Belfast School Lockdown Dance #2

Just because we can.....here is our Staff Lockdown Dance #2.
https://youtu.be/5bpN3RUKiGQ

Just a wee something to keep spirits high and to bring Staff together when we can't physically be!
Enjoy!

Lock down and Remote Learning

Wednesday 23rd March, 2020, will be a day that we won't forget and the subsequent weeks that were to follow. I thought I would take a moment to share some of my learnings, thoughts and happenings as a teacher and mum.

Relationships: We all know how important relationships are and this once again has come to the forefront during this period of home lock down. I miss the children in my class and being able to connect with them in real life. To share discussions with them about their days and learning. I miss watching the children have that 'a-ha' moment and sharing their personalities and passions during class.
I was super excited to connect with the children again on our first Google Meet, sharing stories and happenings after the first couple of weeks holiday and lock down. To share what life has been like in our new circumstances. The children were excited too as most of the class were online and ready to catch up. The Year 7-8 senior teachers made the decision to meet daily with their classes and I have very much enjoyed this time of connecting, celebrating and sharing. The turn out for class meets have remained steady and it has been pleasing to see just how many are logging on and engaging.
Those that have not been able to get on to connect had difficulties with accessing devices- which was pretty quickly resolved, with some school devices being sent out to families in need. Competition in certain activities have definitely engaged and encouraged the children to participate and do more.

Mumming: (Yes I know that is not a real word) Being a Mum to my daughter as well as my partners two children also adds in another dynamic. Three kids aged 9, 8 and 7 years. Being responsible for their care as well as their learning has added in some challenges and also benefits. My daughter (aged 8 years) is very engaged in learning and has always been inquisitive and independent from since when she could be. She has a natural willingness to learn more, know more and do more. She has excelled in being able to access her learning via See Saw and completes tasks independently of me being in the room. She has definitely benefited from me signing her up to the Summer Learning Journey over the Summer, as this highlighted how little she was able to use ICT to learn, create and share. We spent a lot of time over summer learning how to use her blog, create slideshows, do screencastify, etc and I am very happy that I invested this time now!
The 9 year old boy is less interested in learning and is inundated in tasks from his school to complete and I can see him disengaging with every task that comes our way (as am I). I wish I could throw away what they are doing and do what I want to do with him, as then I feel we could engage him more. This has highlighted for me that the expectations that teachers have on the children need to be manageable, and that less is more. It also shows that learning needs to be relevant and meaningful, otherwise it becomes a chore! He is the guru at getting distracted and I can often see him opening up 1000 tabs, sending messages to others and doing anything else but the tasks given.
The 7 year old is wanting to learn, but struggles with:
(1) Being online and utilising the tools needed to complete the tasks
(2) Reading the instructions and knowing what it is that she needs to be doing
But half the battle is won as she is interested and engaged! She is able to be helped by my daughter and myself, so its easy.

Quality Time and Exercising: After the work is done and the chores are too, it is just so great to be able to connect with our bubble family. Spending time playing card games, baking, building huts and taking bike rides and walks around our community. That I can sit and be doing a Google Meet and also be spending time with my daughter and family is a real blessing.
On one of our recent walks we came across a few kittens that had obviously been abandoned and left in the tussocks on the new overpass they are building. I tried to get them to come to me but they were too scared. On our walk home I decided that I would go back and try to get them. I put some of our dog's wet food down and within 30 seconds I had captured the black one with my partners fishing net. The other two scarpered and I just couldn't manage to get the other two. I returned home and my partner then went out to get the remaining two. He successfully got them and then I proceeded to feed and clean them. They had obviously not had water for some time as they weren't sure what it was and the way one jumped back showed they were very hesitant.
My goal the next day was to nurture and care for them until I could re home two of them (which I did). The other one was to be a birthday present to myself! Pacey has fitted in well and is a regular attendee at our Class Meets! Before we knew it we were having 'Bring a Pet to Meet mornings'!

Pacey supervising me while I work!

