Continuously enhance my practice through an ongoing process of inquiry and reflection, using evidence from a diverse range of sources. I am committed to critically examining my own assumptions, beliefs, and cultural perspectives that may impact my teaching and the achievement of learners with varying abilities, needs, backgrounds, genders, identities, languages, and cultures. 

Week 1

Action Plan - Reflect on teaching practices, find areas for improvement, and seek feedback from colleagues and ākonga.

Reflection

I've observed that the school implements the Structured Literacy program in their morning sessions, complemented by the Heggerty approach. This experience has allowed me to deepen my understanding of the program, its learning outcomes, and its achievements (click here to see the structured literacy book).

When working with new entrants at this school, they follow the Little Learners scope for their literacy curriculum, with a primary focus on decoding to encode. As students progress through various reading stages, the school aims for them to ideally reach stage 6 of this program by the end of their first year.

I've encountered a new challenge during this experience, which involves adapting to the structured literacy program used here, specifically Little Learners. This program is scripted and mandates following precise steps to achieve learning outcomes. Initially, I found this challenging because I prefer a more personal approach and felt restricted by the script. However, after discussing it with my AT, I've gained more confidence in embracing this challenge. I see it as an opportunity to acquire a new skill, especially considering that research shows that a structured literacy approach offers a comprehensive and systematic method of teaching literacy that spans various levels of language and reading development. It includes explicit and sequential instruction in phonemes, letter-sound relationships, syllable patterns, morphemes, vocabulary, sentence structure, paragraph structure, and text structure. This approach emphasizes cumulative practice and ongoing review, ensuring that students build upon their knowledge progressively. Additionally, structured literacy promotes a high level of interaction between students and teachers, with carefully chosen examples and non-examples used to facilitate learning. Decodable texts, designed to reinforce the taught phonetic principles, are a crucial component, and prompt, corrective feedback is integral to the learning process. supports the structured lesson's positive impact on ākonga speech development and comprehension (Cowen, 2016).

In terms of writing lessons, this school employs the Murray Gadd Literacy program, which was unfamiliar to me at first. Nevertheless, I've taken the initiative to research and understand this program better. Dr. Murray Gadd, an independent literacy facilitator, educator, and researcher, plays a significant role in literacy education in New Zealand and globally. He collaborates closely with school leaders and teachers to enhance engagement and literacy achievements. His research focuses on effective writing instruction and strategies for empowering underperforming students as proficient writers. Dr. Gadd's involvement with national literacy initiatives and his contributions to projects like "Effective Literacy Practice in Years 5 to 8" highlight his impact on education (Gadd, 2023).

During math sessions, I had the opportunity to engage with calendar math, a seamless and enjoyable experience. I learned valuable insights from my AT, including when the last math session took place and the significance of tracking "how many days we have been at school." It was interesting to add up the days since the last math session, which amounted to two days. The school follows the curriculum mathematics strand, and our current focus is on position and orientation. I particularly relished the BeeBot session led by my AT (Sitech, 2023). The Bee-Bot offers advanced interactive features, including audio playback, enriching its educational value. It serves as a valuable tool for teaching control, directional language, and programming, supplemented by diverse cross-curricular materials. This tool also enables interaction between Bee-Bots and Blue Bots, facilitating audio recording and playback of commands, with memory capacity for up to 200 steps. The ākonga displayed great enthusiasm during this session, and I observed that scaffolding their learning contributed significantly to their coding success.

Throughout this week, I actively sought feedback from colleagues I collaborated with to enhance my teaching approach and overall work ethic. Fortunately, there wasn't much criticism to address, except for the need to refine my structured literacy lesson delivery. Given that it's a departure from my usual teaching style, I acknowledge the challenge but remain open to learning and eventually mastering it. The engagement and positive feedback from the ākonga I've worked with reassure me that this new approach is beneficial.

Week 2

Action Plan - Participate in relevant professional development workshops, if available, and actively engage in constructive collegial discussions with fellow teachers.

Reflection

Attended a culturally responsive session at staff meeting - Culturally responsive approaches adapting the PEACE model by Lou Hunter, she was a speaker at a staff meeting, here’s some take away I took from the meeting; 

• Education as Privilege: Being educated is a privilege that comes with responsibilities.

