Called Yash's mum

 I've called Yash mom today and she told me her situation about Yash going to camp and how she has doubt on us to take him because he is a hassle.

I've told her that we have many teachers and parents who have first-aid certificate and if you write the health medical form precisely we will make sure he takes the medication. I said to her it will be sad for Yash not going because camp is a good opportunity for him and his learning. 

At the end of the phone conversation, she did say that Yash will go and write the health form and give it to me. Let's hope that she doesn't change her mind. 

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. 

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

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. 

Covid 19 lockdown (Week 5 & 6)

 Tuesday 11th of August prime minister has announced that we are going back to level 3.
Teachers came to school on Wednesday and Thursday to create learning packs. 
Week 5 & 6 Learning pack


I went to Matthias's house on Thursday to check their wellbeing and deliver learning pack. 

Getting ready for virtual prayer session with my class

 

Forwarded Conversation
Subject: Prayer
------------------------

From: Samuel Kim <samuelk@stjosephs.co.nz>
Date: Wed, 19 Aug 2020 at 19:02
To: Anna Francis <annaf@stjosephs.co.nz>

Hi Anna,

Hope you are well?
My class is doing a google meet session on Friday.
I think it will be great to start with a pray.
Is there any pray that you could recommend for our class at this time?

Kind regards
Samuel

----------
From: Anna Francis <annaf@stjosephs.co.nz>
Date: Thu, 20 Aug 2020 at 09:02
To: Samuel Kim <samuelk@stjosephs.co.nz>

You could send them out a shared google doc and get them to write their prayers on it then put them onto a google slide.

Start with a lovely prayer about Gods love, then read the reading for the day which is 

Mt 20:1-16

"For the kingdom of heaven is like a householder who went out early in the morning to hire labourers for his vineyard. After agreeing with the labourers for a denarius a day, he sent them into his vineyard...And about the eleventh hour he went out and found others standing...He said to them, 'You go into the vineyard too.' And when evening came...those hired about the eleventh hour came, each of them received a denarius. Now when the first came, they thought they would receive more; but each of them also received a denarius."

https://youtu.be/L2HhO2jrMe4

Then get students to reflect by putting their hands up. And tell you what they got from the little reflection.

Finally put up their spontaneous prayers and get them to pray them.

Finish with a song like the blessing. Find a shorter version. 

This will be a great little liturgy and the kiddies will love it. If you would like me to share with a google slide liturgy that you can change to add your info into I’m happy to.

God bless,

Anna Francis

On 19/08/2020, at 7:02 PM, Samuel Kim <samuelk@stjosephs.co.nz> wrote:



----------
From: Samuel Kim <samuelk@stjosephs.co.nz>
Date: Thu, 20 Aug 2020 at 09:12
To: Anna Francis <annaf@stjosephs.co.nz>

Thank you Anna,
Yes if you could send me the slide that would be great.

Many thanks
Samuel

----------
From: Anna Francis <annaf@stjosephs.co.nz>
Date: Thu, 20 Aug 2020 at 10:50
To: Samuel Kim <samuelk@stjosephs.co.nz>

Please make a copy and leave the original as it is : )

“Miss no single opportunity of making some small sacrifice, here by a smiling look, 

there by a kindly word; always doing the smallest right and doing it all for love.”

― St. Therese of Lisieux

Anna Francis -  DRS   Y7&8 Teacher - Te Rōpū Arahi. St Joseph's Catholic School Pukekohe Te Kura Katorika o Hato Hohepa 94 Seddon Street, PO Box 1292, Pukekohe 09 238 7745 |  annaf@stjosephs.co.nz  |  www.stjosephs.co.nz

Week 5 online learning (Kahoot quiz)

 I've created a kahoot quiz for our team to do.
This indicates our formative assessment by showing if the students understand this week learning.
The quiz was about the learning that they have done. 

https://create.kahoot.it/user-reports/challenge/43fce05d-36ee-49e7-9a35-24f2c6261515/a1c8b31a-c71a-4ccb-8b7c-8d8312209e08/1597803976005/players?tab=all&sortBy=rank&reverse=false 

This report shows the results for the whole Piripono students. Although only 33 students participated. 

Learning how to use google meet (during lockdown session )

 https://www.youtube.com/watch?v=IRZckVNQS7I

This links helped me to use google meet as I am not too familiar with this communication tool. 
Used google meet as a whole class and 17 students participated. 

Te Reo Maori PCT Course

https://drive.google.com/drive/folders/1CH9VCqLJAP9wWsy3dYL6YfjslRdkhbIg?usp=sharing 
There are my resources that May recommended when doing Te Reo Maori.
Covered the 1st standard code which is Te Tiriti O Waitangi Partnership.

Mainly 3P are incorporated 
Participation,
Partnership
Protection. 

Professional development reading

Teacher Assistants
Big Blue Book of Ideas
For students with Autism Spectrum ( including Asperger’s ) ADHD and other developmental disorders.

 

When talking about ADHD to other students promote these aspects .

* focus on the students strengths

·       Focus on accepting that everyone is different and that we need to accept these differences .

·       Explain why the child has difficulties in certain situation or act in certain ways.

·       Allow the children to ask questions

9 Essential tips to supporting learning for ADHD students 
1) Learn the students body language and facial expressions 

2) Start the task for them eg you write: On the weekend I

3) Take turns to do a part of the work each 

4)Scribe for the student ( Reason: Many students on the spectrum have difficulty with fine motor skills 5) Write out verbal instructions as a procedures 
6) Reread the question emphasising the important aspects 
7) Subtlety redirect to the task. 

8) Give them time to answer your questions  
9)Ensure you work with a range of students in the class. 

Closing Samuel Taylor's RTLB case.