by my HOF.

Science Team Meetings

Weekly, 1 hour (Wednesdays)

2023-february-14th Download

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2023-may-2nd Download

Professional Development

Classroom management with Margaret Ross – WGTN May 3rd, 9 – 3:00pm

REFLECTIONS

I recently had the privilege of participating in a professional development course with Margaret Ross, a renowned expert in classroom management and behavioural psychology. Margaret’s insights and guidance have left a lasting impact on my approach to teaching and managing students.

One of the key takeaways from the course was the importance of fairness in our interactions with students. Margaret emphasized that children closely observe how we treat them compared to how we respond to others. This insight underlines the need to be fair, consistent, and equitable in our actions, ensuring that each student feels valued and respected.

Another valuable lesson was the idea that providing individual prizes can lead to defeatist attitudes in the classroom. Instead, Margaret encouraged us to focus on positive feedback and creating a consistent structure in our teaching. This helps foster a sense of collective achievement and motivation among students, promoting a more supportive and inclusive classroom environment.

Margaret also stressed the significance of empowering students to self-correct and provide feedback on their behaviour. Allowing students to take responsibility for their actions and actively communicate their needs can contribute to a more cooperative and productive learning atmosphere.

One fascinating observation Margaret made was that the students who are often the loudest and most disruptive in class often seek proximity to the teacher. She highlighted the importance of praising and providing support for these students, recognizing that their behaviour might stem from a desire for attention and validation.

Margaret’s suggestion to avoid disrupting a student’s “flow” for minor behavioural corrections was particularly insightful. This idea underscores the need to choose the right moment for intervention and not disrupt a student’s concentration unnecessarily.

Margaret also offered practical teaching tips, such as using a laser pointer and PowerPoint changer to facilitate movement around the classroom during lessons. Standing beside students who may need more support as soon as a task begins can be a proactive way to provide assistance and guidance.

On a more personal note, Margaret’s humour and candid reflections on teaching as a challenging profession were refreshing. Her reminder that most career teachers retire within six months of leaving the classroom highlights the importance of finding a balance between our professional and personal lives.

In conclusion, the professional development course with Margaret Ross was an eye-opening experience. Her expertise in classroom management, coupled with her practical advice and humorous insights, has undoubtedly enriched my teaching approach. I am excited to implement these strategies in my classroom and continue to strive for a more effective and inclusive learning environment for my students.

UDL Training

Racism at Horowhenua College

REFLECTIONS

Participating in the professional development session on addressing racism at Horowhenua College has been an eye-opening and crucial experience. The fact that students expressed feeling that teachers were racist due to unequal attention and mispronunciation of names is a clear indication that there is work to be done to create a more inclusive and equitable learning environment.

One of the essential takeaways from the session is the importance of actively addressing these issues. The introduction of the option in Kamar to listen to the pronunciation of students’ names is a powerful tool that we, as educators, must utilize diligently. Correctly pronouncing a student’s name is a fundamental act of respect, and it can make a significant difference in how students perceive their place in the classroom.

In addition to name pronunciation, the session highlighted the need to ensure that all students, regardless of their ethnicity, receive equal time and attention, both inside and outside the classroom. This commitment aligns with the principles of the Treaty of Waitangi, emphasizing the importance of upholding the rights and interests of Māori students. This not only fosters a more inclusive and fair educational environment but also upholds the principles of social justice and equity.

Using te reo Māori to greet and praise students is a powerful step in shifting the feeling of colonization within the classroom. It communicates a sense of cultural respect and recognition, demonstrating a commitment to acknowledging the heritage and language of the indigenous people of New Zealand. Such actions help create an environment where Māori students, as well as students from other backgrounds, feel valued and included.

In reflection, this professional development session has underscored the urgency of addressing issues of racism within our school. It is a collective responsibility of the school community to create a more inclusive and equitable environment where all students, regardless of their ethnicity, feel respected and valued. The steps outlined in the session provide a practical framework for initiating change.

As educators, it is our duty to actively engage in practices that promote equity, respect, and inclusivity. We must make a conscious effort to practice correct pronunciation, allocate equal time and attention, and use te reo Māori to create a more harmonious and culturally sensitive classroom. By doing so, we can work together to eliminate racism and foster a positive, inclusive, and respectful learning environment at Horowhenua College.

7th June- Ministry of Education. Are they an immigrant or refugee? Understanding the difference and the importance of providing a safe and supportive environment.

