Giving up? What’s that?

There’s no giving up here I’m just soldiering on – Hup 2,3,4.

I think Social Emotional Wellbeing & Learning is ultra important for students especially these days as it appears there is so much more help needed as there seems to be more and more kids with so many risk factors…I think more now than when I was a t school.

I just finished watching the 20min youtube clip on SEL and brain development ‘The Heart Brain Connection’ and I found it truly fascinating. I really think in the long run I would like to be able to assist students with this development which impacts into the adult lives.  It would be great if all schools had a SEL Officer or (Pastoral Care officer like in the this link  from Teacher’s T.V – Module 5 – the second head teacher and the while school approach).  In my opinion I  also think to call this type of staff member a SEW & L Officer would be better than saying Pastoral Care or Counsellor as I think they both have a type of stigma that goes with them (Pastoral Care could appear to be Church based and Counsellor appears to be more for mental illness – which may shy people away from asking for assistance, only in my opinion).  I originally thought I would like to be a Behaviour Intervention Specialist, now I am heading more towards (if schools do this) a SEW & L Officer which also guides students behaviours through SEL.

So, there is no giving up here, I am more excited about finishing next year and getting out into schools to help students.

Thanks again for listening.

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Hope for the future

Hi Everyone,

I just want to start by saying I am enjoying the course regarding Social Emotional Wellbeing (SEW) and am learning how to assist students not only with special needs by all students regarding SEW.

However, I am really struggling (after my recent prac) to find HOW all of this can be implemented into a curriculum that appears to be so full.  While on prac I asked my mentor about teaching her kids through different strategies and applying different resources, assessments and extending content through giving students a choice. But, it just seemed that all cohorts had to do the same thing as each other eg read the same texts and not deviate because everyone was to do the same thing, or create the same boring artwork (like a cookie cutter), and to complete the same worksheet and pencil/paper assessment…. sorry but boring, boring, boring.

Part of this recent module (Module 5 from SEW) includes:

‘…In addition, the school can promote SEW by providing pastoral care or welfare support staff, by supporting professional development, and by including relevant skills in the curriculum (such as problem-solving or communication). A broad based curriculum, in which students can choose from a variety of learning areas and school activities, gives young people an opportunity to excel and helps create a sense of achievement.

Once I am a teacher I have so many ideas that I would love to implement to extend students knowledge, abilities and attitudes along with social awareness skills in fun and interesting ways, small group work, lots of discussion, working outside of the classroom and incorporating ICT’s. But most importantly giving students some choice in their work and assessments and a voice to speak honestly but respectfully about their feelings and thoughts in a whole class supported environment. This would include assessment-for -learning where students can give each other feedback without it being taken personally, where students can take the feedback on board and extend their knowledge and abilities through peer assistance.  I believe this gives students not only a voice but also responsibility in their own actions – to learn and also to have empathy to others and use correct communication to voice opinions.

 Through many of my Uni assignments where I have created Lesson Plans and Unit plans I have tried to incorporate these ideas and to ensure all students feel included. However, once going into the ‘real word’ and seeing and hearing what is done I am struggling to see how my ideas and what we are learning at Uni fits in with the full curriculum, time frame and deadlines, assessments and reporting and teaching practices and paper work that teacher REALLY do.

I really hope that my ideas CAN be implemented in my future teaching to really make a difference in kids lives and to support the community in the future where these students can positively and actively contribute to society in their own.

Thanks for listening.

To be a Teacher….

What really does it take to be a great teacher. A teacher that students will look back on and say I remember when my teacher said …..this to me

OR did …..that for me.

How much effort and extra time does it truly take to make someone feel special even if it is just for a moment.

The other day I witnessed something that has made me feel very tragic and I keep thinking about this …  So, I feel it is time for me to reflect.

