Jimmy - Dr Wayne Ngata - The NZ Curriculum refresh
Amanda - Navigating the Journey - Relationships and Sexuality Education - Health and P.E. Resources are all in a shared folder on google drive. This is a family planning resource that has been reviewed with staff and through consultation with the community and recrafted to suit the aakonga at TAI.
Cushion covers are the new project for Outside Schools. 2022 lessons highlighted that 7-8 lessons to make a Hoodie were not viable - I was stressed and grumpy and absolutely hating Thursdays. Thankfully there were already silk screens in the Art room that we could borrow. I chose cream/unbleached calico for the cushion covers and purchased the following equipment to make paper stencils - craft knives; cutting mats; masking tape.
Craft knives and cutting mats have been labelled with numbers - past experiences have taught me to ensure that all of these resources remain in class at the end of each lesson.
I needed to practice/revisit making a paper stencil and chose a picture of a Piwakawaka - which proved to be quite time consuming. Attaching the stencil to the screen was tricky as I have found that the silk attached to the screens is loose andthis leads to the paint bleeding regardless of how much masking tape I used. I've enjoyed showing the studnents how the print didn't work out for me and having a laugh about it. This is a great way to discuss the techniques and ways to improve each time.
This year we have been asked to use Canva to create our pages for the 2022 School Magazine. I've used Canva in the past and find it pretty easy to navigate. I've had some input in the WIMS Netball page - recrafting the blurb a student had written and uploading photos to be included. Thank goodness a mum who accompanied us to WIMS Netball took photos of the year 7's as they played because I mostly had pictures of the year 8's and a lot were terrible/blurry.
I'm happy with the page for Soft Materials. I would like to add a few more photos as classes progress this week. However, time restraints are not on my side!
Here's an image of what I have done so far...
Kate Parr – First Step Outdoors
On site activities at
Pirongia Lodge - Zipline, Rock Climbing, Camping & Bivvying, Inground Trampoline, Abseiling, Archery, Orienteering
Off-site activities – Caving at Karamu, High Ropes and Kayaking at Karapiro.
Great opportunities for students/staff/whaanau! There is also the opportunity to learn more about the conservation efforts, investigate the eco-systems with experts and to tie into the new Aotearoa History curriculum.
I've cut all the remaining rolls of fabric up (5 different prints) to cover the final 140+ year 7s in cycle five - including the final two Outside School classes too. 4-6 pieces of each print is placed into class piles with a range of coloured zips. Ensuring each group has a range of the prints to choose from. Left over fabric has been cut up to use for the 1.5cm seam sample and on some rolls, there was enough for a few drawstring bags.
Can I have a specific SHINE Matrix for the Fabric room – language and consistency? Showing Respect, by caring for the environment - how does that look in the Fabric room?
Universal; Targeted; Intensive
Does the language used in our SHINE folder matrix need to be reviewed and 'tweaked'?
Student's can recite the SHINE values, but what does that explicitly mean? How is this unpacked in our classrooms?
Do we have consistency across the school?
When we're doing duty, we need to remind ourselves it's Active Supervision. Seek out those kids we don't have relationships with and work on prosocial baseline behaviours. As a staff, we have talked about active supervision in the Bronx area and how this could be changed because this is a hard area to supervise. Quite often when we move from the playground to rooms 17-18, students engage in dangerous behaviour. Moving, scanning and interacting. Setting the students up for success in the playground and when they head back to the classroom.
Management features for non-classroom areas - "Choose the smallest change that will have the biggest impact"
Do we have any of the SHINE folder in Te Reo Maaori?
Keep prompting and teaching - positive forecasting.
Teaching expected behaviour - they must be taught and retaught, and retaught! How many different ways can we teach it? Multimodal.
Acknowledging expected behaviour - reward systems; encouragement; positive feedback - verbal (the vocab we use). Why use reinforcement? A neutral redirection has the same effect as a negative redirection.
Recognition - the need for recognition is fundamental to optimum human performance.
Discouraging inappropriate behaviours - we need to follow our flow chart - Does our flow chart currently suit the school?
Use our teams and get the support of experts - do we clearly understand the steps on our flow chart? How do we support each other?
Consistency is important.
Data helps place the problem and the context - don't personalise the problem... Do we have positive behavioural data?
Sheryn directed us to the PBIS World Book website that gives you strategies for managing a range of behaviours using PB4L.
In the last week, I've dealt with stupid or inappropriate behaviour from multiple boys. One who persisted with me and I shut the conversation down. As he walked away, he commented that I should look in the mirror - insinuating I'm fat. I struggle to be positive with this student and this comment almost pushed me over the edge. I had to remind myself that I'm the adult and I can use self restraint and stay calm. Sometimes this is really hard to do, and I am only human - I have bad days too!
