Tuesday, 10 April 2018

Play is Children's Sacred Work

The Sacred Urge to Play Pennie Brownlee and Kimberley Crisp This book is full of inspiring quotes and is well worth reading.

 This documentary from 1950 makes you wonder what went wrong in the following 70 years and why we are fighting today to justify play based learning?

Friday, 6 April 2018

Sprial of Inquiry

Led a reflective PL session, with Jude O'Neil, on the Spiral of Inquiry, focusing on 'Scanning', 'Focussing' and developing a 'Hunch'. Unpacked an example off TKI. This was the groups thinking:

Made with Padlet

Monday, 11 September 2017

Tone of Voice

“I've come to the frightening conclusion that I am the decisive element in the classroom. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” (Ginott 1975)
From the moment we meet our learners, to the moment they leave us, we hold the power to make or break their day. Their desire to know about who we really are, the common need for constant approval, or even the knowledge that school is their only safe place, often places us teachers as the greatest influences in a child’s life.
Dr Ginott held several core beliefs that underpinned his approach to communicating with students:
  • Never deny or ignore a child's feelings.
  • Only behavior is treated as unacceptable, not the child.
  • Depersonalize negative interactions by mentioning only the problem. "I see a messy room."
  • Attach rules to things, e.g., "Little sisters are not for hitting."
  • Dependence breeds hostility. Let children do for themselves what they can.
  • Children need to learn to choose, but within the safety of limits. "Would you like to wear this blue shirt or this red one?"
  • Limit criticism to a specific event—don't say "never", "always", as in: "You never listen," "You always manage to spill things", etc.
  • Refrain from using words that you would not want the child to repeat.
  • Ignore irrelevant behaviour.

Monday, 4 September 2017

Cyclone Roadshow

Attended a Cyclone Roadshow with Monique and Saunil. They are always good.
The focus was safety on devices in schools. Quite an emphasis on Google Administration.
Lots of recommendations about settings and options to customise Google to keep kids safe and for things to work the way you want them to. Both Jude and I have already had a tutu in admin however, we need to work through the possibilities with our technical support person.
So what?     This is how we keep our kids safe and make GSuite work the way we want it to.
What now? Book a session during one of Mark's visits to sit down with him and Jude and go through these settings.

Wednesday, 9 August 2017

Cyclone PLD

Spent a day working with Monique from Cyclone on our Digital Literacy PL for 2018. Very exciting. Definitely, time for some 'outside' PL to support G Suite,  Teacher Inquiry and Learner Agency.

Monique took a PL meeting on the SAMR model which was an excellent revisit providing the opportunity to take a task or learning outcome and explore what it looks like at the four different levels.
So what?
I like the comments that you can't we working at a redefinition level all the time with a digital device but that when you do it has the power to transform learning.
What next?
Planning one activity per unit to an augmentation or redefinition level as a team and making an essential part of the plan. This on top of the use of Easy Blog. The PL reminded me why I am like a 'dog with a bone' over Easy Blogger because it makes Augmentation and Redefinition so manageable even with 5-year-olds.