At the start of the year we developed a MATES agreement to use to help with relationships and problem solving in our team. See attached below.

Summary of PD session 1 Characteristics of Children with Challenging Behaviour Anxiety Energy Withdrawn Expressionless Does not engage Avoidance Hurting-hitting Lack of ability to self manage Little self-regulation Noisy Impulsive Few friends Defiant Tactile/fidgety Struggle to verbalise Blaming others Calm needed Intimidating Loud Aggressive Tells tales Class clown Te Whare Tapa Wha: How the IYT concepts apply in the New Zealand context. Building Relationships with Students/The Proactive Teacher: Recap of Characteristics of Children with Challenging Behaviour… Hard to reach children (Tough/waxy exterior) What is it like for the child – how do you think they feel about themselves? Low self-esteem Lack of belonging Fear Frustration Discouraged Alone Inadequate Helpless Pain Gets picked on Low self-esteem Lonely/isolated Frustrated “Everyone hates me.” Sometimes oblivious Anxious Confused How do the parents of these children feel or behave in regard to these? Shame Anger Frustration Guil...

DMIC- Bobbie Hunter Emily and Rob Tuesday 28 th  January 2020 During mentor: Pause- explain to the children that this will happen. Year 3 and 4 Problems geared to level 2. Push through to 3 (Year 8 curriculum level 4) Use materials but don’t JUST use materials. If they can’t record, record for them. Critical consciousness- every time they can’t, think why? Creating questions around Cultures *Strengths: eg Muslim-dates, Filipino-food *Values and Beliefs Pasifika values (see slide)- Contrast the views of society. Service is important to them. ‘We’ and ’us’. Disagreeing/agreeing with the maths idea. 5 Productive Talk Moves (see slide) -Could you repeat that? -Could you ask someone else? Explanation First we… Then we… 19 what? Use context, not just numbers. You split them ….because… Expect mathematical reasons. Any questions? Get the children to ask the questions. If they don’t ask questions you can warn them that they must fully unders...

I have been trying hard to develop maths lessons that are authentic to the children, so that they can apply their maths knowledge to real-life contexts. Some of these include designing their own milkshake (measurement), plan a holiday (money, add-sub, budgeting and researching), and design your own video game truck (multiplication and division). I have attached these lessons below. The children have really enjoyed these lessons and have responded really well to them and shown a lot of string math knowledge.

I have developed strong relationships with my team that I teach with including relievers. I have attached a message that my CRT reliever sent to me.

I have finished up my role as the Kahui Ako within teacher this term. I appreciated the opportunity for leadership and enjoyed my time in the role as I got to meet a lot of new people and be pushed out of my comfort zone, however I decided not to reapply for the position as I feel I need to focus more on the things I am already doing and try to have a better work-life balance. Attached is a photo of the message put out in the Kahui Ako newsletter last term.

Over the past 3 terms I had the opportunity to experience leadership as I was the Kahui Ako within school lead teacher. As part of my role I experienced P.D of digital technology, I also planned and led workshops and was part of some strategic planning and conversations. I have attached photos to support this. link