End of year reflection

Term 4 has been really busy and probably the most stressful for me so far. Over the course of this term I was required to test students in math’s, writing and reading then analyse the data and report it to the principal. Testing week was extremely busy and most nights I was up late analyzing results and deciding on what the information told me. I got through testing and then we had reports due week 8. For the majority of my class it was quite easy to write reports but I did struggle to write some especially for three children that had been away for 5 weeks.

After reports were done my class started to wind down and this got us to week 9 which has been a busy but fun week. My class has been enjoying the Christmas sprit and we have taken the opportunity to do lots of hands on crafts.

The last three terms have been a huge learning curve for me and I have learnt so much in such little time…still so much to learn as well. I have thoroughly enjoyed my time in the middle class and all though there have been some tough days I had quite a lovely class.

Next year I am going to be in the junior class teaching Year 1-2, which at first I was nervous about but I really am looking forward to working with them.

For the first part of my non contact time I am going to organise my classroom and tidy it/re-arrange it how I want it set out. Then after Christmas get down to the nitty gritty of planning etc.

Achievements to date:

·      Phonics and early words course – implemented both into classroom practice.

-        Improvement in the use of phonetical sounds in writing and reading.

·      Maths Te Toi Tapu – gather more tools of how to run an effective maths programme.

·      Implemented the Daily 5 programme into the classroom successfully.

·      Set up a teaching and learning environment that is physically, socially, culturally and emotionally safe.

·       Learnt about the different testing tools and how to effectivly use them: IKAN, JAM, gloSS, PROBErunning records, PAT’s, STAR and e-asTTle writing.

·      PRT courses:

-       Reading: to gain an understanding of how to run a reading programme.

-       21^st century learners: create a learning environment for the MOE’s three priority groups.

-       Science in the classroom: fitting science into a busy programme.

2014 goals:

·      Consistently make time to update my blog.

·      Organise my schedule so that I allocate time for testing and conferencing.

·      Create and maintain with the help of other teachers and Louise Dempsey an effective writing programme.

Week 2, Term 4

Reading this week has been good, I allowed some chn the opportunity to chose their Daily5 rotations however some still had to be told where to go due to misusing the time. I had an observation done by my tutor teacher during the week and got a few things to work on which I started implementing on Thursday and will continue. 

Maths has been on mult/div and students have grasped the taught strategies really well, we just have to work on transferring this knowledge into other areas. Next week we are working on fractions for several weeks and I look forward to putting in place a few changes/ideas I have seen.

Our inquiry is going well chn are really motivated to learn about it. They are currently in this midst of researching their chosen questions.

Goals for week 3:

- Ensure all follow up tasks are meaningful.

Week 1 Term 4, 2013

My end of term goals were:

• Focus on the positives and give children more praise.
• Continue consistent behaviour management
• Have a greater wait time when children are answering a question.
• Take notes during guided sessions.
• Ensure I know next steps before teaching lessons.
• Provide children with more feed forward.

This week has been really good with trying to get children back into learning mode and remembering how things are done in Room 4. I haven't had any new additions to the class so that has been good. Most of my spare time this week has been planning when to do everything as being a nine week term with all testing due in week 5 it is going to go extremely fast.

For reading we are continuing with the Daily 5, however instead of the children having free choice I am choosing for them due to issues children not choosing properly last term. I will slowly start letting children choose again once they have proven that they know how the Daily 5 programme runs. This week we spent the week looking a visualising as it is a area that I hadn't covered yet. Next week we will be moving onto inferring for the next 5 weeks. I was observed on Wednesday by Catriona and my next step is work on developing LI’s specific to each student so I will be doing this during the week with the students so that they can take ownership of their own learning.

I have started up my writing group rotations and altered my programme after reading The Writing Book by Sheena Cameron and Louise Dempsey in the holidays. I am really looking forward to trying out the ideas and lesson outlined in their book over the course of the term (and will reflect on them each week).

In Maths this week our focus has been on multiplication and division. I spent Monday setting up my new calendar math which the majority of my class were able to independently do by the end of the week.  There are just one or two areas that I need to do a little more teaching around.

We also had the children that had been down in the junior room for maths rejoin us. They are working with Catriona in their group. It is amazing how the dynamics of a  class change when something new is added. I am rather annoyed by the class who I did have last term and how they seem to have forgot how to behave during Maths time – and it is even more important that they behave now with two teachers in the class as we are both talking and engaging with our groups that it does increase the noise level slightly. But this is something I plan to be on top of by the end of week 2.