• Role of Kaiako: Kaiako shape the future by educating young children, who represent the future.

• Influencers of Tomorrow: Kaiako are influencers, transmitting knowledge to children that extends to families and society.

• Breaking Barriers: Kaiako breaks cultural barriers, fostering cross-cultural understanding.

• The Concept of "The Otherness": Recognise and embrace diverse cultures, moving beyond our own perspectives.

• Inclusion: True inclusion involves allowing learners from various ethnic backgrounds to express themselves in their languages.

• Individuality over Conformity: Avoid fitting all learners into a single mold, respecting their unique identities.

• Preserving Identity: Ensure that ākonga's (learner's) identity is not compromised in the learning process.

Colorblind Approach: A colorblind approach is ineffective due to implicit biases that influence our perceptions.

PEACE Approach (Proposed by Speaker):

P - Proact: Take proactive steps to address biases and cultural differences.

E - Expose: Expose learners to diverse perspectives and experiences.

A - Allyship: Foster allyship, supporting marginalised groups.

C - Celebrate: Celebrate diversity and cultural richness.

E - Empower: Empower learners to embrace their identities and contribute positively.

According to Martin et al. (2017), as teacher educators, we actively reshape education practices marred by white dominance, acknowledging its harm to racialised communities and even the dominant group. Our professional identities embrace multicultural education, critical race theory, and culturally relevant pedagogies. However, we've also seen these practices perpetuate white dominance and neglect diverse students' needs.

The feedback I have received this week from students has been really positive. As I have gotten to know them and established connections with them, I can gauge its positivity through their responses while I am teaching. Whether it's during individual, small group, or whole-class sessions, their active participation and engagement in the content I present indicate a positive response.

This week, I've also engaged in numerous discussions with both my fellow colleagues and the broader school staff, and I've been heartened by the overwhelmingly positive feedback I've received from all those I've interacted with. This affirmation not only reinforces my commitment to my current trajectory but also bolsters my confidence in my readiness to assume the role of a teacher next year.

Week 3

Action Plan - Incorporate feedback and newly acquired knowledge to adapt teaching methods, and proficiently implement innovative techniques in the classroom.

Reflection

In my journey as a student teacher, I've been increasingly aware of my growth in managing groups of three or more learners simultaneously. I've found a stride in this aspect of teaching, yet it's not without its nuances. Some learners, I've observed, are testing the waters by crafting shorter sentences, perhaps indicating a reluctance to engage in more extended writing. To address this, I've set a specific goal for them: during our next group session, they are tasked with constructing compound sentences. This approach received validation after a thoughtful discussion with my AT, who affirmed its appropriateness.

Reflecting on my experience with modelling, I can't help but feel a sense of accomplishment. The engagement levels were high, and it was a rewarding endeavour. However, when faced with a group at the jellybean table, I encountered a minor challenge in terms of group management and timing. Seeking guidance from my AT, she provided a valuable strategy: independent writers could first sketch their plan and organise their materials, allowing for a smoother transition when I returned to work with them after concluding my work with another group.

Turning to our Heggerty activities, I must admit that, despite my initial reservations regarding the scripted nature of the program, I'm genuinely proud of my effort. I embraced it, and to my delight, the ākonga were actively engaged and successfully achieved the intended learning outcomes. It didn't go as smoothly as anticipated, mainly because I hadn't realized it would involve a new method of delivery. Unfortunately, I hadn't brought the necessary materials home, but this experience serves as a valuable reflection. Going forward, I plan to dedicate time over the weekend to practice and familiarize myself thoroughly with the program.

In the realm of Structured Literacy, I've relished the opportunity to work with diverse groups, each at different stages of learning. Although I've primarily focused on just two groups during SL sessions, I sought feedback from my AT on how to efficiently manage all four groups within the allocated time frame. Her guidance has been invaluable. She suggested that with consistent practice over several weeks, it will become second nature. For now, we've both agreed on setting a timer to ensure that each group receives ideally 15 minutes of focused attention. If time constraints arise, I'm open to revisiting the material on the following day, especially during review sessions.

