As always the beginning of the term started with a nervous flurry of what to expect with a new group of children and excitement at seeing our existing group of students after the holidays. However I have come to realise that teaching is like riding a bike to a certain extent, with the exception of having to ride different terrain (new students, new needs and challenges) and adapt techniques to ensure a successful ride that doesn't involve falling off and failing (different strategies and programs tailored to our diverse learner needs to ensure we all progress and survive)!
Successful relationships have been built with children and a number of their families. I think we know our children pretty well. Some skeptical new parents of our year 3's are now feeling comfortable with the new environment and understand that we are there to do our best for their child.
The biggest challenge is the learning and behaviour needs of our year 3 group. These two identified needs are intricately linked especially as this age group begins to realise where they 'sit' in the group.
Our boys overall provide behaviour challenges with bossy and mean behaviour especially towards to students who are 'different.' These boys are deliberately annoying another boy to get that boy to react verbally and/or physically. Also, boys are playing rough with friends so they are getting hurt when playing. These boys are trying to work out the boundaries of enjoyable, safe play and not get too carried away with their physical play. Our term 1 inquiry around 'relationships' has gone some way of teaching appropriate skills and behaviour towards others. The child can explain and say what the skills are that we need to have good relationships and friendships with others but overall they find it difficult to demonstrate this in play (especially free play).
Some of the behaviour we are seeing is linked to low learning, self-esteem and confidence which turns into disengaged, unmotivated students. As we work hard in our teaching inquiry to deliver quality teaching and learning programs particularly in the literacy areas (Daily 5, Storytelling, targetted writing including technology to assist writing), it is still challenging to get these children to give things a go and be positive. As we introduce technology and an element of choice we hope this changes going forward. Some children, however, cannot manage choice and it is particularly frustrating that a number of these 'barometer' students dictate the 'temperature' in our room. Their readiness to learn is questionable.
One area of frustration for me this term has been the high class/group numbers during Maths time. With 34 very high needs learners, who struggle to self-manage when not supported directly by a teacher, it has been difficult to teach with the off-task noise levels and not giving things a go. I had tried maths games and open and closed-ended problem solving but the children lack the social skills and literacy to manage these games without support. It has pained me to return to some worksheet based work and goes against my philosophy. I am left wondering whether I teach the whole class and problem-solving steps so to save my sanity.
I can see the benefits of Numicon for some of our children and have enjoyed beginning to teach this program. I feel I have pitched it a bit low for two groups so purchased book 2 and will look at moving the children to the best-fit level for them in term 2.
Also, we have an extra teacher at maths time, so I look forward to reducing group numbers and really giving these children the support and time they deserve in term 2.
One of my goals has been to improve the wall displays of the children's work to make our class special and feel like we belong. I think we have gone some way to achieving this.
Term 2 will be a term of really embedding and getting all of our programs humming. We will aim for 2 stories for term 2 in Storytelling as it is evident giving the children the vocabulary and structure for hanging their stories on - the better quality their writing. I would like to 'see' Storytelling when I walk into our classrooms - displays, including play opportunities for the children and art.
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