Maths in class

After our GLOSS testing, I felt disappointed in the results. I felt like I let my student down, perhaps as I was so focussed on developing a great writing programme. So I used my time during lockdown to investigate how I can improve my teaching in order to accelerate their learning. 

The first thing I did was to get a good overview of what is expected to move students from levels 4 - 7. And having NZ video examples to link with each curriculum progression. 

ADD/SUB strategies progressions

Our year 4/5/6 team had a Google Meet and discussed a recipe that we all should have in order to ensure maximum learning taking place, especially as we have missed a lot of days of school due to COVID. 

This is what we decided: 

1. Start with 5 - 10min Number knowledge quiz or game

2. Strategy/concept teaching

3. Mon-Wed time for students to practice the strategies they learned in the group. 

4. Thurs - Fri Problem Solving questions where students get the opportunity to use any strategy to solve the problem, focussing on them explaining why they chose the specific strategy. 

5. Time to reflect on their learning.

Gretchen (Subject Lead) then collated a document with Maths Teaching Expectations  In this document she mentioned Number Talk. 

I investigated this and what this means. Gretchen shared with me more documents around Number Talk.

Number Talks: Crowd-Sourced Doc

Number Talk 

So what I want to add to my above mentioned "recipe" is to add a 5 - 10min number talk 3 times a week. 

Further, I re-looked at my Maths planning and setting it up in a clear way so that I can see in a glance what I planned, and that I don't try to thumb suck examples. 

What I'm hoping to see is more engagement of my students, using a variety of strategies to solve problems, and them being able to verbally explain why they chose a strategy and how they used it. 

Online Toolkit with Mark Maddren - Creative Collage for Descriptive Writing

Helpful for kids that are not engaged in writing. Also helpful to teach digital skills such as cropping and masking. 

This is what it looks like: 

All images in EXPLORE is free to use. To change the shape of an image click on crop and then the shape you like. The order in which you stack the images is important. Arrange, order, send to the back... Because of layering, it is important that students think through what they want to be at the background, start with those images, and work their way to the images that should be in the front. 

My attempt: 

Hahaha, this was done in about 6 - 8 minutes. So not very well thought through, however, it was fun doing it. This could now lead to a descriptive writing piece or many other writing possibilities. 

I am definitely going to use this in week 1. I think the students will love this. 

Middle Management Course - Courageous Conversations

During my last middle management course, I came to the understanding that having agency is not only for students but also for teachers. Giving staff agency is the step towards empowerment which is powerful. 

Our team at school should be integrated, and have a shared understanding of what our school culture involves. We must always think of how we can engage everybody, but sometimes, when staff is non-compliant, or un-corporative, we as leaders, should draw a line in the sand, especially when it affects the students. After you have done the loop a few times of requesting, support, checking in, requesting, support, checking in etc, and things are not improving, escalate to management. 

Leading has lots of inconsistencies. Therefore we should be as restorative as possible, but if you reach the line in the sand - pull the plug. 

As part of leadership is being punitive. When you pick up the stick of leadership, you also take on the accountability that goes with it. 

Then it's time for courageous conversations. However, always take into account how it will affect their livelihood, catch yourself if the stakes are too high. 

PREPARE FOR YOUR CONVERSATION: 

Always write it down: 

1. State the issue e.g. David consistently not coming to class on time. 

2. Express your concerns - say how you feel - e.g. ....keeps me up at night...

3. Ask for others viewpoint and how they see the situation. e.g. This is my view...what do I have right or wrong - your view. 

4. Use the ladder of inference to seek clarification. e.g. let's get clarification (go through each step).

5. Use active listening placement (paraphrase) and reflective questioning. Pick about 3 or 4 up front. e.g. This is how I see it...

6. Acknowledge what you both now know as a result of your korero

..... have I missed anything. 

7. Develop a plan of action. Constructed process. 

8. Follow up and follow through...be diligent. 

9. Keep close attention to the timing of actions around nr (8). Look at what you are requesting, it should be doable. 

10. Have data at hand to work from. Tip: Write in a diary. Use invitational language as much as possible w.r.t the above. Consistency leads to integrity and credibility. Consider collegial or other supports as necessary (both them and you). Ensure the plan is documented, signed off and achievable. Act quickly at post planning, however, be mindful of natural justice.  Document, document, document!

Try to avoid sh...t sandwich technique. Don't flower it up. This will give the wrong message on how important the issue is. 

So what: 

I found this workshop extreamly informative. Although I realise that there will certainly be lots of times that I will have to have a courageous conversation with a colleague in my career, I am hoping that it will not be needed often.