Lastly, one of the highlights of my journey thus far has been the creation of a lesson on open and closed syllables. This endeavor was particularly exciting as my AT had not previously covered this topic. I seized the opportunity to teach our upper SL group, poised for progression to stage 6/7. If you're interested, you can access the resources I developed and the lesson plan [click here].

Week 4

Action Plan - Continuously monitor progress and evaluate the effectiveness of adapted strategies, while maintaining a reflective journal to document valuable insights and encountered challenges.

Reflection

This week has been dedicated to diligently incorporating all the recommendations and feedback I've received from my AT. I've adopted various strategies to ensure I stay on track, such as setting a timer on my phone to manage my time effectively, particularly during group activities. Additionally, I've made it a point to bring the Heggerty book home every night, a commitment aimed at ensuring I am thoroughly prepared for the following day's lessons.

My efforts in the realm of writing instruction have yielded promising results. I've found that setting clear expectations from the outset during mat time has been instrumental. Expressing statements like "I expect this to be your best work," along with the reminder of their previous achievements with Mrs. Robson, my AT, has had a positive impact. Furthermore, I've improved the success criteria by adapting my lesson plans and sentences to align with the students' familiar language, fostering a greater sense of accomplishment among the ākonga.

In my quest for improvement, I've been highly receptive to all feedback received, whether during this week or in previous weeks. This proactive approach has allowed me to promptly implement valuable suggestions and continually enhance my teaching practice.

I have kept a reflective journal for this week of full control. Click here to read this. 

Week 1

Action Plan - Identify areas where additional support and differentiated teaching strategies may be required. 

Reflection

Embarking on the journey of becoming a kaiako has provided me with a profound perspective on the significance of learning classroom routines. This week I came to recognise that classroom routines serve as the bedrock upon which effective education is built. They offer a sense of predictability and stability, creating a safe space for both myself and ākonga. According to Rawlings Lester et al. (2017) Classroom management plays a pivotal role in facilitating effective learning environments, and at its core, lies the importance of well-established classroom routines. Routines are akin to the bedrock of classroom management, offering students the vital structure they need in their lives. Just as individuals rely on routines in their daily lives, from the moment they wake up until they go to bed, routines in a school and classroom context furnish the essential framework for optimal learning experiences. By creating a consistent and predictable environment, classroom routines not only instill a sense of order but also set the stage for meaningful educational interactions to flourish, making them an indispensable element in the educational process. This was prevalent through my observation this week I noticed following these routines, streamlined the flow of the day and contributed to a more organised and productive learning environment. These routines facilitated smoother transitions between activities, allowing me to allocate more time to meaningful interactions with ākonga and instructional planning. Moreover, as I internalised these routines, I found myself better equipped to anticipate potential challenges and proactively address them, fostering a sense of preparedness and adaptability. In essence, the experience of learning classroom routines as a student teacher has illuminated their pivotal role in orchestrating a harmonious and effective educational journey for all involved. 

Week 2

Action Plan - Efficiently explore a diverse array of teaching strategies, learning activities, and assessment for learning approaches, tailored to meet the specific needs of both individual and group learners. Collaboration with colleagues to exchange insights and best practices, with a particular focus on supporting Māori learners' educational aspirations.

Reflection

This week participating in a meeting alongside a speech therapist was an invaluable experience that has left a lasting impact on my approach to education. As my associate teacher and I sat down with the speech therapist, I was struck by the depth of expertise and insights that were shared. The strategies discussed for supporting our neurodiverse learner's speech journey were not only enlightening but also highly practical. The therapist's guidance illuminated the nuanced nature of speech development and the various factors that can contribute to challenges in this area for neurodiverse students. What stood out to me was the therapist's emphasis on individualised approaches, tailored to our student's specific needs and strengths. This reinforced the importance of a holistic understanding of our student's profile and the significance of fostering a supportive and inclusive classroom environment. Armed with these newfound strategies, I feel empowered and motivated to collaborate closely with my associate teacher to implement these techniques effectively. Witnessing the speech therapist's dedication to enhancing our neurodiverse learner's communication skills has inspired me to continually seek out ways to create a more enriching educational experience for all students under our care (click here to see some takeaway information and here for more).

