Gretchen's learning

next steps -  Planning - look at our planning template considering page 111 of Classroom Talk: Understanding dialogue, pedagogy and practice (Edwards-Groves et al. 2014) as well as frame from the video - Elicit ideas, First hand experience, additional info, revise/refine ideas .  This is a good frame for science. Planning - include learning intention for science as well as for dialogue and reflect at end. Planning - create a doc with questions/prompts from Classroom Talk we can cut & paste into planning. Have my planning in front of me on a clipboard - script.  Use it. Book day in holiday for collaborative planning with Sally, Karli, Alida, Isabel, Sam. Book days with Susan S for 2020 TLIF team and staff call back day.

class observations scheduled for week 9, Friday - using tool for first time then.  Trying to better coordinate release for this - they need to be observing, chat with focus group, be observed and then have time together to reflect on lessons.  We've discussed teachers using own time after school for reflecting on lessons together and blog posts and then we will 'reimburse' release time.   my own and Alida's lessons/obs to start term 4 when in room 2.  Alida and I to sort this. not all consent forms returned - more notices sent home.  Will need to check focus group lists and see if all children in focus groups have returned forms - maybe amend.  Talk with team about what to do if focus kids absent. not all children's surveys done - emails sent to teachers to follow up with those students who still need to complete. Classroom Talk books purchased  Science planning day with Susan H - re-evaluate how this will look going forward.  Was an ...

1. Anne Milne - Equity is not the end game - sovereignty is.  Recognise the white spaces in education, in a classrooms.  Call it what it is. Recognise white privilege. Anne refuses to call Communities of Learning (CoLs) Kāhui Ako - giving something a Māori name doesn't make it good for Māori.  'success and achievement as Māori' - what does this mean? Local curriculum design - who will this be relevant to? Rather than culturally responsive, aim to be culturally sustaining.  It was interesting that Ann put PB4L, Resilience and Growth Mindset into a 'liberal empowerment model' - where movement towards the 'white core' is facilitated if you play by the rules - rather than changing the rules.  We need to be aiming for cultural pluralism - wider than literacy and numeracy, where our Māori learners can see themselves. It was much to hear and think about.  One think I will take away to start is to keep having conversations with my own children about concep...

We shared our class spaces this afternoon during a staff walk through focusing on the questions: Talk to us about your class matrix and how it supports learning and relationships in your class. How does you physical environment support positive behaviour? This was a good opportunity to share some great ideas and reinforced that we all do things differently and have much to learn from one another. I was thinking that when I am in other classes (release teaching, responding to behaviours) I need to be referring to class matrices/expectations more often. Going forward to next term, being in class with Alida, we will need to have a big Mana Atua focus and be sensitive about keeping what the classroom has already created and adapting it to fit us.  Alida and I will need to be communicating well and collaborating on our Mana Atua so children know we have the same expectations for their behaviour.  This will also provide consistency and support students feeling safe....