As I was in class the teacher asked for all students to get out the song script for ‘From Little Things Big Things Grow”.  I noticed that up the back of the class a group of 4 Special Ed students were sitting there – nothing in front of them.  So I asked them if they had the song script. A confused ‘No’ was replied.  So, I went to find some more scripts to hand out…nothing.  Upon asking the teacher she said ‘Oh, dont”t worry about them they can just sing to the song without the script’

Honestly, are you serious!!  How hard is it to photocopy sheets of paper for the number of students in your class? How hard is it to enlarge it so they can try to read the words that they know?  How hard is it to pair these kids up with more able students to point to the words as the song is played?

I was devastated and still am….

This is not the expectations…

This experience has made me more mindful of differentiating to all students, to give all students the opportunity to feel a sense of belonging and feel included.

It is their right to have these opportunities and

It is our job to give them these opportunities.

 

 

 

 

 

 

 

 

 

The ICT Classroom: 1:1 Laptop

Well, WOW!!!

I have learnt so much about how to use different ICT to enhance and transform student learning. I have now a list of programs which I would love to use in the future with my students:

  • OneNote – this enhances student learning (especially for homework and whole class sharing).  Whole Class sharing – I made a OneNote Maths Protractor lesson for students to learn how to use a protractor, answer questions and then practice these skills. Many students found knowing which measurement to use on the protractor very tricky.  During the lesson I realised just how many of the students were using the wrong measurement so their angle measurement was 165 degrees but the actual “acute angle” was 25 degrees. During walking around the class to assist students I found a student which was measuring and constructing their angles correctly and asked them if I could let the whole class see their work. To do this I opened up the students OneNote on the laptop which was attached to the projector screen for the whole class to see.  From here I proceeded to ask this student questions, regarding how did they know which numbers to start measuring from (inside or outside numbers), how would they know if they used the incorrect numbers (thinking of a right angle as a base (90 degrees) and then knowing the measurement would be bigger or smaller of a 90 degrees. The class appeared to understand a bit more about measuring and constructing angles from their peers explanation, and some students even asked more questions which showed that they were engaged and interested in learning more.
    • OneNote used for Homework – This program is great for homework as I found an opportunity where I can record my voice to step students through the activity while they are at home completing their homework.  I can also differentiate students work by uploading different activities into students OneNote Folders. The student selects their own name and homework activity to complete and when the student gets stuck on a question all they need to do is click on the “teacher’s pre-prepared voice recording” where the student can listen to the teacher as many times as they like to complete the task.  I can make this voice recording very personable allowing individual assistance depending on the student’s needs.  This also allows students to learn at their own pace and not feel embarrassed about asking for help numerous times in front of the whole class when introducing the homework.
    • Also One Note is fantastic to organise my teaching Term, Unit, Weekly and Lesson Overviews, to add notes, resources and websites. (OneNote will also automatically display the reference and link at the bottom of my work).
  • ITALC – This program is great!! You just have to have it!! The program needs to be installed into both the teacher and students laptops.  The teacher can use this at any time to check on students screens, and message any ‘off task students’, or even lock the students computer if needed.
  • Kahoot – This is a great program to either activate students prior knowledge and allows the teacher to understand where to start from when introducing a new topic and/or this program can be used to synthesise students’ learning at the end of a lesson to observe students’ transformation of knowledge.  Kahoot allows me to create questions where the students can answer questions on their laptop or either pen and paper.  Kahoot is played on the projector screen where pictures/images are viewed in relation to the questions.  Students appear to be very engaged and excited about versing each other which also means that during the lesson they need to be engaged to then answer Kahoot questions at the end.
  • Zoowhiz – The ZooWhiz Learning System automatically assesses students’ learning and creates differentiated learning pathways for each individual student. ‘…Zoowhiz includes one-to-one curriculum correlated coverage of mathsword skills and reading for children aged 4 – 15 and enables you to see precisely how they’re progressing…’ (EdAlive, 2016) .
  • Maths Programs
    • SumDog – This program needs to be attached to the school, but is fantastic for students learning together and using mental computations to play against each other.
    • Maths Professor is also a Mental Computation program (but is really just a substitute program and not enhancing their learning). (10 mins per day).
  • English Programs
    • Typing.com – is used to practice typing skills (10 min per day).
    • Language Conventions – is used to practice language skills such as suffix and prefix, adjectives, verbs, adverbs (this also appears to be a substitute program and is not used to enhance their learning through using ICT).
    • PowerPoint – Students used digital cameras to create their own Stop Go Animation. Students uploaded their photos onto PowerPoint and used speech-bubbles, thought-bubbles, captions and typed in their narration in the notes area.  Students also embedded sounds into their Stop Go Animation from the website SoundBible which has hundreds of sound effects to select from.