Our inquiry this term is based on the effect that humans are having on marine life. I hooked the children in by showing them a YouTube video of some marine life that is being harmed which then stimulated some good conversations which we then based our questions around. I, along with the children am quite excited to see what they find out and what we can do to help. I will keep you updated on how we go.

Goals for week 2:

• Develop LI’s and next learning steps with children.
• Focus on the positives and give children more praise.
• Continue consistent behaviour management
• Have a greater wait time when children are answering a question.
• Take notes during guided sessions.

Guided Math Chpt 8 & 9 by Laney Sammons

Chapter 8:

Why is assessment essential in a Guided Math classroom? What role does it play in teaching and learning?
Assessment is essential in Guided Maths as it informs us of what knowledge students have, their ways of thinking and gaps in their learning that they may have.
It allows us as teachers to find out what children know and where we need to take them. Assessment allows us to group children with the same needs and abilities. We use assessment to inform our planning and adjust our teaching based on the needs of our students. Assessments also allow us to keep track of students’ progress and whether their needs are being met.

What kinds of assessment do you use in your classroom? Is there a blend of assessments and evaluations?
In my class I currently use summative assessment which I do a pre-test that informs me what my students already know and what they need to learn. From this information I then group my students based on their individual needs.
I use formative assessment most days and this is mainly to inform me of whether students understand a taught concept or if they need more time on it.

At the moment assessment is a big thing for me finding the most effective way to assess and then use it for my planning/teaching.

Chapter 9:

How will you begin to implement the Guided Math framework in your class?

I have already begun to implement aspects of the Guided Maths in as we have read chapter by chapter. Most of what I have implemented has gone well. There are still several aspects that I am looking at starting for example the Maths conferencing but it is in the stages of planning and I hope to have it up and running next term. 

How can you create a professional learning community to support you as you modify your mathematics instruction? 

As I am a learner myself I think it is important that I am aware of where I can go to locate information and who I can call on for advice. By knowing who can help support me will be a big benefit in helping modify it.

Week 8, Term 3 2013

My week 8 goals were:

• Incorporate more hands on learning tasks
• Use my assessment to inform my planning
• Use open ended questions.
• Focus on the positives
• Continue consistent behaviour management
• Have a greater wait time when children are answering a question
• Take notes during guided sessions

This week maths has gone really well. My level 2 group has been focusing on using grams to measure weight, my level 3 group has been focusing on using millilitres and litres to measure volume and my level 4 group has been focusing on finding the volume of a cuboid. The majority of my class are really getting in to measurement because it is so hands on and they are making the links back to home easily.  One of my goals this week was to ensure I know about the next steps for my learners and I did a bit of research around them before teaching each group. I did pretty well and was able to extend my top group when they understood the taught strategy. Next week we are continuing with measurement and the children will be completing a post unit assessment which I hope to see improvement in.

Reading this week has gone well, I have my top 3 groups reading chapter books suitable for their reading age and they have been required to summarise each chapter after reading. My top group did this well as they have already had a lot of teaching around what a summary is however there are large gaps for my other two groups and I will be spending time focusing on how to summarise.

My students are starting to take advantage of the Daily 5 programme and the fact that it is free choice so next term I will be spending some time refreshing their memory on how we do things in Room 4.

We have spent a bit of time on art this week and I am pretty pleased with how their pictures have turned out. My goal was to get them using different tools for painting and not being afraid to have a go – they are getting there. We used a variety of tools including paint brushes, paper towels, straws and sticks. I found the plan on that Artist Woman's website and just adapted it to suit my class.

          An example of Room 4's blossom trees.

Over the next 1-3 weeks I will be setting up conferencing times with my students starting next term and this will allow me the opportunity to find out what the kids know and where they have gaps. I will be setting this up for literacy and numeracy.

My week 9 goals are:

• Focus on the positives and give children more praise.
• Continue consistent behaviour management
• Have a greater wait time when children are answering a question.
• Take notes during guided sessions.
• Ensure I know next steps before teaching lessons.
• Provide children with more feed forward.

