My point is, now that my student teacher is on full control, I've had time to actually sit and work 1-1 with my 'target students' who were identified right at the start of the year. These were the students who were sitting just below the national standard and needed that extra support to get them there by the end of the year.
Take a look at my table below
This is a continuation of my previous posts: Make a plan and student voice.
Some of the changes I have made in my teaching are:
- Assigning homework each day (paper)
- Teaching using Maths Whizz links
- Sharing with students visual representations of all the stages and describing what the thinking/maths talk sounds like
- Using actions as prompts when teaching
While I was working 1-1, I also addressed and asked students why some of their results went back in GLOSS. Their replies gave me hope and confidence that they can make it to 'at' by the end of year. Some of their replies were "I'd forgotten how to do it... the wording of the question confused me... I just went blank Miss, I got confused with what to use - I kept using repeated addition and not my timetables..."
One of my 'light bulb' moments was reading some of my student teachers observation notes of me during last term. She saw and recorded some of the things I did and said. It made me reflect on my teaching and think "oh wow -thats good that I'm actually really specific about that" and some points where I was also "Oh don't do that!" or "did I really say that?" and "oh that's why it worked/didn't work.
It also worked the other way too where I'm observing her (my student teacher) and thinking "Hey that was a really good way of seeing if they understood - I'll try that next time too".
Keep an eye out for my next blog for an update on the rest of my maths class!
This is an enriching read Latini. I read through your previous post and had lots of questions, but you have answered some here. I do agree that two teachers can make a huge difference and it is lovely to hear that you are making it count for the benefit of your children. I wonder if the things you are learning from your target learners can be applied across the class? And it would make an interesting post to collate some of the observations your student wrote on your teaching :)
ReplyDeleteThanks Dorothy. I am definitely loving this 1 on 1 time with all my learners! I've definitely got more coming about another group of learners that I've not paid enough attention to.
DeleteI was looking at your blog and this post resonates with me because it is exactly what I am going through at the moment. Thank you for the suggestions which I will take on board and practise in my class as well (the changes). I also like the idea of someone videoing me while I teach, that way I can actually sit down and see what I did and identify the changes I can make for next time. Ka pai :)
ReplyDeleteKiaora Mary! - Thanks for stopping by. I'm glad this post may be of some help to and your current situation in your class. Just remember you are not alone! We are all in this together and I do hope to hear how things go.
DeleteI particularly like the idea of getting more talk out of the learners.
ReplyDeleteWell done YOU
Hi Latini,
ReplyDeleteIt is interesting to see how you have gone back to trying a rotation - something that seems to be way more common in junior classes but less common in senior classes.
It sounds like it gives them a lot more variety during a maths lesson which they like.
Thanks,
Laura and Hannah
What we've really enjoyed about your inquiry is that it has evolved to areas that you didn't expect, like learner voice.
ReplyDeleteEmily, Anshu & Sarah