Rāmere, te 25 o te Oketopa 2024
Orewarewa whenua, puāwai māhuri
On the fertile ground of Orewa, the sapling blooms
Have something to share? Get in contact with one of our Across School Leaders – we would love to hear from you!
[email protected] Te Ao Māori
[email protected] Hauora
[email protected] Future Ready
[email protected] 21st Century Learning
[email protected] Structured Literacy
Mental Health Awareness Week (MHAW) Photos
Gumboot Friday is Coming!
Gumboot Friday is happening on Friday 1st November. Get your gumboots out, and give a gold coin donation. Get your kura on board with raising money for Gumboot Friday which is an initiative created by I AM HOPE. Their mission is to provide FREE, timely counselling to all children who need it in Aotearoa, New Zealand.
You can use this poster for your kura or workplace to raise money for youth mental health in Aotearoa/New Zealand. Have a competition for who has the best gumboot fashion!
Tuakana leaders at Ahutoetoe School.
In term 3 we implemented the Zones of Regulation in our school. We had support from our RTLB who worked with staff to unpack and start using Zones within their class.
We have been a Mitey school for 6 terms and we are confident with our emotional literacy and naming our emotions. Using the Zones language has helped us to learn how to regulate some big emotions.
During Term 3 we selected 10 learners from years 5 and 6 to be Tuakana leaders. These learners wear a hi-vis vest when on ‘duty’ at break times and are available to support learners in a restorative way, with playground issues such as an argument, misunderstanding or friendship issues,
The Tuakana were lucky enough to also have some ‘training’ with our RTLBs on using the Zones language and tools to support learners.
Ahutoetoe wanted to share how our school uses Zones with the community and held a Parent information evening. Supporting the ZonesThis included the importance of teaching and learning about Mental Health and our Mitey Curriculum.
Māori Courses 2025 – This is the time to register
If you have ever wanted to study te reo Māori or started your journey with Te Ahu o Te Reo Māori we have some options for you in order of commitment.
Don’t leave it too late as most courses will be taking applicants for 2025 right now and the window will be closing.
There are a lot of options out there but here are two popular options out there.
Te Herenga Waka o Orewa Marae
This is a locally run course held on our local marae that uses the Te Atarangi methodology (Using Cuisenaire maths rods) and in a full immersion setting. We can’t recommend this option enough.
The courses at the marae are yet to be released but if you can email the marae you will be put on the list. The courses are so popular that they are filled before advertising. If you are interested, contact Te Herenga Waka o Orewa today: [email protected]
You will gain a whānau for life and a relationship to our local marae.
Pros
- Local so no travelling across Auckland
- Full immersion so fast growth
- In-person so great learning
- On a marae so authentic learning
- Utilises the Te Atarangi methodology so hands-on
Cons
- Commitment – You will attend a Zoom and an in-person class each week.
Te Wānanga o Aotearoa
https://www.twoa.ac.nz/nga-akoranga-our-programmes/te-reo-maori-maori-language
Level 1 through to 4 – Te Wānanga o Aotearoa leads the way in terms of the size as they are right across the motu. They are increasing the options for people who don’t have the time to learn in person.
Enrollments are happening now so if this is for you, you will need to get moving.
Online
Pros
- Free
- Learn at home in your own time
- More manageable
Cons
- Slower progress (Covers one level at a time)
- Less likely to form friendships as face to face
- Not talking face to face
In Person
Levels 1 and 2 combined
Levels 3 and 4 combined
Pros
- Free
- Increased learning and progress – Two levels in one year
- Face to face conversations
- Friends for life
Cons
- Larger workload
- Need to drive to site
Make Educational Maps with AI – Article Source
Lesley, from Silverdale School, shares how she has been integrating digital technologies into her classroom programme.
Key Ideas
- Music can be quickly integrated across the curriculum
- Digital music apps can foster creativity, and inventiveness and make connections in students’
minds - Examples of apps to use in the classroom
You don’t need to know a whole lot about music to begin integrating the subject within your existing classroom programme. There are many apps and websites where your students can experiment, respond to ideas and prompts, create, explore and compose. Set them a challenge and let them go for it.
- Create the soundtrack to a story, slideshow, podcast, or video.
- Write music for a theme (eg. spooky/cowboy/dinosaur), a picture, a special day (Fathers’ Day) or a topic.
- Explore sound waves and pitch (Chrome Music Lab).
- Learn about loops by layering them to compose.
Some of the sites worth exploring:
Chrome Music Lab – sound waves, rhythm and pitch. Easy to use
Percussion Master – drum machine. Easy to use
Drumbot – pattern sequencer. Easy to use, all the way to advanced.
Button Bass – Easy to use
Soundtrap – Free 30 day subscription only.
Soundation – Free trial only.
Bandlab – For primary students visit the studio directly, rather than the rest of the website
Suno – AI Song writer
Google Arts and Culture Musical Canvas, Blob Opera, Musical play.
