A learning journey with no fixed abode
Thanks Jo for the heads up with this cool story writer thing. I was wondering what my group was going to do tomorrow as I have had to cancel the trip. But this just answers it perfectly. I’ll let you know how it goes tomorrow.
We were talking about nouns with my senior writing group today; common nouns, proper nouns and pronouns – what they are and when would we use them.
So just for the last 10 minutes I thought I’d set them a challenge for proper nouns – I wrote up the following categories:
people
city
month
important day
country
region
Then one of them called out, "Hey, Mr Evans we could do civilisations." Never one to turn down self direction and general enthusiasm, I wrote it up.
When the group reached "civilisations" they blew me way, here is the list they came out with, off the tops of their collective heads: Ancient Greeks, Egyptians, Romans, Norse ("Rub out Viking Mr Evans, they’re the same thing"), Aztecs, Chinese, Mongols, Spartans, Persians and Atlantians.
That is quite a collection for a "special needs’ writing group so I asked how did they know so many.
One said " I used to be into the Egyptians, went to the library all the time. Go loads of books and videos and stuff."
Another answered "Some of those are in Age of Empires too."
The conversation followed:
" Hey, can we do a civilisations thing in this group?" they ask.
"Sure, why not." I say.
"Yeah" says one. "We could write a book about different characters and creatures and legends and cities and stuff, eh? Mr Evans."
There is the motivation right there. I’m looking forward to gettting their computers networked next week, then I talk about wikipedia and google searchesand all that sort of stuff. I love it when I stumble cross a button like that… Switching the kids on.
1pm The ERO team go ‘off site’ for lunch- In fairness to the staff. I guess but knowing the area I wonder where they went- There is no café, bar or petrol station within 20 minutes drive. But they go and we take a few minutes to assess how the day is going and any changes fir this afternoon.
1.20pm “Major behavior issue” appears just as the team arrive back from lunch. The two youngest students run up… “Mr Evans, Mr Evans?” “Yes” “*%$# just threw a…” (OH NO, I think) “…a flower at us”- Wow, just think if this is major here, I hope we have remembered to include a “No throwing flowers rule” into the behavioural management plan.
1.30pm I walk in after lunch- The class is silent, all on task. I look into their eyes and I sense the fear- well maybe just nerves, but didn’t sound as dramatic. Tension is certainly running high for me.
2.20pm The afternoon is silent, the team are speaking with the principal, I’m not saying I’m any less nervous – I spent quite a bit of time looking over my shoulder and glaring through the window especially at those “I want you packed away and sitting on the mat” moments when for about 25 seconds the class class erupts in to a perceived chaotic state- isn’t it always those moments when the visitors walk in?
But not this time. The whole class is sitting in rapped attention while I read a story for the last 10 minutes of the day- phew.
3pm I say phew, but we’re not done yet- In fact the scariest bit for me is now about to happen and I haven’t had a break since 11am- I’m feeling a little strung out to say the least. I grab a coffee, It’s the best we’ve got for now.
3.10pm “The Meeting” begins and we’re discussing the current situation in light of the ‘Terms of Reference’ – Stink, now I know I’m in trouble – what are the terms of reference? Think, man, think!
3.12pm Penny drops with a helpful reference during conversation to the previous ERO report. Terms of reference from the previous ERO- Learning Intentions, formal assessment of student progress let alone student ownership of the learning- You know, nothing major, NOT.
3.50pm “So, Simon, tell us about the Teacher Appraisal process. How does it impact and enhance student achievement? I think that was the question, or wone very like it, I’m not sure because they had to ask me in several different ways and I needed all the scaffolding possible- how embarrassing!
I ummed and erred my way through it til I hit upon the idea of just reading and sharing with them my current goals and the associated success criteria.
All I had to do was read out the goal and it became so obviously student centred :
- To become familiar with multi-level teaching and assessment practice, specifically in written language.
- Success criteria will demonstrate a range of levels.
- Evidence of students self assessment in books.
- Tracking sheets in children’s books and assessment folders completed.
Wish I’s just done that 5 minutes ago rather than looking like an idiot!
4.30pm They’re gone but I’ve got to stick around for a bit making sure that all the paperwork is in place and ready for them coming in tomorrow.
6pm Driving home- Have to mention just how much I’m enjoying the audio version of “The Fellowship of the Ring”, its 19hours worth of listening, but with an hours round trip each of my Sherenden days I getting a fair way through it.
6.30pm Bedtime routine for my boy… aiming for 7pm lights out but it always goes badly when I’m as late as this.
7.30pm Boy in bed… told you so!
That was one full on day! I was struck with how much it came down to me. Sure the Principal did the lion’s share but I suddenly feel like a proper time out here in the ‘sticks’.
Over the last week my boy has been practising with the mousepad on my computer. Here are a few links to helpful sites than enable your average pre-schooler to engage with the Web.
Thanks, Rosie.
I’m supervising the art class this morning and then again this afternoon.
It’s the last session of the term, those that have not finished are very nearly, it has been nine weeks in the creating and they are all nearly done.
In both the morning and the afternoon sessions there a couple of boys on the “Watch out for..” list as relievers often get.
The morning session boys had finished and one came to me saying “Can we listen to my ipod, please Mister.” I thought about it for a little while, scrolled through the menu like I “on the In-crowd” and said; “Sure just so long as your quiet and sensible about it.”
The session in the afternoon, some of the boys had finished and others had not.
The difference between the two: Ipods sat for a little over a hour, drawing and colouring, barely talking to each each other let alone disturbing others.
Non-Ipods threw crayons to another table, left the room when my back was turned and continued a conversation in a loud and somewhat ridiculous manner.
So I’m leaning towards Ipods having a constructive impact on classroom management.
How about you?
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