Week 7, Term 3 2013

My week 6 goals were:

• Use my assessment to inform my planning
• Use open ended questions.
• Focus on the positives
• Continue consistent behaviour management
• Have a greater wait time when children are answering a question
• Take notes during guided sessions

Week 6 has flown by, I had Monday in the class and Tuesday out for a release day where I was able to catch up on some running records and sort through my assessment data to make it more manageable.

Maths this week has been on measurement with my students learning how to measure in m and cm. Some have got the hang of it but other still need work. I am finding that my learners are really engaged when the tasks are hands on and practical. I had my TT come and do another guided session on Thursday with my low group and came away with heaps more ideas as to how I can implement and teach easy tasks that engage the learners. On Friday I also started using my Math Journal. I have done the first one for the children as a model so they can refer to it when reflecting on their learning

Reading seems to be lagging a bit with the students knowing what is expected of them but not achieving it. I am thinking next week with a new student it will be the perfect time for a quick refresher of how the Daily 5 programme is run and what behaviours we should be displaying. Some students have had to go back to being told what they can do until they can be trusted to choose for themselves.

This week in writing the class has been focusing on adding dialogue into their stories. Each day we have done a class story and included dialogue and then they have had the opportunity to write their own. Some have got it but not as many as I would like but we will continue to build on it over the next wee while.

This week I thought I would have a go at doing a science experiment. I decided to do magic milk. I set the desk groups up with a bowl of milk and told the children what I would be adding to it and asked them to make a prediction on what would happen. A large portion of them said that it would explode or blow up….how wrong they were. It was quite a good lesson as it was easy and we got a lot of quality discussion out of it and the children are all keen to do more.

Week 7 already…..where has the term gone?

Week 7 goals:

• Incorporate more hands on learning tasks
• Use my assessment to inform my planning
• Use open ended questions.
• Focus on the positives
• Continue consistent behaviour management
• Have a greater wait time when children are answering a question
• Take notes during guided sessions

Week 5, Term 3 2013

My Week 5 goals were:
• Have children reflecting on their learning and posting to blog.
• Use open questions when asking the kids
• Ask children to explain their strategies before moving on (question card made up for maths and reading).
• Continue consistency in behaviour management
• Continue to use modelling book in all sessions (including note taking of where chn are at)
• Allow more time for student sharing and check in.

This week was really good, the kids were settled and much more ‘on-task’ than they have been in previous weeks.

I started my measurement unit this week. Monday I used an e-asTTle test to assess where my children’s needs are. I had a bit of trouble entering the results and analysing it but with the help of my TT we got it sorted. It will make life heaps easier being able to use it so I can plan and target certain children that need the content. I started teaching this unit on Tuesday and my learners are quite low so we are starting off with the basics for my lower group and just refreshing my higher ones. Next week I will be focusing on using tools for measuring length and converting between mm,  cm, m and km. I also have my TT come in and teach a modelled session each Thursday which I am learning heaps from and finding it very valuable seeing the way she teaches and the strategies she use to get children thinking deeper.

Reading this week has gone smoothly, my children are pretty good at the Daily 5 programme with me just having to keep an eye on the ones who like to push the boundaries. At the moment I am working on Predicting and Summarising and most of the children are able to do this effectively however we will be building on it so that I am getting quality/informed predictions and summaries that only include the main points.

Writing has been good, we have started narrative writing. This week we spent time focusing on describing a characters looks and personality. I have a lot of work to do with the majority of the class on ‘show not tell’ as they haven’t grasped the understanding of it quite yet.

I haven’t had a great deal of time for other areas however we did start looking at our personal heroes this week and the children began to think of the questions they want to find out about them.  Next week I am hoping to add some art in and do a trial lesson on some of the science I experienced in my PRT course.

I had a release day on Wednesday and I though it would be a good opportunity for me to become familiar with how to do a gloss and JAM maths assessment. So I had a go at this and found it quite easy at it is all explained in the guides.

Week 6 goals:

• Use my assessment to inform my planning
• Use open ended questions.
• Focus on the positives 
• Continue consistent behaviour management
• Have a greater wait time when children are answering a question
• Take notes during guided sessions

Guided Math Chpt 7 by Laney Sammons

In what ways are you able to discover your students’ mathematical thinking?

• When working with a guided math groups and having children explain the strategies and their thinking that they are using.
• Assessments that require the children to explain their think.
• Rich mathematical discussions.

