Te Reo Maori langauge week

 As a school, we sang Mo Maria across the school. 
Mo Maria was sang in Te Reo because we wanted to celebrate the Te Reo language. 

DMIC Observation

 

DMIC observations Mary and Lori came to my room to observe my DMIC lesson. 
Mary wrote feedforward for myself as a teacher what to do when doing DMIC lessons. (Feedback and feed forward). 
Conclusion: Overall how I felt about this DMIC is every facilitator is instructing different things when they come to my classroom. Therefore quite confused about launching the problems to scaffold the questions or not to scaffold the questions. The interesting thing was the connection questions that I have made was more of the main story and my main story was more of a warm up question. 

Meeting with Alyssa's family.

 Talked about Alyssa's next step for learning.
Although she is doing well. However, there are some missing gaps for her to progress. 
The parent assumed that the work that was set for Alyssa was quite boring, easy and knew everything.
I explained to her that there is always something to learn from a lesson for example last DMIC session I've asked Alyssa if she knew what the graph was she said bar/line graph which was actually a scatter graph.  Purpose of a graph? she don't know. 

Spelling that I've given to the students during term 1 was way to easy which I thought it was to Alyssa. However, looking at her writing there are quite few spelling mistakes such as biscuit, pasted instead of passed.  there, their and they're mixed up. 

 
At the end I did say to the family I think the mindset that Alyssa is having at the moment won't allow Alyssa to learn. She will need to have a growth mindset and ask many questions to go further. Saying its boring won't get her the full amount of learning. For Alyssa to go further she have to ask questions to extend herself. 

Overall the parent was happy? and ended our parent conference in a happy manner. (Hopefully) 

Observation

 Starting the day with the play-based learning in the playground.

After the play-based learning, they go inside their kaitiaki class to do their rolls.
Then they have the prayer sitting in circles.
They do student daily notices and through reading the daily notices Making the students involved by reading the student daily notices for example put your hand in your head if you went to Kapa haka yesterday.
Gives a reminder to Tanga the expectation of the class rules.

Simon says to get the students attention.
Wriggle around doing the workshops
Phonics letters
Teaching the basic with the resources that have alphabets

This enables the new entrance students to develop their phonics letters.

Meeting with Brad's mom (Edwina)

 Meet with her to talk about Brad's learning progression. 

Talked about his improved progression which was maths and reading.
However, his writing will not reach to level 3 standard.

What to improve on. 
Writing summary of what he is reading. 

Meeting with Juliana (Matthias's mum)

 Talked about Matthias and his learning progress.
Talked about what I could do to help him in his learning and at home.
At the moment Matthias is having soiling problems. That was the reason why he was not coming to school for many days. 
I've allowed him to go to the toilet after morning tea and lunchtime. 

My main goal for Matthias is to get his basic multiplication and division ready. 

Teacher only day

 Teacher only day.
Professional development of

collaborative teaching

DMIC questions

 Scanned and created DMIC questions for my own resources. 

By having this resource will help me create my DMIC questions for my students.
It also gives you some sort of ideas what kind questions to give to which levels. 

https://drive.google.com/file/d/19wu7kG3kHsf9YRH0_-iDo3jiwpyaXLSL/view?usp=sharing, https://drive.google.com/file/d/1JZDV3q_sM7-VlgqDG9SRwW_7F_KqSbI2/view?usp=sharing, https://drive.google.com/file/d/1Xw0OkQ8bych35wTo6zVByp36nga9EJS5/view?usp=sharing

Parent & Teacher conference (phoned)

 

Called and email response to a parent

 Called Roland to reassure that everything is fine. 
Also talked about Olivia's learning progress how she does not meet her learning stage for maths. Discussion

What I am doing for her

Family can do to help her. 

---------- Forwarded message ---------
From: ROLAND SAMUELS <rjcsamuels@yahoo.com>
Date: Wed, 9 Sep 2020 at 09:16
Subject: Re: Olivia Samuels received a threatening post today
To: Samuel Kim <samuelk@stjosephs.co.nz>, lorim@stjosephs.co.nz <lorim@stjosephs.co.nz>
Cc: Nadine Lue <nadine@apparelland.co.nz>

Samuel/Lori

Thanks for promptly addressing my concern re: above

Olivia has given us her version of how it was resolved, but could you please give me the adult/teacher version of what happened

Appreciate a call/email

Thanks in advance

Best regards

Roland JC Samuels

On Monday, 7 September 2020, 02:26:58 pm NZST, ROLAND SAMUELS <rjcsamuels@yahoo.com> wrote:

Thank you Samuel

Roland Samuels

On Mon, 7 Sep 2020 at 13:54, Samuel Kim

<samuelk@stjosephs.co.nz> wrote:

Hi Roland,

Thanks for letting me know.
I don't know how this happened? Did they talk through the slide or did she copy and paste the conversation through the google slide? If she did copy and paste the conversation Can we have a screenshot image of their conversation? 
I will talk to Olivia tomorrow. However, due to the digital citizenship that we encounter at school we do take this very seriously and this will be dealt with some consequence using the device incorrectly. 
Also just letting you know that the person that Olivia thinks it is she is not at school today also, therefore, it would not be her. 


Kind regards
Samuel

On Mon, 7 Sep 2020 at 13:39, ROLAND SAMUELS <rjcsamuels@yahoo.com> wrote:

Good day

Olivia is at home today & she received a threatening post on google drive. She found it strange as it came from her user name.

She advised that last week she used the school devices and perhaps forgot to log out.

After sitting her down and asking why someone would have a reason to send that to her, I learnt that she and a classmate that were friends are no longer and are struggling to get along. They have apparently been sending each other texts (some of them nasty)

I will appreciate if you could look into this - I have told Olivia that she has to also take accountability because she has contributed to the situation.

Olivia wants to resolve this and will be happy to give you her version of events - She will be back at school tomorrow

Best regards

Roland JC Samuels

021 1453 195

RE PD Exploring Maori Spirituaity

 Participating Te Reo Maori Spirituality professional development. 


Main notes:

Manaakitanga = raising up mana
Kotahitanga= being completely in tune with someone

Reading Te Tiriti O Waitangi to the class

 Te Tiriti o Waitangi I have read this journal to the class and we discussed how the article in English and Te Reo Maori were different. The word Sovereignty in English was different in Te reo Maori version Kawantanga which means governorship. 500 chiefs would have signed the Treaty thinking that the Queen would help govern New Zealand to have fair trade and put peace toward intertribal war between the chiefs. We discussed how this is still a debate today in New Zealand and there are few Maori families that are still feeling this is unfair. By reading this book the students are getting some understanding of why we have Treaty of Waitangi and how this has a huge influence today in New Zealand and our country.

Samuel Taylor's progress in writing and reading

 

Samuel has made huge progress with his reading and writing. He started with reading level 16 end of 2019. Now retested him he's at level 21. 

Participated in school virtual liturgy