2nd June – Understanding our Pasifika students – with Samoan focus. A look at the difference between traditional and Western influenced cultures. Understanding the roles and hierarchy that may be at play when forming relationships with traditional Samoan students and their families.

Cultural Awareness Training – Pasifika Cultures

REFLECTIONS

Participating in professional development to gain a better understanding of Pasifika cultures has been a valuable and enlightening experience. This training has emphasized the need to approach Pasifika cultures with sensitivity and respect, recognizing that they are diverse and distinct, and should not be lumped together. It has also shed light on important cultural nuances that can greatly impact the educational experiences of Pasifika students.

One of the fundamental lessons from this professional development is the recognition that Pasifika cultures encompass a wide array of cultures, languages, and values, with each country having its own unique traditions and customs. It is crucial to understand and appreciate these differences to avoid making sweeping generalizations about Pasifika students and their families.

A particularly significant aspect of the training was the distinction between traditional Pasifika cultures and the New Zealand version of these cultures. This insight underscores the need to be aware of the variations that may exist within Pasifika communities, both in New Zealand and abroad.

The information provided about gender roles and family dynamics in traditional Pasifika cultures was especially enlightening. Understanding that men are often seen as the leaders and disciplinarians while women bear significant responsibility for the success of the children highlights the importance of respecting these roles and acknowledging their influence in the classroom.

The advice concerning women teachers’ attire and its potential impact on perceptions of amorality and interactions during parent-teacher conferences is crucial. It underscores the significance of cultural sensitivity, ensuring that educators are aware of how their actions and appearances may be perceived by students and their families.

The caution about sending negative news home and its potential impact on family dynamics is a vital reminder of the ripple effects that teacher communication can have. It highlights the need for open and constructive dialogue with Pasifika families to address concerns while also considering the potential consequences of our words.

In conclusion, this professional development on Pasifika cultures has been an eye-opening journey that underscores the importance of cultural competence and sensitivity in education. Understanding and respecting the diversity within Pasifika cultures, being aware of traditional gender roles and family dynamics, and practicing effective communication are all vital components of creating a more inclusive and supportive learning environment for Pasifika students. I am eager to apply these insights to my teaching practice, with a commitment to fostering respect, cultural awareness, and collaboration with Pasifika students and their families.

Restorative Practice Training

UDL Training

Implementing UDL in the Classroom- Reflective Thoughts

Participating in a professional development course focused on the application of Universal Design for Learning (UDL) has been an enlightening experience, particularly as I concentrate on designing lessons that cater to the needs of dyslexic students. UDL goes beyond traditional scaffolding and emphasizes the creation of lessons that provide equal access to essential resources, ensuring that every student has the opportunity to succeed.

One of the core principles of UDL that resonated with me is the idea of designing with inclusivity in mind. For dyslexic students, this means incorporating specific design elements that can make a significant difference in their learning experience. These include more white space to reduce visual clutter, using larger and more reader-friendly fonts, and avoiding busy backgrounds or underlining words, which can be distracting or challenging for dyslexic individuals to process.

Furthermore, providing concise and clear instructions within the learning materials is crucial. Dyslexic students often benefit from straightforward, unambiguous directions that help them navigate through the content more easily. Additionally, incorporating options to convert text to speech can be a game-changer for these students, as it provides an alternative means of accessing the material, reducing the reading burden.

Collaborating with the Special Assessment Conditions (SACs) team to determine which resources can best assist diverse learners is a valuable strategy. This collaboration can help identify and implement additional support mechanisms, such as assistive technology or tailored learning materials, to better accommodate the needs of dyslexic students and others with different learning styles.

In reflection, this professional development course has reinforced the importance of UDL as a framework for creating inclusive and accessible learning environments. Focusing on the specific needs of dyslexic students has provided me with a clearer path to designing learning experiences that can make a positive impact. By incorporating principles such as increased white space, reader-friendly fonts, clear instructions, and text-to-speech options, I can create an environment where all students, including those with dyslexia, have an equal opportunity to succeed.

I am eager to apply these newfound insights to my teaching practice and collaborate with the SACs team to ensure that I can provide the best possible resources and support for my diverse group of learners. This approach not only benefits dyslexic students but also promotes inclusivity and accessibility for everyone in my classroom, fostering a more supportive and effective educational experience.

