Meeting+Notes

The meaningful thing that came about this for my practice, was that I understand the importance of the relationship and getting a non punitive resolution from a child/children. I am aware it is underpinned from the constructivist behaviour theory. The theory of it is nice and the need for it to happen across all areas of the school was relevant. My experiences with this last year made me a little reserved about the level of emotional intelligence that the children need to have in order to have the "guilt" or understand the affects of their behaviours. It was relevant for the high end situations and I was able to partake and see the importance of the meetings - the things that I didn't see happen last year that needed to be upheld which made me cynical about it was that the preparation, and the follow up that has to happen in order for those who are involved in the process are satisfied. Relates to RTC: 4(ii) (iii) as I was open to learning and putting this into practice and could see the relevance of the restorative protocool over all the school and with all interactions. Todays PRT meeting was about setting up appropriate classroom management systems. We responded to different teacher strategies, and classroom environment, and how these impact on learners motivation. Respect was mentioned and I feel like this is ok in my classroom. Their is a boundary that is accepted as being appropriate behaviour.
 * August 2011**
 * Restorative training reflection.**
 * 20th July 2011**

My meeting today with Emma was in regards to the teaching and learning of Measurement and what knowledge is required to be taught or experienced in order for the understandings we are aiming for. Our LI's for the unit are large and the concepts are difficult for some. Already I have seen a revision of things that they know about, but still got incorrect in the pretest affect the time in which they complete tasks, the benefit of this is that for some it has meant success with Mathematics, which does not come often enough. Whole class teaching versus group work at the moment and then working with individuals has not made a few individual students feel that they are being identified and worked with on a one on one "victim" basis and their attitude to their work has provided motivation to do required work. Relates therefore to RTC 9 II selecting appropriate approaches to teaching for the diverse group of students in the class, and 6ii relevantly linking my teaching to the unit which has derived from the Curriculum. Today I met with Emma - we set out the Poetry unit for English for the remainder of the term. We reflected on the focus of last years poetry and what worked well and what didn't. We have applied a different teaching strategy to it and have not placed as much importance on displaying our abilities to write a specific form of poetry using the structure, this was difficult for our early learners but also we were able to comprehend the children understandings last year in response to reading. So we have included that this year. We also set out some response and the reading rotation activities in relation to the students needs.
 * 28th March 2011**
 * 21st March 2011**

We also went through the results of my children's measurement tests and identified their learning needs and where to do teaching from here. I do need to talk to her again in regards to teaching to the test and what they haven't done. I have looked at the numeracy strategy teaching requiring teaching at the level that they are going to be at, however some of it is very advanced and I have a portion of students who cannot tell the time.

PRT Meeting Today our meeting we discussed strategies for our classroom and how to manage with the vast differences in ability and behaviour. The strategies discussed are what I already have established in my classroom for homeroom and then with the other class I have to implement them explicitly.

Over two sessions and concluding today I have undertaken my initial apprasial cycle goals. I was fortunate enough that at the end of the year I had considered what I wanted to try to achieved in the year ahead. We also looked at the school goals adn Lisa's area's of strengths and how I can benefit from this. She has given me advice already and was forthcoming in how I can put my goals into practice in a practical realistic fashion. We also set up times for following observations and set the focuses. My goals also relate to RTC and I will put these into my book. Relates specifically to RTC 4 - all of them.
 * 17th March 2011**

14th February 2011

Gwenyth took us today for our PRT first meeting to show us how she uses online tools in order to show relfection and reading materials for professional development. Goggle reader - need to have a gmail account - things that you follow on a regular basis and you can subscribe to web feeds. Web feeds - how you can subscribe and then it adds it to your google reader.

Gwenyth uses delicious.com and suggests diigo.com so you can look at your library and tag the notes why you would use it or bookmark it. You can follow people on it or part of a group so that you can share and look at things that may have been of interest to you/ social function. The idea of bookmarks shows that you have read and made notes on the relevance of what you have read for professional development.

Photos - adding photos to your blog so that you can reflect on what you are doing - why it is relevant and what it shows you.

[|www.go2web20.net] - is a good place to show you reference to the different type of online tools that you maybe able to use.

e-learningresearchnetwork.ning.com - Is a New Zealand e learning research community which is in between facebook and then private blogs.

I will maintain the wikispaces and will look at insuring that I will update and get a bookmark of those and make reflective notes on what I have read in order to show professional journals.

This relates to RTC number 10 as it highlights the different varities of of professional reading and learning that can be undertaken and how these are relevant evidence gathering means to engage with others that are not within the immediate educational setting.