Have had a discussion with my AT about our Māori learners as we have five of them in our learning space about how we support their educational aspirations as māori;

• The School has Kapa haka - varying ages that join.

• Normalising te reo māori in the classroom.

• When appropriate we weave te reo māori into other curriculum areas for example; when doing PBL in term 2 learned about myths of the land and learned about farm animals in te reo and include te reo in PE.

Week 3

Action Plan - Efficiently implement the identified teaching strategies and learning activities in the classroom, ensuring the incorporation of inclusivity and culturally responsive practices. Foster collaboration among students, creating valuable opportunities for peer learning and knowledge sharing.

Reflection

Have continued to include tikanga māori within our classroom speech and everyday talk. 

Group activities on the tables whilst we see groups:

• Assigned group projects or tasks that require students to work together to achieve a common goal.

• Ensured that the tasks were meaningful and encouraged students to share their expertise and knowledge with one another.

Collaborative Problem-solving:

• Did a maths session that had problems or challenges that required input from multiple students to solve.

• Encourage students to discuss and brainstorm solutions collectively, sharing their unique perspectives.

Think-Pair-Share:

• Used the think-pair-share technique where students think about a question or problem individually, discuss it with a partner, and then share their thoughts with the whole class.

• This strategy encouraged active participation and idea sharing.

Collaborative Learning Spaces (Have only suggested this but nothing yet has happened):

• Arrange the classroom layout to facilitate collaboration, with flexible seating arrangements that encourage group work.

Week 4

Action Plan - Create a positive and supportive classroom environment that empowers learners, enabling them to take ownership of their learning journey and develop a sense of agency.

Reflection

Throughout this week, my focus has been on implementing strategies that contribute to the development of a supportive and positive classroom environment, one that empowers our ākonga. Here are the key approaches I have taken:

• Cultivating a Growth Mindset: I actively promoted a growth mindset within our classroom by consistently reinforcing the belief that "I believe that you all are clever and capable of this." This mindset orientation encourages us all to view challenges not as setbacks, but as opportunities for personal and collective growth.

• Setting High Expectations: I took deliberate steps to set ambitious yet attainable expectations for our ākonga. By firmly believing in their potential, I aimed to ignite a motivating force that propels them to strive for excellence in their learning journey.

• Building Relationships: The foundation of our classroom environment was strengthened through the development of robust relationships with our ākonga. I took the time to understand their individual interests, strengths, and challenges. This personal connection was pivotal in instilling a sense of value and belonging among the students, thus fostering an environment where they felt more inclined to take ownership of their learning.

• Promoting Collaboration: Collaboration was actively encouraged throughout the week. Students were consistently encouraged to share their thoughts and ideas with one another, often engaging in discussions with their elbow buddy about various lesson concepts. By facilitating collaboration, I aimed to enhance not only their problem-solving skills but also instill a sense of collective ownership over the learning process.

In embracing these strategies, I sought to create an environment where our ākonga felt empowered to take control of their learning, set and meet their goals, and develop the skills necessary for becoming self-directed and confident learners. This reflection underscores the ongoing commitment to fostering a nurturing and growth-oriented classroom environment.

Sitech System N.Z. (2023). BeeBot. https://sitech.co.nz/products/all/bee-bot

Gadd, M. (2023). Murray Gadd Literacy. https://murraygadd.co.nz/

Te Kete Ipurangi. (2023). Inclusive Education. https://inclusive.tki.org.nz/guides/dyslexia-and-learning/understanding-structured-literacy/

Cowen, C. D. (2016). What is Structured Literacy? https://dyslexiaida.org/what-is-structured-literacy/

RAWLINGS LESTER, R., BOLTON ALLANSON, P., & NOTAR, C. E. (2017). Routines Are the Foundation of Classroom Management. Education, 137(4), 398–412.

Martin, F., Pete, S., & Pirbhai-Illich, F. (2017). Culturally responsive pedagogy : working towards decolonization, indigeneity and interculturalism. Palgrave Macmillan.