Joy Allcock Spelling

How are we conducting our spelling programme?

Should we be teaching letters make a sound or that sounds are made by certain letters?

We are starting the Joy Allcock Spelling programme (Switched On To Spelling) and have done some light (lol) reading...

• the 'k' sound might be a c in cat and a b in king
• the long 'a' soundmight be an ay in tray but an ai in train
• ch represent 'ch' in chips, 'k' in Christmas and 'sh' in machine.

How are we going to make this easier for our children???

Watch this space...

Inquiry 2016...

BEHAVIOUR??

This year we are focusing on behaviour in our classrooms.  What are we doing to change for our kids? Change our thinking? Change our actions? Change our perceptions? Change our expectations?

How can I change to better suit the learners in my classroom?

Hmmmmmmmmmmmmmm?

I have always felt very proud of my behaviour management skills.

Well it is coming to the end of the year and it's that time to talk about and discuss the outcomes of my Inquiry.

What was I inquiring into?

I was inquiring into MLE and boys...  I have  come to the understanding that the MLE part of my inquiry shouldn't hold me back or pigeon hole me into thinking that you would only do the things I have tried out this year in a MLE. 

Would I differentiate my class programme to suit all of my learners if I was in a single cell classroom? Yes

Would I limit tasks of my children who were struggling to complete these tasks to a high standard? Yes

Would I allocate learning areas (or god forbid, desks!!) for children who struggle with choosing an appropriate learning area/partner? Yes

Would I allocate zones in my classroom for different types of learning?  Yes

How did my inquiry go?

I have thoroughly enjoyed my inquiry as it was very relevant to my position this year.  I am in a newly established MLE which has a few young men who have attributed to my greying hair.  

At the beginning of the year when we had set our expectations with the whole class about how many must dos they were to complete in a week/where they can work/who they can work with/presenting quality work we started to notice that a few of these gentlemen were starting to show that their wheels were coming off as there were too many choices for them to make in a day.

I took a step back and analysed what was holding them back from having a successful day (at first and then a successful week later in the term).  

Choice! Choice! Choice! was what it boiled down to.  The choices ranged from... 

• which room should I work in?
• who should I work with?
• what must do should I start with?
• do I do the long date or short date?
• pencil or pen?

What did I find out?

I was right! Choice is too much of a distraction for some children. These boys needed boundaries and routines and realistic expectations.  I feel I gave my boys this and that's why we have had a successful year. 

How has it changed my practise?

My practise is very flexible which has helped a lot, as you can't initiate change without being willing to take risks. And sometimes risks means everything will fall around your feet. Just roll with it. 

I will implement all of the changes I experienced this year into my practise but also leave myself open to new changes as they come along...

New Space

So what happens to the children who can't control their impulses during lunchtime?  Warnings, steps, lunchclub??

Some people just need to have structure and guidance to be able to have a successful lunchtime.

I was getting sick and tired of hearing about Mr J and how right before the bell rang decided to hit such and such, or kicked a ball away, or used a stick, or used PE equipment inappropriately.

Enough was enough.  It was super easy to identify that he needed support and structure put in place for to be able to succeed.  So... I thought I would open up my room for one day a week where he (and others) can play/titu/interact with others with supervision.

Week 1:  Even though he is doing what he has chosen he is struggling to interact appropriately with equipment and others.  I have heard his name been called out 2 times while I am typing this.  I brought him over to me and tried to talk about how being deliberately annoying was SUPER annoying!!!  He has settled down and is enjoying playing with the blocks at the moment.  Long may it last.

ULearn 2015

I am lucky enough to be sitting in a seminar right now with HUNDREDS of other teachers listening to speakers inspiring us all to teach our children the way of the future.

Educamppalmy 2015

Today I am sitting in a breakout looking at FLEs.  I am getting excited about how what these facilitators are saying is what is happening in my classroom!  This just goes to show that we are on the right track and are developing a fully functioning FLE.  I am super proud of our room!

There are a lot of questions being fired back and forth today!  This is what Educamp Palmy is all about.  The questions that are being asked I feel like I can answer myself.  Some things resonate with me and I feel like I am confident enough to say that I can do this...

My Notes...

Are we just cross grouping?

Update

Well since I last wrote I have established another level to our independent activities.  I have streamlined them for our boys who struggle academically and aimed the tasks to their needs and interests.

This has been a HUGE success.  Now my man Mr HB is excitedly coming to me on a thursday saying that he has completed his must dos AND some can dos!!!  He is absolutely buzzing around the classroom with a massive smile on his face!!!  This is fantastic programme.

I have about 6-8 children on this altered programme now and it is helping their motivation, self confidence and success levels immensely.

HOWEVER...

I now have a new group of boys that are quite happily dodging from room to room evading any task presented to them and thinking they can look busy and not complete the weeks must dos.  I am on to them however!  Kelly and I had a big discussion  about what could be a solution for this irritating problem and we talked about how we would have managed this in a single celled classroom - isolation, removal of choice, allocated learning space.  So, why was I so worried about implementing these options in our flexible learning environment.  You need to have trust, responsibility and ability to work independently.  I will need to show my boys what I expect them to do and where I expect them to do this.

I have created learning zones in our rooms to help guide our boys in their learning.  The areas are desks with stools that will be now used for these boys.  They will not be able to rove or choose the activity they are working on that day.  Until, of course, they can prove they are able to manage the freedom of a FLE!!