IYT Session 4

Session Four

June Term 2

Mel and I attended session 4 of our Incredible Years Teacher Training last week. We are slowly moving up the pyramid, and this in session we are beginning to look at the orange section, focusing on managing misbehaviour: ignoring and redirecting.

Incredible Years Pyramid

The session began with a brief discussion about behaviours in which we could ignore from student, vs behaviours that we could not. This generated a bit of heated discussion and it was interesting to hear different viewpoints about which behaviours could be ignored. Lots of us didn't agree, and we found that we each had quite different limits and expectations about acceptable behaviours.

Some of the behaviours that we could ignore were:

• Students calling out
• Standing up when supposed to be sitting on the mat
• Whistling/Tapping
• Off task and wandering around
• Disruptions when in a group

On our "couldn't ignore" list, we found that there were a few overlaps:

• Calling out
• Tapping
• Misuse of devices
• Physical harm
• Distracting others
• Disrespect

Ignoring is when: teachers give no eye contact or attention to a student, give students privacy of a space to calm down, you remain calm in both voice tone and facial expressions, and you be consistent. The most important part of the ignoring process is that you re-engage with the student when the ignoring is over.

Ignoring is a skill that is not often taught so we modelled a lesson that we could teach to our students on how to ignore behaviour. Mel and I talked about how this would fit in well with the behaviour teaching that we are incorporating at the moment, as this is a key skill that our students so often need. We modelled the lesson using puppets, Y charts, brainstorming, talking about 'ignoring muscles', and we were also taught a breathing exercise to try with students. This will be an interesting one to test out and help slow the heart rate down to reduce impulsiveness. 

We were also shown a discipline hierarchy of steps for non disruptive and disruptive behaviour. We had to talk to teachers at other schools about their behaviour system and what they do. I found it interesting, having only worked at Gilberthorpe, that other school don't have one of these systems and that if a student misbehaves there are no clear steps or guidelines for a teacher to follow. 

Our school behaviour system fits into this model, and as we are in the process of adapting it this model could be quite helpful!

Another great session, over halfway through the course now and I would recommend it to any other teacher. I have learned many valuable strategies and ideas to implement into the classroom and my teaching and the food is pretty good too!

Presenting at Delving Deeper 3

It was an absolute pleasure, on May 10th, to collaboratively present at Delving Deeper 3 with my fellow School Leaders: Annabel McCormick (Wigram School) and Sharon Spragg (Yaldhurst Model School) along with out Outreach Co-ordinator, Kelsey Morgan.

The premise of our presentation was:

• Nature of the learning tasks 

• Use of digital technology 

• Feedback given 

• Time spent on task 

• Student Agency 

• Collaboration 

Using the pedagogical framework of Learn, Create, Share to support digital technology, leading to increased accelerated achievement. We have a strong connection to Auckland's Manaiakalani cluster as an outreach school. Learn tools and strategies that come from a research base and are proving to make difference.

The message that we wanted to get across to the educators who came to our presentation was a combination of changing the perception of Hornby Schools and students, as well as giving a glimpse of how and what we do to engage the students.

We had anticipated that our target audience might be some of the schools who have just joined the Manaiakalani Outreach community. We couldn't have been further from the truth. Surprisingly, our audience was predominantly high decile country schools.

We began by introducing ourselves individually, explaining who we are, where we're from and our role within our schools. I was able to add to this by explaining my own unique journey, about rationale behind changing schools but staying within the cluster

Kelsey Morgan explained a bit of background into the Manaiakalani Outreach Programme, from our joining way back in the beginning, through our successes and insight gleaned along the way up until now. She elaborated on our connection with MET and Woolf Fisher Research, which includes researching the data as well as in class observations to provide evidence of what practise is likely to increase student achievement. 

Specifically in class research looks at: 

I spoke about Uru Manuka Cluster evolving, teachers being willing to share, resource banks, open about sharing, visible, connected, ubiquitous, empowered, shared mindset, coherence across the schools in the cluster:

I vividly remember a time, not so long ago... four yeas perhaps, where teachers still guarded resources and ideas like a prized family recipe. When hui's occurred with neighbouring schools, people clustered with their kura, perhaps sparing a chat with the odd familiar face.
Fast forward to now. Uru Manuka Cluster has evolved into a place where we openly mx at gatherings. We default towards sharing DLO's (Digital Learning Objects) and teacher created resources and banks to make them more readily available to the wider Manaiakalani Network.
The School Leaders and Principals work extremely hard to ensure there is a shared mindset and coherence across the schools in our cluster, while still maintaining autonomy for each kura.
Both groups meet regularly, working to a set agenda of goals, effectively in a think tank like manner.
Our learning is visible online, therefore rewindable. It is ubiquitous, allowing student access at anytime and anyplace. We are empowering our akonga through agency.
A number of initiatives have driven the way forward in information sharing. We began with toolkits - small tech how to sessions which teachers were expected to sign up to and attend. These were run by teachers from within the cluster. Often they spawned into fabulous sharing and discussion sessions where ideas bounced around the room.
Teachers would meet to collaborate, building upon ideas and began to develop relationships whereby they spread their network broader to be able to glean ideas from the wider cluster.
The growing connections haven't been limited to our teachers. Among the Uru Manuka initiatives undertaken in recent years, have been a student summit, where akonga from within our cluster led toolkits, teaching digital skills from promoting useful apps and extensions to learning how to use robotics. Year 7/8 students, with support from Sport Canterbury, organised and ran a Ki-o-rahi tournament. Teams consisted of year 5-8 students and it was a fabulous festival atmosphere. Another avenue to develop the relationships between our akonga.

Kelsey Morgan explained Learn Create Share from a Manaiakalani Perspective.

What it actually is, along with how it is used to support digital technology in classes through blogging.
Affordances of technology - engagement, cognitive challenge, scaffolding, visibility.

I reiterated my SLAM, from the Uru Manuka Mini-conference at the beginning of the year.

Annabel shared her SLAM, from the Uru Manuka Cluster.

Sharon Spragg shared a glimpse of what a typical students day might look like. A student starts their day by checking out their class site for their work. Work is directed to areas, they read / watch and follow the instructions.

Teachers pull out groups and work with them - sometimes on a device and sometimes not.

The independent work is about collaboration, rewindable learning, engagement in whatever it is they are learning.

(Students that are high flyers - can fly high, those that have areas of struggle have the scaffolding that they need to be successful with their work.)

• Commenting on blogs
• Blog posts
• Learning

Links you may find useful:

Uru Mānuka website - www.urumanuka.org.nz

Manaiakalani website - www.manaiakalani.org

“Creative skills help students become better problem solvers, communicators and collaborators.”

Everyone Can Create Apple 2018