I started teaching in the kākano hub at a very interesting time of the year. I came in at the start of term 2 to pick up the new entrant roll growth children. At the same time the our team moved into our new building. My first day in the hub was the first day for everyone in our team. Our team has approximately 100 children and 5 teachers. We have now been in our new space for a term and a half. I have learn so many new things being in this new space and as a team we have worked together and are continuously tweaking our hub to ensure it runs smoothly.
A major focus in our hub is learning through play, this is heavily incorporated into the running of our program and the way we structure our day. In addition to our learning through play we also have 'provocations' set up around the room when the students are not working in their instructional groups. Here the children have free choice to pick an activity to do i.e. "Can you order these numbers from 1-20", "Can you match the blend with the picture?".
Working in this new space has been amazing and it has been fantastic to see how well the children have adapted to the space and the new routines. We have changed many things in the hub since the start of term 2 such as simple routines i.e. sandwich snack, to bigger changes such as how we run our literacy sessions. Each teacher has the opportunity to run their instructional groups how they want to and can tailor them to meet the students needs. For example, I have a lot of the new entrant children in my groups. I do lots of short lessons with them interspersed with play.
Working with four other teachers works really well in the hub and has been amazing to me as a beginning teacher. We can always talk to each other and get ideas for our groups and find new ways to do things as you are constantly looking at the way others do things.
Over the past term and a half the major things I have taken out of this experience is:
- not being afraid to change things and try new things.
- the importance of communication between colleagues to establish the best learning environment.
- having clear and set routines in the hub i.e. when tidying up, time frames to ensure the hub is running efficiently.
We are still changing aspects of our hub and tweaking our learning environment. Looking back we have already come a long way and our hub is continually getting better.
Reflecting on Simon Scott's blog post Blogging! Has it made a difference?, this has highlighted to me the benefits of blogging for children. Blogging is a fantastic channel in which we can get children engaged, excited and interested in literacy. What spoke to me in the post was that blogging creates an "authentic global audience", children feel much more driven to write through blogging as it is real and they know they can elect a response from other people. I love the authentic nature of this and the motivation it provides as it gives students a sense of purpose.
One important aspect I took out of this blog if I were to implement this in my classroom was to follow the 3 steps to write something positive, thoughtful and helpful on another students blog when commenting. I like how by doing this continues the learning, the piece of writing doesn't stop there and students can keep working on it.
What was further highlighted to me in the post was the improvement in punctuation, I thought is was amazing how much a child's punctuation can improve by blogging.
Questions I have now relates to how can I implement this with my students? As a teacher of junior children (5 and 6 year olds) how can I do this in my classroom on a smaller scale? Could I use apps such as seesaw to stimulate the same sort of learning for my students? Could I use ipads, where the students write on the ipads and listen o their stories back with their friends around the classroom?
Simon Scott Blog: A learner's Journey (http://alearnersjourney81.blogspot.com/search/label/Blogging)
I recently attended a toolkit session held by another teacher where she reflected and talked about the different way they are teaching literacy in their space. In her 2/3 hub she found that many of the students in her class were very disengaged in their literacy sessions, the students didn't want to attend their reading groups, were not motivated to write and in general were very unresponsive to the lessons. Therefore, she took a new take on literacy to make the sessions much more interesting to the students and to get them involved in literacy.
Through using 'learn, create, share' and putting the learners at the heart of the learning process this resulted in the literacy sessions becoming more interesting for the students, it gave them more motivation and and encouraged learner agency. The literacy sessions for the week are structures as follows; a theme/topic for the week is chosen i.e. eggs, on Monday the focus in on the learn strand i.e. find 5 facts about eggs from QR codes, library books etc, as the week progresses students then move into the create element i.e. create a poster and then at the end of the week the students share i.e. on seesaw or to their class members and the class members are engaged to comment on their posts.
The most important thing I took out of this talk was how this teacher has adapted her space and her literacy program to meet the needs of her learners. I love how this new process of learning has got the students engaged and has incidentally without them knowing has got them doing their literacy work. It has made the learning process fun and engaging. It is evident that student engagement is at the forefront of this program. Further important points that I have taken out of this session includes;
- Working with their students needs and catering to these needs
- Acknowledging that what works one year with one group of children won't work the next year - you need to cater to the students in front of you and these needs will change completely from year to year
- The importance of student agency
- Ipad apps very effective for learn, create, share
- Encourages self-directed learners
On reflection, I now have some questions, what about the children that don't do the work? What accountability processes are in place and how do you ensure that all are working? Overall, I found the talk to be very valuable, it helped me to think of new ways to teach literacy in the classroom, gave me great ideas and really made me realise how important it is to change your programs to fit your learners as student engagement is the most important aspect to teaching.
Useful resources
Learn, create, share site: http://www.manaiakalani.org/our-story/learn-create-share
Choosing the correct text type and level is essential for teaching reading to young learners. When choosing these texts we need to make sure they are going to help us to create a balanced reader, this is the take home message I got from the latest course I have been on regarding guided reading in the classroom.
But what is a balanced reader?
Reading is not just about ensuring that our learners can decode words, but it is also to ensure they read with fluency and correct phrasing and as educators it is our job to teach this. Through effective selection of texts and a good understanding of what each level entails, we can teach our learners to be balanced readers.
I completely agree with creating balanced readers, however, I admit that as teachers we can look at reading as a 'numbers game', where we have a level in our heads we are trying to get our readers to. We move them up here if the students are decoding the words, however, are we focusing to much on the decoding and not enough on fluency, phrasing and comprehension. I know as a junior teacher where my children are reading a lot of books at magenta, red and yellow, decoding is a strong indicator to me as to whether they are ready to move or not. However, what I have come to understand is that we need to create a balanced reader, yes we want them to be able to decode words, but they also MUST make sense and understand what they are reading, they need to be able to read fluently and have correct phrasing.
The PM reading books have been carefully constructed in a way that allows us as teachers to teach our learners the meaning of different elements of text i.e. introducing question marks at level ___, introducing contractions at level___. This is not random but very specific to the level of reading the child is up to. We need to be aware of this, so that our specific teaching points circulate and hone in on these teaching points.The PM reading books have been specifically created so that we are teaching students to be balanced readers, each level is teaching children a new bode to their belt in terms of coming a balanced reader. We need to ensure that as educators we are ensuring our learners are balanced in their reading so that they can understand and make sense of what they are reading, as this is important for their future at school and the outside world.
