Students choosing me to talk to.

I have had a number of students come to my class when they should be elsewhere. Yesterday one came when she was meant to be at the SSC because she felt more comfortable talking to me than the people at the SSC as we have built a relationship. I let Lynda at the SSC know and she was happy with me to talk to the student in question.

I think the relationship I have is due to my trying for a mix between getting them to do their work, and learn Science, but at the same time I try not to be judgemental about what they tell me. I point out that what they are doing may not lead them to where they need to be, but I don't try and force the issue with them. It's very much an approach where I try and steer them in the direction that I think they need to go, but without being pushy.

Wanting the best for my students

I have been taking a special interest in "I" in my Whanau class. He is a very capable student, and very good-natured and willing to give back. He can, with thought and planning, be successful in both the Maori and Pakeha worlds, and I am trying to help him navigate that.

Today we had a chat in Whanau about what he wants, in the short term and the long term, and we are starting to talk about his options. He would like to go into Carpentry. I have been talking to people that I know in the business and that may not be advisable as the industry in Whangarei appears to be controlled by a cartel keeping wages and movement between firms down. We are looking at Engineering courses, that allow him to fulfill family commitments, while earning, learning, and being a stepping to a full engineering degree.

We also talked about how we need students to go out and be successes in both worlds, then to come back and show others that it can be done. I later heard that he went to his friend in the next class and told him about our conversation, and he was all chuffed that I had called him one of the students we want as a role model.

Student Wellbeing and

The Year 10's did a test last period. Through a concerted push I managed to get the test scripts marked and returned the next lesson and took the time to go through each question explaining how to approach that question and what the answer was.

Afterwards each student was asked to write on the paper their immediate thoughts on the test and the unit it assessed, focussing on how they had worked and how they approached the test. This was then extended with guided reflection set for them on Google Classroom.


Think about the topic so far and write a reflection. Include in your reflection
- How well you worked in the unit ( Did you try your best every lesson or were you goofing off, DId you persevere when it was hard, or give up?)
- How seriously you took the test? Did you persevere and try to figure stuff out
- How well did you do compared to how well you felt about the test when you did it.
- What your goal for the next unit is. Your goal should be challenging but achieveable
- What are you going to do to achieve this goal.


The majority of the class took the task seriously and there were some very good responses. At the end of the unit we will refer back to this to see how they got along and I intend to repeat it each unit to guide them through self-review and improvement cycles. Hopefully it will help them to learn skills in planning and reflection which are vital to self-management.

As a consequence of this I had an interesting conversation with a student who had received distressing news on the day of the test. On confiding to me what the upset was, I reassured her and she seemed fine. I am concerned for her longer term though, so I have let the counsellor who the student is, asking her to keep an eye out.

L2Chem start to year

I spent the first three weeks of the L2 Chemistry course reteaching ideas from L1 Science. It was brought home to me last year how unprepared some of the students are for L2, and how loose the entry criteria are to get into the class. I pretested and then re-tested the students. There was an improvement, but even so many students are still going to need a lot of extra support.

I have started the year with a letter home to all parents introducing myself and ensuring that they are aware that their student will have to work consistently all year to have a successful year in Chemistry. I also sent the letter by post to a few parents to ensure equity.

A big part of the homework this year is online revision and testing using the website BestChoice. I explained the point of this to parents and asked to be informed if this would be an issue so that I could make alternative arrangements for their child. I have at least one student for whom this will be an issue and have already discussed it with them. They are happy to come in to the tutorial time and have access to laptops then so they don't miss out on the learning opportunity.

Pre exam jitters

It is the L2 Chemistry exam today. I went to talk to my students before they went in. Most have been strategically picking which papers to do and focusing their efforts.
The students seem upbeat and were surprised and happy to see me, saying that I'm the only teacher who has been to see them before their exam. I encouraged them to come and see me afterwards to tell me how it went.

How to help students when they don't want it.

What to do about a student who doesn't want to be helped.
A student who is usually full of life came into class and kept herself apart. She took a computer and logged in. When I went to check in with her she avoided my gaze and started crying, but really wanted to not be noticed. I gave her a note to deliver to a teacher who was not teaching this period, but she just wants to be left alone. I have no idea what has upset her, but this class have a lot of stuff going on, with parents that cannot be contacted, or parents that are in jail, or long histories with CYFS. I really think she needs to talk to someone, but I feel at a loss of what to do when she doesn't want help.

Goggles!

L1SCE was doing a rates of reactivity experiment today. I must have used some variation on "Googles!" about 3-4 times a minute for the duration of the practical.
"put your goggles on"
"your goggles are less efficient when they are on your head"
"Do you value your goatee more than your eyes?"

Dangerous Student

Yesterday I had a recalcitrant student who arrived with an attitude. There are obviously some other issues happening in his life that are interfering in his school.
He was removed from class but was reluctant. I don't think I can make much progress with him until these other things are dealt with. I left him in the corridor with the LSA. He was swearing and thumping the walls and was eventually convinced to go to the deans. I could not have him in the classroom as he was damaging the learning environment of others and had the potential to get physical with me, his peers, or the classroom environment.

The PTC's for reference

PTC’s

1. … establish and maintain effective professional relationships focused on the learning and well-being of all akonga

2. … demonstrate commitment to promoting the well-being of all akonga

3. … demonstrate commitment to bicultural partnership in Aotearoa New Zealand

4. … demonstrate commitment to ongoing professional learning and development of personal professional practice

5. … show leadership that contributes to effective teaching and learning

6. … conceptualise, plan and implement an appropriate learning programme

7. … promote a collaborative, inclusive and supportive learning environment

8. … demonstrate in practice their knowledge and understanding of how akonga learn

9. … respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of akonga

10. … work effectively within the bicultural context of Aotearoa New Zealand

11. … analyse and appropriately use assessment information, which has been gathered formally and informally

12. … use critical inquiry and problem solving effectively in their professional practice