Goal to incorporate school wide theme of 'Kindness' explicitly into my classroom.

Self reflection - Goal to incorporate school wide theme of Kindness explicitly into my classroom. 

Why have I identified this as an important goal for me?

• Students learn best in a positive environment
• The world needs more kindness
• Positive relationships are fundamental to successful learning
• It is our social/moral/professional responsibility to teach children to be good moral citizens
• It supports the golden rule - to do unto others as we want to have done unto us
• Supports Socio-culturalism - belonging
• Supports common courtesy/respect - awareness/taking time
• Positive mindset - effects your well-being

How will I measure this goal?

• Observations
• Anecdotal evidence
• Students reporting back ‘catching someone being kind’
• Self-reflection - SeeSaw, Interlead
• Classroom culture and tone
• Empathy towards each other through resolving conflict
• When children can explain what kindness is
• Children can generate their own goals/statements etc
• Survey with students at the beginning of the year and the end of the year - kindness survey
• 5 min recording
• Kids could record and listen, what can they hear? Positives and negatives.

What initial steps forward am I going to commit to and why have I identified these as my first steps?

• Class discussions, expectations, treaty
• Brainstorm ways to be kind
• Model/roleplay
• Poster in class as a reminder
• Watch videos on how to be kind
• Bucket filling, encourage children to compliment each other, show sincer yerety
• Unpack the word ‘kindness.’ What does it mean? What does it look like?
• Make sure that we continue all year and not let it fall away.

How buy focusing on this do I propose to contribute to and influence Student Achievement Outcomes?

• Create an environment where positive learning can take place
• Kindness leads to more collaborative working/thinking
• Self-regulation - managing emotions
• More collaboration, problem-solving
• Happy heart/happy brain = children want to learn
• Safe environment and prepared to take risks with learning
• Feel safe to make mistakes
• Working together/helping each other

Personal goals this relates to: 
Inquiry/Goal: By December 2019 I will have created opportunities for the students in my classroom to display and share kindness so that it becomes a normalised culture within our school, classrooms and the wider community. - (visible to journal)

Criteria this relates to: 
4 - Learning-focused culture - Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety., 
1 - Wānanga - Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement., 
3 - Manaakitanga - Showing integrity, sincerity and respect towards Māori beliefs, languages and culture., 
5 - Ako - Taking responsibility for their own learning and that of Māori learners., 
2 - Commitment to Learners., 
3 - Commitment to Parents / Caregivers and Families/Whanau., 
4 - Commitment to Society., 
1 - Key Competencies - Managing Self, 
2 - Key Competencies - Relating to Others, 
4 - Key Competencies - Participating and Contributing, 
2 - MANAAKITANGA: Creating a welcoming, caring and creative learning environment that treats everyone with respect and dignity.

Coaching Session with Kassandra for my Inquiry Goal for the Year.

Interlead Goal - Coaching with Kassandra Term 1

Kassandra - Goal: What do you need to achieve?

Jessie: My goal is to have lots of the senior school students and my class Room 22 speaking Te Reo Māori on a more frequent basis.

Goal

What do you need to achieve tell me more about that?

I would like to see and hear more te reo just been spoken on a casual basis, and not just teacher lead, but student initiated. I would love to hear it all through the playgrounds and the classrooms by both students and teachers.

What would be the result of that?

The result would be a more bilingual senior school.

What will be the benefits of achieving this goal?

The benefits will be empowering our Māori students, but also are all the Kiwi kids in the senior school. It would teach more tolerance and acceptance of a our first nations people, and of everyone. It’s also just good for student’s brain development to learn another language.

Reality

What is happening now?

We've had a slow start to the year but I have been giving a few casual lessons at our Kakapo assembly. I have also been practicing what I've been learning on my Te Ara Reo course with my class and they are becoming more confident with speaking te reo, as well.

What have you tried so far? What's working?

Giving students more opportunities to just practice speaking te reo has been working and introducing it at a whole senior school assembly level has been working as well. I have put signs around the bathroom so they all say ‘Ka haere ahau ki te wharepaku’ when they need to go to the toilet.

On a scale of one to ten where are you now?

Probably at a 3.

Options

What things could you do to achieve your goal?

I think check in with my class daily. We do the days of the week in Māori every day but yeah I could fill in my morning block with just a couple of extra things.

What have you tried yourself or seen others try and similar situations?

I noticed that my lecturer on my course has us speak a lot in te reo and so I think I need to get that with my class, not just showing them and them listening to me, but that they themselves are speaking it a lot themselves and expecting them to reply to me in te reo.

What advice would you give someone else who was in a similar position to you?

I would say just keep at it and when you notice that you haven't done any specific language stuff for a while, just drop it in when you can. You don’t have to necessarily have a 20 minute - half hour block but you just keep up the language all the time in your classroom when you remember so lots of incidental speaking of Māori.

Will

What will you do? What options do you like the most what action during the coming week?

I think I'm pretty good at doing the incidental teaching but what would probably actually help me is having a set 5 minutes every day to really focus on a specific phrase or kupu that we are working on, so I might put that into my planning. Also, my class are wanting to do sign language as well. I might get some of the students who were interested at student lead conferences to do some research and give us a word to learn for the week. It can be our Language Time.

What will you do specifically?

I will put it into my planning and I think after read to self and before I read books my class we could put it in there, and that will be our Language Time. I'll get some volunteer students who want to do the sign language as well so it can be a language section after lunch.

Tactics

How and when will you do it?

As above I will put into my planning and I'll block out a little section 5 minutes after lunch every day to do a little bit of language study.

I do need to make a note in my diary and I will start it tomorrow and I think my tactic will be if I tell students that I'm going to do it they will remind me when I forget.

Habits

How will you sustain your success? How do you make sure that you carry out these actions?

I think by putting it on my daily timetable so that my class can see it and having students to remind me will help me to remember to sustain my success.

What might get in the way? How can we fix that?

Time is always a factor but I think because I'm only giving myself a goal of doing at least five minutes a day that's not too hard to keep up. Another thing that my going away is just not been organised enough with the next step of what to teach them. But I think mainly my teaching is going to be repetition of the same thing over and over and over again so I don't need to have a new thing or phrase for them every day. We can do a couple of weeks on each phrase and add new words in to extend.

What sort of person do you need to be to achieve your goal?

Slightly organised.

What support might you need?

Checking in with Aaron who will be a good support and I feel like I've got the support of the other senior teachers who are really happy for me to do it at our Kakapo assemblies. This means that they’re learning as well, so that's nice that we’re on the same page.

Personal goals this relates to:
Inquiry/Goal: My goal is to continue to teach Te Reo Māori to my class and the senior school, including teachers. My aim is for it to be naturally spoken around the school conversationally. - (visible to journal)

Criteria this relates to:
1 - Te Tiriti o Waitangi partnership - Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.,
2 - Professional Learning - Use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.,
1 - Wānanga - Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement.,
2 - Whanaungatanga - Actively engaging in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori Community.,
3 - Manaakitanga - Showing integrity, sincerity and respect towards Māori beliefs, languages and culture.,
4 - Tangata Whenuatanga - Affirming Māori learners as Māori. Providing contexts for learning where the language, identity and culture of Māori learners and their whānau are affirmed.,
5 - Ako - Taking responsibility for their own learning and that of Māori learners.,
1 - Commitment to the Teaching Profession.,
2 - Commitment to Learners.,
3 - Commitment to Parents / Caregivers and Families/Whanau.,
2 - Key Competencies - Relating to Others,
3 - Key Competencies - Thinking,
1 - WHAKAMANA: Empowering all learners to reach their highest potential through high quality teaching and leadership.