Pen and Paper
I read somewhere that in years to come, we will look back at this time in History and there will be things that will be amazing to read back on. So I have taken to pen and paper and encouraged my daughter to write with me most days about this moment in time. The time that we got to spend more time together as a family. The time where we exercised more and ate more! The time when all children learned at home and their parents and teachers were their teachers. The time when there was uncertainty around jobs and a regular income. The time when we would walk down the street and quickly change sides if we saw someone coming. The time where we were not allowed to be closer than 2 meters from strangers in the supermarket. The time when toilet rolls were stockpiled and baking powder was almost impossible to get!
I have encouraged my class to record a journal using pen and paper, so that they can then pass this journal on to their families, and on through generations. What a treasure to find a handwritten journal that documents this significant moment in time!

Here is an entry of a diary from a soldier on board His Majesty's New Zealand Transport Tahiti, during a period of pandemic influenza, July 10, 1918, through January 31, 1919. Will our journals be looked back on as this one is now?

Where to now? When we return to school and 'normality' kicks in.......
I think about the benefits that this lock down has achieved and how we can bring some of these good things into what we normally do. I find myself questioning:
How can we slow down and do less better?
How can we make sure that we are not scratching the surface trying to cover everything we do in a day?
How do we structure our day so that there is more independent choice and flexibility within our programmes?
How can I maintain the number of COB's (comment on blogs) I am currently doing on the children's blogs?
How do we keep parents and whanau as engaged and involved in their learning as we are right now, while not placing too much of a burden on them?
How can we incorporate more of the things that children have been doing during lock down at home, into the classroom- baking, building, spending quality time nurturing relationships with one another, etc. Life skills!

Feedback
I received feedback from a couple of parents that are absolutely thriving in this environment and are loving what we are doing.
One said, "I just wanted to pat your back and say thanks for the work you're putting into the distance schooling. ***** is enjoying the daily contact and the early time makes it easy to get him up, fed and dressed.

He and I have agreed on around 2hrs schoolwork a day. Generally maths, reading, spelling and his choice from blog, science, writing etc. He sets a loose timetable for himself each morning and mostly works self directed with the resources you've put up for them.  You probably won't have seen him on maths sites in the past couple of days tho, he and I have been working on adding fractions. He's playing darts a lot (rapid fire basic facts) and we've been watching movies with subtitles on and calling it availll. He's just finished reading The Curious Incident of the Dog in the Nighttime and The Absolutely True Diary of a Part-time Indian.

He's very relaxed and happy and says he enjoys the flexibility of working from home. Thanks for making it such an easy process."

Another said, "The programmes that **** is doing are fantastic. They have videos of the tasks and skills so ****** and myself know what to do, then **** can set off and do the work himself with very little support from myself. I thought this home learning might have been stressful but it has been the complete opposite! For my child with Autism to be able to be so independent is fantastic. Thank you for everything you are doing and for your help at the end of the Google Meets, catching up and answering questions."

So what has worked well for you in your family bubble? What would you like to take back into the classroom once you return? What has been highlighted for you over this time as a parent/ teacher?

Thanks for reading! Amber

Drawing Challenge- Yoda

So this week I set the challenge for my students to draw. They could draw anything that they wanted to, but they were not allowed to sketch. I set this challenge as drawing is something that I want to get better at doing. The children in my class openly laugh with me as I share my embarrassing images!
I have a puppy called Yoda and so I decided to give drawing Yoda (the Star Wars character not puppy) a go.

What do you think..... next step colour?

I can not wait to see what my students darw! And to see their faces once they see my drawing!

All in a Day's Work

The Teachers at Belfast School wanted to brighten up your days.
For your enjoyment........
https://www.youtube.com/watch?v=nxgB4NV7xVo&feature=youtu.be

Did you want to create a lock down dance with you and your family? The challenge is set!

Principal's Wananga

After returning from the Principals Wananga, this is what I found on my whiteboard. I am so blessed to have super tamariki who knew I was nervous and that wanted to celebrate my success with me.

Here is a link to a recording of my presentation (which I recorded after the Wananga). It is a snapshot of my problem, my proposal and of course what I came up with in regards to my tool.

