PB4L w Karen


This is the formula we're working with:

Clear expectations, teach the expectations, then run around like crazy reinforcing the expectations. 

This results in a safe and predictable environment. 

Today one focus is:  Eating times 

Defining the Problem...
- rubbish
- time to get to class
- taunts, play ground behaviour continuing 

Question: Does watching a screen slow the kids down eating? Or is helping to calm them and give the teacher the time to solve problems. 

When you are starting a new routine you need 7 times to practise. 
When you are stopping an old habit and starting a new one you need 28 opportunities to practise. 

Let the kids know what they are coming back to... "When you come back we are going to have..." 
Watching the videos of kapahaka - and practising by the end.
Or a video about who is coming in... watching each other. 
 
You could set up a drop in centre during lunch breaks. Kids can come and talk to a teacher about their problems (or good things). 

After lunch you will need a state breaker or energiser. 

Example... 
So if there are kids in the one out of bounds area... 

Proximity 
Questioning, not telling. 
Re-Teaching
Reinforcing 

"What did you want to achieve?" - Student Conference (Problem Solving) 
Get the kids to solve the problem. 
Children tend to be more forgiving than we are. 

Noise levels.... use a xylophone to go down... teach this signal that means bring the noise level down. 

What am I going to do differently... 

Use the xylophone / music signal for bringing your voices down. 

Continue to work on letting students solve their own problems. Rather than solve it for them or tell them what to do. 




Comments

Post a Comment

Popular posts from this blog

Circle Time - Professional Development Cycle

Image
 Circle Time - Professional Development Cycle  I have enjoyed meeting with Gretchen twice to discuss my professional goals for this year.  We decided that the context for my professional learning would be small-group circle times (which I help to facilitate twice a week).  I attained some baseline data by collecting an audio recording of my conversation with some of the students while they were doing their art. I was being conscious of using teacher talk moves: - repeating back what a student is saying  - giving wait time  - saying, "tell me more"  The conversation I had, mainly with M, was extremely interesting. He was discussing a number of deep topics that came from his art - an island. From this came a discussion about religion, politics and how people treat him.  This really showed me how art can open up conversations with students and allow them to talk about things that they have on their mind and topics that are important to them.  Gr...
Read more

Working with small groups

Image
I feel so lucky to be learning so much from the kids that I teach.  Two of our students taught me new games that they had played during their art therapy time.  The first game involves drawing 6 doodles / scribbles / shapes and numbering them 1-6.  Then each person takes a turn to roll a die.  If the die lands on a 6, that person copies the doodle that is labelled '6'.  This continues until one player draws all 6 doodles on their paper.  The game seems to help students take turns and interact positively with each other while also creating a drawing in a structured way.  Another drawing game involves drawing a large circle or square (over most of the paper) and dividing it into parts. If there are 3 players, divide the shape into 3 parts. If there are 4 players, divide the shape into 4 parts. Decide how many minutes you will get to draw your first picture (1-3 minutes seems good). Then each person draws their first picture in one of the sections. Then w...
Read more

Mega Meet - Equity and Success for All

Image
  For the first time in my teaching career, I was part of a conference that included Primary, Intermediate and Secondary teachers from the local area. Waiting outside for the powhiri to begin, I was excited to see a lot of colleagues I knew from 12 years teaching in this area. I also had the chance to meet new people.  The powhiri was really special - listening to the speeches and singing waiata, I felt the sense of unity - he waka eke noa - we're all in this together.   To add to my excitement - Russell Bishop was the key note speaker. The focus of his work is really close to my heart - developing teaching approaches that are highly relational, while also having very high quality teaching interactions with students.  Here are some key points that I took from Russell Bishop's address...  - When students are achieving at a lower level than expected, teachers often seek to explain it by saying there is a problem with the child/family/society.  - A more c...
Read more