I am very excited that I have 18 months left of Uni, and (hopefully) in the future be able to use these programs and many more within my own classroom.

 

 

 

Blinkers on: Valuable Lessons

Well today I had a similar health report on prac similar to this post I just read.

As the students were lining up in their seated position in the eating area ready to go back to class I learnt that one of the children had a peanut allergy.  This child was standing away from the rest of the class because there were squashed peanuts on the ground….Fair enough I thought and said that it was fine for him to stand to the side.

About 5 mins later two teachers were talking to him and telling him that he needed to sit on the ground with the rest of the class.  As I explained about the peanut allergy and  anaphylaxis they just shrugged and said that if anything happens that it would be because the friend of the boy had rolled through the squashed peanuts.  I felt that these two teachers had blinkers on regarding the consequences of what could actually happen.

This taught me a valuable lesson today where I will always put the students needs first especially regarding important health issues that could turn into a major catastrophe.

I found this Anaphylaxis website  which I believe all teachers, teacher aids and other people that will be dealing with students should read to be well informed.

Artwork and Technology

I discovered this post by Cheri Lucas Rowlands  regarding art work from a wonderful artist that collaborates with her daughter.  This artwork is amazing!!

I also found this site regarding computer generated paintings of “Rembrandt” which has been unveiled in Amsterdam.

The technology, research and collaboration took 18 months to complete this fine ‘resurrected’ artwork.

Between “old fashioned” painting and drawings using a steady hand creating specific textures, colours and patterns now to this technology where you cannot tell the difference is an amazing leap in the 21st Century.

I believe this is precisely why we as teachers (nearly) need to discover and open the doors to students creative abilities where they will be the ones to develop the next lot of technology to create something new and wonderful.  I think this will also empower students to see the results of putting creative abilities forward resulting in something that has never been seen before.

The saying “The World is your Oyster” comes to mind through this, where anything is possible.

 

 

 

Graduate Teachers On-Line ICT Safety Modules

Hi Everyone,

I just wanted to share a site that I found regarding a self-paced Online ICT Safety Modules for Pre Service teachers.

I thought this would be of benefit for many of us that will start in the Education Profession within the next couple of years.  The site does say that it is for Graduate students, so maybe this site is good to keep in your Diigo account or somewhere safe that you could come back to.

Students and ICT

There are many content descriptors from the Australian Curriculum which link the elaborations to the ICT Continuum which therefore allows teachers to introduce numerous aspects of ICT within the curriculums KLA’s.  By following this process not only saves Teachers’ time by teaching students the subject area along with ICT, and the safety aspect of ICT, but also enhances and can transform student learning where students will develop a deeper mean-making process through using ICT in their KLA’s.

Below is ICT information from the Australian Curriculum, Assessment & Reporting Authority (2015) ACARA) site regarding the ICT Continuum and ICT General Capability for Year 5 students.

 

Students in Year 5 should already have prior knowledge in: Applying social and ethical protocols and practices when using ICT.