How frequently are you able to confer with your students? If you are not able to confer as often as you would like, what prevents it? 
I confer very little/if at all however if I think about when I can fit it in there are times when it I can do it. It is not something I am doing in my maths programme at the moment as I rarely have time or haven’t thought about it. On reflection I think I will be making time as it will allow me fill in some of the gaps my students have and give me more of an indication of where students are at and where to go next.

What advantages are there to having structures for conferences in mind as you meet with students?
I think it keeps it simple and is a direct path so as a teacher I can get straight to the point and meet the needs of my students. A structure will also be important for conferring with students as they will know what to expect each time it happens and warm to the idea, in turn providing more information and being open to the opportunity.

Guided Math by Laney Sammons Chpt 6

1. What are some ways that you can organise your classroom to support Math Workshop?

At the moment I think my classroom is organised pretty well and all material and activities are easily accessible to the learner.

In the last two weeks I spent time setting up my class to be student run rather than teacher. At the moment children have some choice as to what they want to participate in and we are moving to independent free choice.

I have also spent time setting up the expected behaviours for the different Math Workshop activities. More time needs to be spent on this to achieve the desired outcome. I believe children can achieve this as it is a skill they should be transferring from the Daily 5 reading.

2. How can implementing Math Workshop promote the learning goals you have for your class?

One part I found really helpful and will promote the class learning goals of increasing how strategies are explained was the Write in Math Journals section. A big goal is to get the children thinking about their learning and explaining what they are thinking. There were some questions that I plan on implementing into the class these are:

• What do you notice?
• What do you find interesting?
• What patterns do you see?
• What do you predict? Why?
• What do your findings make you wonder?
• What does this remind you of?

I can also use these when I am working with small guided groups.

Sammons, L. (2013). Guided Math. Shell Education.

Week 3, Term 3 2013

My Week 3 goals were:

• • Have children reflecting on their learning and posting to blog.
• • Use open questions when asking the kids
• • Ask children to explain their strategies before moving on
• • Set children up so they know where they are going, how to get there and what to do next 
• • Continue consistency in behaviour management
• • Continue to use modelling book in all sessions (including note taking of where chn are at)

I think the week went pretty well however I was only in the class for three day (Tuesday was our school CRT day with classroom observations and Wednesday my BT release day). I found chn were unsettled on Thursday after having two days of reliever but as soon as we went over the rules they soon settled down.

Maths this week was our first week of place value. I found it hasn’t gone to bad but there are a lot of gaps in their thinking and skills that need to be addressed. I had Catriona, Kristen and Pam observe me on Tuesday for my lesson and it was really good – I got some feedback that was valuable and tried to action it on Thursday and Friday. On Thursday Kristen came in and did a modeled lesson using the ones and tens place value equipment which I found really good to see another teacher teach it and then have a go myself.
We are continuing with our Maths Calendar each day and I am planning to alter it next week to make it harder and add some different skills in. Below is a photo of our Calendar (I make it in the 100s for the lower level chn and we change the number around depending on the date).

Math calendar

Reading has been much the same I have been trying extra hard to make sure I constantly use the modelling book and I have used it for each group and each lesson I have taught. I also used one of the lessons with each group as time spent teaching them Word Work games as I wasn't satisfied with how they are doing it. With my Daily 5 programme an important aspect is the children picking ‘good fit’ books. I spent some time on Friday going over this with the children and then sent the away to try it themselves. It worked really well and I was super impressed that at one stage the whole library was silent because they were so engaged in the books they were looking at/reading…YAY.

This week our punctuation focus for writing has taken a back seat and not been our main focus. Next week we are taking writing sample for moderation so Room 4 had a practice at writing a recount on being cold. We discussed what a recount is and what the success criteria is for writing our own. Some produced good work others need a bit more guidance and scaffolding to get to where they should be.

On Friday afternoon we had a go at mixing colours and painting with sponges. The kids are still a bit hesitant at experimenting with colour and mixing to create new colours, hopefully this will change over the next 2-3 weeks.

Week 4 already – the term is certainly flying. Next week we have Small Schools Cross Country on Wednesday which unfortunately miss out on due to a PRT course, however it is on science so I am quite looking forward to that.
Week 4 goals:

• • Have children reflecting on their learning and posting to blog.
• • Use open questions when asking the kids
• • Ask children to explain their strategies before moving on (question card made up for maths and reading).
• • Continue consistency in behaviour management
• • Continue to use modelling book in all sessions (including note taking of where chn are at)
• • Allow more time for student sharing and check in.

