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.
15 November, 2016
To ensure we respect and respond to student need and culture we do the following:
3 October, 2015
Circle Time - In class we use circle time as part of the restorative process when there are issues that we want to discuss or values that we want to reinforce.
For example, we have noticed more frequent occurrences of name calling within the hub. As a result, we hosted a circle time where we felt on how we felt, who is responsible and what we can do if these occurrences happen.
8 September, 2015
As part of our ongoing commitment to developing skills that will enhance student learning, I have been participating in the WellyEd group of educators. Originally set up as a Twitter group, the group has morphed into having meetings to discuss all matters related to technology.
Today's meeting at Raroa Intermediate was based around the use and development of MLE's in a school context. I felt that this was a good place to put this post as I believe that implementing the use of MLE's in a school gives students a wider range of opportunities to work. This helps those students who don't function well in the traditional 'sit at a desk face forward' setting.
Chris and I currently function within a space where students are encouraged to decide where they work best.
29 April, 2015
At school we held an ANZAC service to celebrate ANZAC day. The service was held outside around the flagpole and we had speeches, read poems, and laid wreaths.
The students seemed to appreciate the sombreness of the event and played their part well.
It was great that the weather cooperated with us. It was a beautiful day with full sun and no wind.
1 September, 2014
We have implemented a timetable that allows students to choose when they work on tasks. This allows students to work on tasks that they enjoy at different times during the day. For example, one of the students wanted to finish her 'skinny' story so she could share it that evening with her parents. So she chose to use her time working on that. Check out her story.
7 May, 2014
I asked a group of 4 boys to help clean computers. I chose them through the use of the Class Dojo (they had the most points at the time). It was fortunate that they were boys and that students like C Stead and M Wessels were in that group. I knew from previous experience that these 2 boys are very kinaesthetic learners and love working with ICT.
By using activities such as these with small groups of students, it strengthens the idea of the Class Dojo (earning points for rewards), gives students a break from normal class activities, and it allows them to learn about other things using hands on experiences.
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
To ensure we respect and respond to student need and culture we do the following:
- Students are encouraged to use different types of greetings in the morning. However, they do need to be appropriate. For example, students saying 'Da' is not appropriate because they are just saying 'yes'. If they were going to greet somebody in Russian, they would say Previat
- Students work on the 'Pathways' sheet which is where students tell us they are finished with an activity. They are encouraged to work at their pace, but are reminded if they fall behind.
- Students are encouraged to work above and below their level. For example, in writing the levels are discussed and students are encouraged to work at the highest they can possibly achieve. Students are encouraged to work below their level by giving other students assistance.
- Students set individual goals at the beginning of the week. They then reflect on their goal at the end of the week.
3 October, 2015
Circle Time - In class we use circle time as part of the restorative process when there are issues that we want to discuss or values that we want to reinforce.
For example, we have noticed more frequent occurrences of name calling within the hub. As a result, we hosted a circle time where we felt on how we felt, who is responsible and what we can do if these occurrences happen.
8 September, 2015
As part of our ongoing commitment to developing skills that will enhance student learning, I have been participating in the WellyEd group of educators. Originally set up as a Twitter group, the group has morphed into having meetings to discuss all matters related to technology.
Today's meeting at Raroa Intermediate was based around the use and development of MLE's in a school context. I felt that this was a good place to put this post as I believe that implementing the use of MLE's in a school gives students a wider range of opportunities to work. This helps those students who don't function well in the traditional 'sit at a desk face forward' setting.
Chris and I currently function within a space where students are encouraged to decide where they work best.
29 April, 2015
At school we held an ANZAC service to celebrate ANZAC day. The service was held outside around the flagpole and we had speeches, read poems, and laid wreaths.
The students seemed to appreciate the sombreness of the event and played their part well.
It was great that the weather cooperated with us. It was a beautiful day with full sun and no wind.
1 September, 2014
We have implemented a timetable that allows students to choose when they work on tasks. This allows students to work on tasks that they enjoy at different times during the day. For example, one of the students wanted to finish her 'skinny' story so she could share it that evening with her parents. So she chose to use her time working on that. Check out her story.
7 May, 2014
I asked a group of 4 boys to help clean computers. I chose them through the use of the Class Dojo (they had the most points at the time). It was fortunate that they were boys and that students like C Stead and M Wessels were in that group. I knew from previous experience that these 2 boys are very kinaesthetic learners and love working with ICT.
By using activities such as these with small groups of students, it strengthens the idea of the Class Dojo (earning points for rewards), gives students a break from normal class activities, and it allows them to learn about other things using hands on experiences.
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