31 May, 2017
In the classroom we noticed that the students come into the space (in the morning) and raced to get a certain chair. They seem to like sitting on the tall stools and the roller chairs.
To combat this, we awarded Dojo Points during the week and the top 10 get to choose either where they want to sit (their space) or what they want to sit on (their seat). Most choose what to sit on.
What we have seen is that the entrance into the classroom in the morning is now much more settled and calm.
We also give the students the opportunity to nominate somebody else for Dojo Points and that allows them to do something kind for others.
12 April, 2017
As part of our inquiry unit we held a Camping Expo to showcase the products that we had been working on over the term.
One of the really great things that the Expo gave our students was the ability to succeed in an environment other than the classroom (literacy and numeracy). Two great examples were Noah and Jess, both students who aren't at the top end of the achievement ladder. What they did do during the expo was explain their product, interact with the people viewing the expo, and were enthusiastic about their product.
They really did shine in this area.
20 March, 2017
Camp
After arriving back from camp, Lee and I received this email from Iroha's parents.
15 November, 2015
There are a number of ways we manage motivation within the classroom:
4 July, 2015
Manaakitanga
Providing a respectful and caring classroom environment.
6 May, 2014
In the classroom we noticed that the students come into the space (in the morning) and raced to get a certain chair. They seem to like sitting on the tall stools and the roller chairs.
To combat this, we awarded Dojo Points during the week and the top 10 get to choose either where they want to sit (their space) or what they want to sit on (their seat). Most choose what to sit on.
What we have seen is that the entrance into the classroom in the morning is now much more settled and calm.
We also give the students the opportunity to nominate somebody else for Dojo Points and that allows them to do something kind for others.
12 April, 2017
As part of our inquiry unit we held a Camping Expo to showcase the products that we had been working on over the term.
One of the really great things that the Expo gave our students was the ability to succeed in an environment other than the classroom (literacy and numeracy). Two great examples were Noah and Jess, both students who aren't at the top end of the achievement ladder. What they did do during the expo was explain their product, interact with the people viewing the expo, and were enthusiastic about their product.
They really did shine in this area.
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12:20 (3 hours ago)
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---------- Forwarded message ----------
From: Chris Krynen <chrisk@his.school.nz>
Date: Wed, Apr 12, 2017 at 6:29 AM
Subject: Thanks
To: Lee Austin <laustin@waterloo.school.nz>
From: Chris Krynen <chrisk@his.school.nz>
Date: Wed, Apr 12, 2017 at 6:29 AM
Subject: Thanks
To: Lee Austin <laustin@waterloo.school.nz>
Hi Lee
Please pass on your thanks to those of you that organised the expo last night.
Noah was excited and really keen to share, which is awesome.
Another night at school too. Thanks for the commitment.
Have a great last couple of days
Chris Krynen | Hutt Intermediate School
Respect | Excellence | Resilie
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13:36 (1 hour ago)
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Lovely to get this feedback. Well deserved.
W
Camp
After arriving back from camp, Lee and I received this email from Iroha's parents.
Hi there
I’d like to pass on thanks from Chie and myself for your support for Iroha before and during camp. As far as I’m aware Iroha didn’t have any meltdowns and I’m really pleased with how she managed herself and dealt with some stressful situations. I saw at least a couple of times where Iroha was struggling, particularly with one issue that I thought was going to bubble over but she managed to get over it and later at dinner actually said to me, “I’m OK with that”. I think she learned a good lesson about resilience.
We appreciate you taking the time to meet with us before camp to talk through things and to put some strategies in place. Iroha has told us a number of times what a great time she had on camp. We also think Iroha learned a lot from the week about managing herself and dealing with others so thanks again.
Regards
Jay
From: Jay and Chie
Sent: Monday, February 20, 2017 6:54 PM
There are a number of ways we manage motivation within the classroom:
- expectations - we expect each student to be responsible for their own behaviour
- values - we explicitly teach and discuss the school values if not daily then at least weekly
- positive reinforcement - we use class dojo to give out points to those students who 'want' the positive praise. When giving out points, we tell the kids we are doing it and if they want the points, they have to be acting a certain way.
- active discussions - we talk to the students about behaviour and have them talk to us about their behaviour.
- active learning - we are actively engaged in the learning that students are doing. We spend a lot of time moving around the classroom, checking in with students about their work and behaviour.
- check in and check out - we check in with students at the beginning of each session and we check out at the end (before break times)
- availability - students are always amazed that they get email from us out of hours...and they love it.
4 July, 2015
Manaakitanga
Providing a respectful and caring classroom environment.
- One of the ways we are doing this is by giving our students the opportunity to be on task and doing the 'right' thing before telling them off. This ensures students save face in front of their peers and also reduces the amount of stress in the classroom
24 February, 2015
One of the expectations that we have of all our students is that they discuss and collaborate on projects together. We give them opportunities to do this through group work, group discussions, speaking to the class, presenting work and, of course, through the use of our GAFE tools.
Here is an example of how students are working outside of school time, collaborating on a piece of writing.
24 November, 2014
Most of the writing that we now do is designed around how to get students to collaborate with each other more often. Our recent writing task is developed around group of 4 students writing about an event from different points of view. The task is based on the book 'Voices in the Park' by Anthony Browne, where 4 people go to the park and each person sees things slightly different.
I wasn't sure how the task would turn out, but by practicing collaboration throughout the past 2 terms, students have gotten really good at using the skills of each other. I'm convinced that this is some of the student's best work. Check out one of our collaborative stories.
8 October, 2014
In order for us all to get the information/notes from the various breakouts that we will be attending, we will be using shared docs. This will help us to all get the information from one place to another. We are also piggybacking on the shared documents of others.
Sharing information in this way is much easier for us and it ensures that we are all included in a wider range of breakouts.
12 September, 2014
To increase collaboration among our writers, we created interactive stories. This activity was designed to increase interaction between the writer and the reader and to help develop an awareness of audience in our writers. Read one of our stories.
6 August, 2014
One of the main reasons we chose to implement the 1:1 device programme was because it enabled all students, regardless of ability to excel in an environment that they are comfortable in.
Through the 1:1 programme we have seen (so far):
- an increase in the amount of work students are completing
- an increase in the agency of the students
- an increase in the collaboration between students, and
- an increase in the complexity of work that students are completing.
6 May, 2014
On the weekend I made the bold move to put my planning (weekly maths and literacy) on the blog. Click to see the blog. I told the students yesterday that they can access the learning through the plans. I showed them the slideshow and explained that if they want to look ahead at what they were learning tomorrow and the next day, they could.
I spoke with Matthew L's mum this morning and she looked at the planning last night. Because she looked at the planning, she was able to engage with Matthew about his learning. She hasn't been able to do this ever, because when she asks he says, 'I don't remember.' However, with the planning in front of him and the resources, he was able to remember and engage in a conversation about what he was learning. He was also able to recall the science experiment that we did earlier in the day and re-create it for his parent.
The parents now feel like they are included in the learning of Matthew.
Using Live Blogging to include parents in the learning of their children
Trip to Island Bay Marine Centre, 4 April, 2014
By using live blogging, we include those parents in learning that they would otherwise not be able to access.
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