Teacher - Staff Feedback

Here are the notes that Tara and I spoke to about how we are working in our class...

Tara & Emma feedback

Maths:

• Maths always used to be the thing that got missed if the day got busy. So we do it first thing everyday so that it doesn’t get missed.

• The first standard for maths is pretty easy to reach as the children only have to be able to count really.
• We try to include our “strand” maths with our inquiry topics where possible or with our reliever on our Reading Recovery release days so as not to disrupt the “number” lessons.
• A lot of focus on number knowledge. Try to create a really strong base of understanding to build from.  
• Small ability based groups. Each group seen every day. Follow up worksheet straight after teacher session so it can be explained well.
• Numeracy profiles provide more info for grouping/next steps than the GLOSS. We individually “test” at least once a term for the profiles. (Emma)

Reading:

• Our Reading Recovery training is really benefiting our students.

• Very flexible groups. Often have kids reading in two groups when they are between groups. Monthly running records on all kids help us to be clear about where they need to be working.
• Really happy with the progress in most of our children. Children who were at risk of being targets 6 months ago have really taken off now - Te Anga, Kaea and Sarah in particular. They are still below but only just. Te Anga reading level 9 and is only just 6 now. Kaea level 8. Sarah isn’t 6 til the end of Sept and is also reading level 9 so should be very close to standard by her birthday. Rewarding home reading and communication with home has helped with this. Both Te Anga and Sarah have taken extra work home.
• Short sharp reading lessons. 10 minutes per group max. Focus is on reading the book and looking at tricky words as they come up. Pre-read talk is important for helping with meaning.
• HF work with spelling cards and daily worksheets. Last term we had daily blend worksheets.

Writing:

• Week long piece of writing. Motivation/brainstorm/picture plan etc on monday.
• Add a sentence or 2 each day. Helps to build an interesting story/message while doing it in lengths they can manage. Re-reading everyday.
• Small groups so they can be supported by teacher to learn about spacing, letter sounds, full stops and capitals. More advanced groups are sent off to complete some work independently.

Need help with:

Hunter

• He is low in literacy areas, reading L3 (hard), writing 1i. Behaviour has a lot to do with this, a lot of defiance - no patterns (day, teacher, time, subject, group). Other behaviour has decreased and his sticker chart is becoming harder (needs to get 10 stickers not 5) and he is fine with that.

Sarah

• Works well independently (running records) and at home but struggles with all group tasks. Lack of focus. How can we help her to keep up with her group and focused?

Suggestions:

Teacher Aide use:

• Works with lower of top group to support independent writing. Allows Teacher to work with lower writers without interruption.
• If she finishes with those students then she plays alphabet and spelling activities with low literacy learners to help develop this knowledge when they are not working with the teacher.