Week 2 Term 3 2013 Reflection

My goals for week 2 were:
• Be consistent with my behaviour management
• Have the timing of my programmes (maths and reading) set
• Know the content I am teaching clearly before I teach it (maths)
• Use open questions when asking the kids
• Ask children to explain their strategies before moving on
• Set children up so they know where they are going, how to get there and what to do next
I believe I am achieving some but still need to work on others.

Numeracy this week has been difficult, I have set up the Daily 5 Maths programme and at this point I am pretty happy with how the children are picking it up (it helps that they know how Daily 5 reading is run). Children can efficiently take part in Math with Someone, Math Technology and Math by Myself. However they need work on Math writing. Children can sit and do the work however they are not reflecting on the strategies, explaining them and how they have been using them. This is something I am working on during my guided sessions.

Literacy this week has been really good. Children know exactly what is expected of them and they get straight on to task. I am using my modelling books more during my guided sessions and making a point that they are there for the children to use. I have been running Phonics in the morning for 15 minutes and children have responded well. I am starting to learn how to run it without relying on the book.
My two lower reading students are now doing the Early Words Programme and they are doing a really great job. The Programme is helping them both with their reading and writing confidence which is great. It is good to see something taught then used later without being prompted.

Children started their inquiry research this week, it’s really good to see them working as a team instead of fighting with each other. I spent a session modelling the different tools that they can use to find answers and then let them free to do it on their own. I have been roaming groups and providing modelling and assistance to groups who need it.

We started painting in Art this Friday which was lots of fun. The class spent time experimenting with colour mixing and layering of paint. Next week we are focusing on the different tools we can use to create texture.

Week 3 goals:
• Have children reflecting on their learning and posting to blog.
• Use open questions when asking the kids
• Ask children to explain their strategies before moving on
• Set children up so they know where they are going, how to get there and what to do next
• Continue consistency in behaviour management
• Continue to use modelling book in all sessions (including note taking of where chn are at)

Maths Observation - Korakonui School 5/08/13

 This morning my Tutor Teacher and I went on a visit to observe Maths being taught at Korakonui School. For the first 20 minutes we had a walkthrough of the classrooms while the school was in assembly and this was really good just to get some ideas not only for Maths.

Our first observation was in a Year 4-5 class who were just starting their fractions unit. The teacher had a problem up on the IWB which she had had up before school started. This was a table with different names for fraction. The kids read through these and made it a goal to learn any they don’t know by the end of the week (she stated they will build on the activity by playing a game the next day). She then spent 10 minutes with a whole class teaching session on how to say fractions and what the numerator and denominator represent. Children did think pair share during this time with the teacher also roaming through and picking up on the children who don’t say much.

Next the children split of into their groups to do work sheets and multiplication practice. The teacher introduced the children to a sheet they were working on, gave them the instructions and started the activity. What I really liked about the activity was that it was hands on, engaging and the children were still sharing their thinking to the group. The teacher asked lots of open ended questions and if the children didn’t give her enough information she prompted them for more – something I need to work on.

Activity for Guided Maths.

The second observation was in a Year 2-3 class and had more behaviours that I could compare to my class. The same thing, she was just beginning a fractions unit and had done her testing last week to group her class. This started with some whole class teaching around what equal sharing is and what the numerator and denominator represent.

The first group were given different shapes of paper and asked to fold them in half. They had a lot of rich discussion around what half is and how do we no etc. I also really like that if children weren’t explaining the strategy she would ask them for more, jotting these down in the modelling book. The shapes the children had folded were then stapled into the modelling book.

The second group was given a question: “A farmer has 5 paddock and 25 animals, he wants to put the same amount of animals into each paddock”. Children were then required to explain their thinking and then they had a discussion around this (teaching asked open questions). Children glued these into their math books and will do the same question at the end of the unit to see the learning they have done.

Class ended with a quick check in with children sharing what they have learnt for the day. This is something I want to get in the habit of.

Another idea to document my classes learning

Guided Maths Chapter 5 Guided Maths

I found this quite a hard chapter to read with parts of it interesting and others quite boring. I also think that as teachers in NZ we mostly teach needs based groups. So my reflection may be a little hard to read/understand.

Maths is my major focus area this term so I am really trying to emerge myself into different books and other teachers ways of teaching.