It is not, nor will it ever be a completed tool. It has the capacity to grow and that is my plan heading into 2020. I am looking forward to incorporating more EOTC experiences, alongside the new stories and activities. I am moving towards continually shaping and developing my tool so that it can be used wider than just the four walls of my classroom. 

For other teachers to contribute and add to what I have started, would be a real humbling experience and would allow for true collaboration to take place. Collaboration between kaiako, kura and clusters throughout NZ, for the benefit of our tamariki.

I have to thank this incredible bunch of teachers who have supported, challenged and worked with me along this process of inquiry. Their support has been integral throughout this year. Thank you to my fellow MIT's for 2019! 

And to our wonderful leaders and supporters, who have enabled us to be on this journey of Learn, Create, Share. Dorothy Burt, Anne Sinclair, Jenny Oxley and Justine Todd- your wisdom and passion for Manaiakalani and all that it encompasses is awe inspiring. I have grown both personally and professionally because of this process. It has also emphasised for me, something that I have always believed.

He aha te mea nui o te ao. He tāngata, he tāngata, he tāngata
What is the most important thing in the world? 

It is people, it is people, it is people.

Here is a link to my Storytelling Site. Please do contact me if you would like to discuss anything related to this site. My email is: amber.wing@belfast.school.nz

Nga mihi nui,

Amber

Pecha Kucha

I have looked over some of the previous years Pecha Kucha and there certainly has been some learning going into putting this together. I have put something together that I think explains my journey and have my speaker notes ready to go. I have had a couple of runs through to practice..... as well as some impromptu ones in my desire to get to sleep for the night! Getting the timings right are my focus this week and it is proving to be a bit of a challenge. But nothing worth doing ever comes easy....so I will keep on keeping on. This is really important to me for a number of reasons. I want to be able to give justice to the number of hours and thought that has been put into this project. But most of all I want to show just how much I value the input of Manaiakalani and that without their support and encouragement along the way, I would not have had the opportunity to produce this tool. Here is my Pecha Kucha for Thursday's Wanganga. I will be presenting to Principals and DP's from throughout the Manaiakalani Clusters in New Zealand. What an amazing opportunity and one that I hope give justice to! Roll on Auckland!
 

Achievement

When listening to
Dr Aaron Wilson - Using data and evidence
to improve your practice

I think about VLO’s and identifying what the valued learning outcomes are for me as a teacher,
my students and my school community in regards to my MIT project. What is it that I want the
students to achieve and are these things actually valued by students and myself alike?

Achievement is obviously at the heart of what I want the students to achieve from my project,
but what about things such as their attitude to writing, the key competencies that they develop
through this project and enabling Maori to have success as Maori? Is the student’s participation
in this project accelerated and are they more engaged? What progress have they made?

What also resonated with me was around teacher observations and the problems with ‘observing.’
When observing we can tend to ‘see what we want to see’ and that we can make judgments based
on these. We can also focus our observations on one thing and make these observations fit with
what we want to see. So when I think of the observations that I have made in my classroom, how
valid are these observations? Do I add my own bias to these observations when what I am wanting
to see is progress in my students writing?

I have got student voice, anecdotal comments, and writing samples on their drive and in their books.
But ultimately, the shift I am wanting to make is in their achievement.

Have I enabled Maori to have success as Maori and incorporated a Ngai Tahu story into the
curriculum? Yes. Tuakana / Teina relationships are evident in my classroom to help those who
are less confident in writing to get the support that they need. Maori Kupu are being discussed
and used in class. Discussions have been rich around the mighty Pouakai.

Are the students developing their Key Competencies through this digital Storytelling process?
Yes. The students are communicating and collaborating, supporting one another through this
process. Sharing their learning tasks on their blogs and with others within the classroom environment.
They are developing their use of language, being exposed to rich discussions and a different
‘older style’ of written English. 

Engagement and interest has sparked richer vocabulary and this is clearly evident when you ask
the children about the Pouakai and read their writing. But has this made the shift required in their
achievement?