I conducted a brief survey of my Year 9 and Year 10 classes at the end of year in order to understand how they felt about my teaching and mathematics. This is also important for professional standards such as the commitment to learners in the code of professional responsibility and for the teaching and design …
I tried self-differentiation during my inquiry cycle, which was good, but didn’t necessarily address the underlying issues with engagement in the classroom
While my school, Mount Roskill Grammar School, is quite traditional in many senses, the schools on my away school visits are the complete opposite, or so I initially thought.
A number of colleagues talk about the permissiveness of teachers towards student behaviour at Mount Roskill Grammar School. This permissiveness relates to student behaviours like coming late to class, being disruptive in class and even not coming to class at all (whether in school or not). Of course, these behaviours are not encouraged, but they …
Working for school wide outcomes then reaping the rewards Part of working in a school is working hard to help achieve the outcomes that the school desires. This may seem like a lot of work at the time, but often the results are worth it. In the case of the student engagement survey, as well …
The following prompts were given to us at Wฤnanga 2 in the initial whakawhanaungatanga session. We also used these prompts with Manaia when we initially came together. What is my Strength My Strength comes from the environment I’m in. I have wonderful colleagues at Mount Roskill Grammar School. I try to spend quite a bit …
I’m now coming to the close of the Y10 unit on number, the first unit of the year in my first year of teaching. Some things have been good – I’ve established connections with the class and we worked on some interesting maths, however there is room for improvement with my organisation and planning, and …
Carrying the kete In te wiki o te kete, we were given the provocation: Who is helping to carry your kete? I understand it to mean either someone who is outside of the teaching profession who supports you, it might mean your mentor or it might be someone else at your kura. I am lucky …
During the middle part of the summer intensive we engaged with the overarching themes of education and then more specific learning to plan and run a classroom. This really does put the ‘intensive’ in summer intensive.
I write about where I come from and how I arrived at Ako Mฤtฤtupu and think about what this means for teaching and why it is important to understand your Routes and Roots