PCT Meetings – 1 hour every fortnight (Mondays)

Kamar

Difficult students/ classroom challenges – Dan and Gilbert

Student Practicum Reflections

First setting reflections

My first impression of Waimea College was that it was it was a large school that still felt very personal. All the staff were friendly and helpful. They introduced themselves and reassured me that this was a great place to learn – for everyone. There seemed to be plenty of resources and space to become comfortable and productive. I was immediately introduced to a year 10 student who I joined to attend her classes for the day. I was struck by how respectful the students were to the teachers, even when reminded to put away their phones or to stop talking. The students that I spoke to were looking forward to being able to remove their masks and do more activities together. There seems to be a good theme of togetherness at the school- both at the student and staff level.

Final setting reflections

Waimea College truly has a wonderful, friendly culture. The students are generally well behaved and respectful of each other and their teachers. Many of the classes have teacher assistance too, that help keep everyone learning at their own pace. It is nice to observe that the students feel comfortable in their classroom environments. This could be seen by how well they took care of laboratory equipment, their desks and willingness to participate in learning activities. There was a good balance between writing, doing, listening, and laughing. The more challenging students have taught me what the value of patience and persistence is when guiding struggling teenagers. Asking how they are feeling before asking them to do something seems to work wonders in how they respond. Regarding the use of mataurangi Māori in lesson plans, Waimea reached out to local Iwi and government for support in this area. Fortunately, they were recently informed that a specialist has been appointed to work with the school. This is great news and feedback from the science team is that it will boost their confidence in planning lessons and help bring this important aspect to their classrooms.

Wider school and Extra-curricular Involvement

Teacher Only Day
Anti-bullying Pink Day
Student debates (lunch times)
Field trip to estuary / shoreline
Good attitude assemblies

Participation in some of the wider school activities allowed me to see another side of students and staff – away from the four walls of a typical classroom. Specifically, I saw everyday staff and students become leaders, impassioned by their interests in specific topics. During pink shirt day I witnessed quiet students use their voices to speak out against bullying, dressed from head to toe in pink – including dyed hair! At the student debates, I listened to some of my year 13 biology students passionately debate how to change the trajectory of increasing gun violence in our world today. And, at the teacher only day, I witnessed a dance teacher (who has only been teaching for 2 years) lead the way in piloting the new Aotearoa curriculum. Every one of these experiences gave me greater insight into who these people are and what matters most to them. For me, it shows that the classroom is everywhere and the more we can share and learn from each other the stronger we will be as a community.

Practicum 2

First setting impressions

My first impressions of Ōtaki college was that it has immense pride in their cultural identity. Everywhere I looked there was recognition of their Māori history, the stories of their ancestors and accomplishments in the community. I am excited to be part of this setting. If the campus is anything to gauge my experience by, it will be colourful, exciting, engaging and full of challenges that can will be handled with purpose. It is great to see all signs on the campus in both English and Te reo. The campus is quite small so I am hopeful that this will allow greater opportunities to get to know everyone here. While I know there are economic and social challenges to many residents in this region, I feel like those who work and attend school here would be able to find their place and excel. I can’t wait to start this journey….

Wider school and Extra-curricular Involvement

Professional Development- after school
Staff meetings- before school
Science meetings- after school
STEM research- after school
Assemblies
Games- lunchtime
Teacher only day- training to use Jackbord electrical circuit boards
Daily lunch clean-up and re-distribution of kai

Participation in the wider school activities is a must at this school. This is because there is so much to do and so little time and resources to get it done. Whether it is cleaning up the kai after kaiarahi, supporting Kapa Haka during break or playing/ supervising games at lunchtime- every day you just give 100% to keep making things happen. While these extra activities can feel exhausting at times, it has meant that I have spent a lot more time with my ATs here than at my previous school. I have been able to get to know them better, as well as the ākonga that they learn and teach with. What I have seen is a true dedication to getting the best for and out of their students. And the more I got to know the ākonga, the more responsive they were in the classroom.

Final Setting Impressions

Wow. My teaching experiences were a nothing short of a roller coaster ride. There were so many moving parts that I sometimes didn’t know where to focus my energy most or least. In all of the chaos, I learned to reach out to the learning support team on a regular basis for specific tips on how to manage disruptive classroom behaviours and to trust my instinct more. Although it took a while for my presence in the classroom to be accepted, slowly but surely, I was able to gain their trust and confidence that I was there to help them succeed. While challenging, my wonderful ATs always made me feel supported. While I wasn’t always sure where I fitted in, or if I was actually helping, I now realise that I was feeling what everyone else does too… that every day is a school day for EVERYONE.