1. How does using flexible, needs based grouping affect student learning? Can it affect teaching strategies employed by teachers?

It allows teachers to aim the content at the individual student/s and their needs rather than teaching the whole class and hoping the lower groups will understand and having the higher students practice the strategies.

Because I use needs based grouping in my class I do think it affects the strategies that I employ in a positive way. If I was teaching whole class all the time then I know a large portion of my class either wouldn’t understand or wouldn’t be extended.

2. Do you use Guided Reading in your classroom? If so, how can you adapt it to accommodate mathematics instruction? What about it is easily modified for teaching mathematics? What may be more difficult to adapt?

Yes, I also use Guided Math. I run the Daily 5 programme in reading and I want to adapt the same approach to my Maths.  For this I will be doing my normal guided session but then children will then have the choice of Math Technology, Math Writing, Math with Someone or Math by Myself. I think it will be easily modified to suit the learners in my class.

3. What data do you have that can guide you as you create small groups of students of Guided Math instructions?

In my class at the moment I am using data created from the Gloss test I am also wanting to use more formative assessment in my guided groups to help me gain more understanding of where students are at and where the areas are that I need to address.

A quote from the book I found relevant to me and I’m not sure if this is something I do because I am a beginning teacher or not. “of ‘finishing’ becoming more important than ‘figuring out’” -  (Sammons, 2013). Which is something I can find myself guilty of so I will be taking a look at this and whether they are ‘figuring out’ or wasting time and not.

Reference

Sammons, L. (2013). Guided Math. Shell Education.

Week 1 Term 3 2013

This week has been really busy settling back into the routine and making sure everything is organised. On Monday I had two new students join the class, both year 5 which takes the number up to 22.

Maths this week has been quite messy, I have set up some learning games for the children to play and this took up a day which is fine because it saves mucking around in the long run. Maths is my main focus area this term and I am really looking at my teaching and whether I am effectively teaching all children. 

I have found it really hard to plan and then teach a unit when I haven’t done it before and at the moment I have found I am trialing a lot of things to see what works for me and my students. This term I am teaching fractions, place value and measurement. The children are also focusing on mastering their times tables and I have set up a wall challenge in the class to encourage this.

Next Monday my Tutor teacher and I are visiting Korakonui Primary School to observe how maths is taught and run in their school. Will update on Monday as to what I see.

Our Daily 5 has gone ok this week. What really annoys me though is when the children know what to do but they just muck around. I spent Monday going over what is expected during Daily 5 time and the rules that our class has in place. The two new students were paired up with another student from their group and will continue to be for the next two-three weeks while they learn how the programme works.

With my guided reading groups we are focusing on summarising for the next 4-5 weeks and so far they are all doing really well.

I am still not happy with my word work area and am planning on adding more engaging activities into it over the term to give children the variety.

A fun word work activity station I set up in the holidays.

Over the holidays I spent time changing my display and am pleased with how it has turned out.

 

Our new Daily 5/CAFE display.

For the next 5 weeks in writing the class are focusing on getting their punctuation correct. I introduced the expectation around this on Monday and we will continue to build on it each week. We have a ladder that their names moves down depending on whether they have achieved the punctuation.

I set the children up for success by doing teacher modelling and then having them identify where and why punctuation has been used in a correct piece of writing (I put chn in mixed ability group for this) and they responded really well to this. They were then required to write their own sentence using the correct punctuation – I got some good pieces and some that need more guidance.

We began inquiry this week with the hook in. For this I wrote the names of heroes that I knew most chn would know onto stickers and then stick them on their heads. Their challenge was then to guess them by asking yes/no questions with most of them just telling each other who was on theirs. As a class we then had a discussion about what these people had in common. You can see this on our wiki. Children have come up with their own question that they want to find out about heroes which we have grouped and will begin researching next week.

I have started doing Early Words with two of my students and so far so good however I am yet to get the time in which I take it down to 5 minutes. This week we started Phonics in the two junior classes and its going well with the children trying hard and most are engaged. I am a bit slow at it but know I’ll get better as I do it more.

My goals for next week are:

• Be consistent with my behaviour management
• Have the timing of my programmes (maths and reading) set
• Know the content I am teaching clearly before I teach it (maths)
• Use open questions when asking the kids
• Ask children to explain their strategies before moving on
• Set children up so they know where they are going, how to get there and what to do next