ICT Continuum:

  • Recognise intellectual property

acknowledge when they use digital products created by someone else, and start to indicate the source

  • Apply digital information security practices

independently apply standard guidelines and techniques for particular digital systems to secure digital information

  • Apply personal security protocols

apply standard guidelines and take action to avoid the common dangers to personal security when using ICT and apply appropriate basic social protocols when using ICT to communicate with unknown audiences

  • Identify the impacts of ICT in society

identify the value and role of ICT use at home and school

 

Over the next 2 years (Year 5 and 6) students should learn to:

  • Recognise intellectual property

identify the legal obligations regarding the ownership and use of digital products and apply some referencing conventions

  • Apply digital information security practices

independently apply strategies for determining and protecting the security of digital information and assess the risks associated with online environments

  • Apply personal security protocols

identify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments, taking into account different social and cultural contexts

  • Identify the impacts of ICT in society

explain the main uses of ICT at school, home and in the local community, and recognise its potential positive and negative impacts on their lives

 

ICT Capability

  • Students ‘…learn to use ICT effectively and appropriately toaccess, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school and in their lives beyond school…’
  • Students will learn ‘…to make the most of the digital technologies available to them,adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment…’

 

  • By using ICT students will acquire the ‘…knowledge, skills and confidence to make ICT work for them at school, at home, at work and in their communities…

 

  • Students will learn how to ‘…construct knowledge and interact with others [how to]access and manage… information creation and presentation, problem-solving, decision-making, communication, creative expressionand empirical reasoning.
  • Students will learnt to conduct, research, creating multimedia information products,analyse data, design solutions to problems, controll processes and devices, and support computation while working independently and in collaboration with others.

 

  • Students will develop ICT knowledge, skills and be able to ‘…transfer these across environments and applications … with confidence, care and consideration, understanding its possibilities, limitations and impact on individuals, groups and communities’.

 

Steps to Try to Keep Kids Safe Online:

Yesterday I wrote a blog just after completing activities from my Uni Course EDC3100 ICT & Pedagogy where I was completely shocked at how some ICT can work .I am still getting over the fact that digital cameras can create a longitude and latitude location. In some way  though…. I am amazed at how talented the creators are of these gadgets and gizmos.

However, after the shock factor I have now looked at numerous sites where I have found a few ways of keeping kids safer (or a bit safer) online:

  • Students to understand Safer online sites such as Instant Messenger, Skype rather than Face-Book and other social media sites
  • Ensure Web Filtering is set in place – This filtering is designed to block inappropriate sites, scamming, spy ware and peer-to-peer sessions.
  • Setup DETE 3G access ‘…Students usingDETE 3G connections to access the internet away from school are automatically enforced with the same level of filtering they experience at school…’ (Department of Education and Training, 2012).
  • Resources – There are many different resources which support the National Safe School Framework that can be incorporated into classroom lessons.
  • Ensure that students are aware of how to be safe when using online sites/platforms. The office of childrens’ eSafety Commissioner has a few good classroom resources such as “Hectors World” to teach kids about eSafety.

 

 

Exif Viewer site and the Lollipop Youtube

 

Unbelievable…..I never knew that anyone could find the location of a photo or that digital cameras kept longitude and latitude co-ordinates.  I am totally amazed….and utterly terrified of this thought.

I am not one to put photos on the internet.  I don’t even do face-book (I once did a long time ago until someone I knew was getting bullied and then it reflected on myself and family, so no more face-book for me).

The only thought that I can give from being shown that photos can give more information than once thought would be to only put photos on social sites if they are acceptable.  Through this uni activity and seeing someone ‘…twerk on a wall…’ and view the Lollipop youtube sight gives me the chills (and in an awful way).  I will admit that I only watched the first 3 secs of the Lollipop video as it scared me!!!  Seeing the ‘twerking’ photo – even though it is hilarious I also feel embarrassment for the female in the photo and I sunk down in my chair as this embarrassing feeling came over me.

This also instils the thought of never using social media!!!!

It is too risky!!!