To Mentor or not to Mentor! Thoughts and reflections from mentor teacher
Sandy Tollemache from Wainui School
The air buzzed with excitement as parents exchanged quick hugs and words of
encouragement, their smiles wide with hope for the term ahead. Children, clutching new backpacks adorned with their favourite characters, chatted animatedly with friends, their laughter mixing with the sounds of footsteps on the pavement.
As parents waved goodbye, they felt a mix of nostalgia and pride, knowing their little ones were stepping into a world full of new adventures, friendships, and unforgettable experiences. The school buzzed with energy, a place where dreams would begin to take flight.
Teachers stood at the entrance, greeting each child with warm welcomes and bright smiles, ready to guide them through a FABulous journey of learning and discovery. Colourful banners flapped in the breeze, proclaiming “Welcome Back!” and “Let’s Make This Term Amazing!”
During the roll, a tall red-haired man stood at the classroom door, his nervous demeanour was palpable. He shifted from foot to foot, clutching a stack of papers as if they were a lifeline. The students exchanged curious glances, whispering about this unexpected visitor.
“Could he be our Student Teacher?” one child asked, wide-eyed.
I can sense the students’ intrigue, stepping forward to welcome him. “Everyone, this is Mr Bennett. He’s joining us as our Student Teacher this term!”
A collective murmur of surprise rippled through the classroom. Mr. Bennett offered a shy smile, his beard twitching slightly as he tried to relax. “Hi, everyone,” he said, his voice soft but earnest.
The students, known for their confidence and outgoing personalities, looked him over with a mix of curiosity and encouragement. Could he really fit into our lively class?
With a few brave souls offering friendly waves and smiles, the atmosphere began to shift. Perhaps Mr. Bennett’s nervousness would transform into excitement as he got to know them better. After all, everyone deserves a chance to shine, and this term might just be the start of a wonderful journey for both him and the class.
That hesitation didn’t last long. One by one, classmates chimed in, offering friendly
introductions and sharing little snippets about themselves. “I love science!” “I can’t wait for art class!” “What’s your favourite book?”
Gradually, Mr. Bennett’s nervousness melted away as he listened, his smile growing more genuine with each exchange. He started to respond, sharing his own interests and stories, and soon, the classroom felt like a welcoming community.
Laughter filled the air as he joined in a game that some students had started, and before long, it was clear he was fitting right in. The initial awkwardness had transformed into a warm connection, and you could see that this term was going to be something special for everyone involved.
Haere mai – welcome to our wonderful Year 1 class!
Throughout the day Mr. Bennett spent time observing me and taking notes. Alongside interacting with the students and getting to know them better. What kind of notes was he taking? How do I interact with the students? What are the classroom dynamics? My Teaching methods?
He is best to focus on things like:
- Engagement Levels: How actively students participate in discussions or activities.
- Teaching Strategies: The methods you use to present material and how effective
they seem.
- Student Reactions: How students respond to different types of instruction or
support.
- Classroom Management: How you handle disruptions or encourage positive
behaviour.
- Individual Needs: Noting students who may require additional support or challenge.
Reflecting after the first day of any experience, such as teaching, is incredibly valuable. Here are some key areas to focus on when reflecting on what someone may have observed:
Student/Group Dynamics:
- How did the students or participants engage with the material or the environment?
- Were there any noticeable patterns in their behaviour, such as enthusiasm,
hesitation, or confusion?
- Did certain individuals stand out as needing extra help or showing strong
understanding?
Personal Performance:
- How did the day go from a personal perspective?
- What was done well, and what might have felt off?
- Were instructions clear and easily understood by everyone?
- Was there a good balance between being approachable and maintaining authority?
Classroom/Environment Management:
- How did the flow of the session go? Were there any challenges in keeping time or sticking to the plan?
- Was the environment conducive to learning or engagement? Were there any distractions or areas for improvement in the setup?
Communication:
- Were explanations effective, or were there moments of confusion?
- Were there clear channels of communication between everyone involved (whether teacher-student, leader-participant, etc.)?
Student/Participant Feedback:
- Did any participants provide feedback, either verbally or through body language, indicating their comfort level or enthusiasm?
Next Steps:
- Based on observations, what can be adjusted or improved for the next session or day?
- Were there unexpected challenges, and if so, how can they be mitigated next time?
This type of reflection after day one can help set a positive tone for ongoing development. It would also be great to take notes on specifics to identify where immediate adjustments can have the greatest impact.
Mr. Bennett is really starting to integrate well into the school environment. His active
involvement in the daily processes and commitment to building relationships with both students and staff will surely have a positive impact on his overall effectiveness. How has his transition been so far, and are there any key areas where he has particularly excelled or faced challenges?
Reflecting on Mr. Bennett’s progress and providing feedback can be crucial for his development and confidence in his role. Here’s a structure I can use for my reflection and feedback:
- Strengths and Positives:
- Interaction with Students:
○ How well has he connected with students? Has he shown care and understanding, and are students responsive to him?
- Building Relationships:
○ Has he made efforts to connect with other staff members? Is he open to collaboration and building a positive rapport with the school community?
- Understanding Processes:
○ Has he picked up school processes like duties, taking the roll, and attending meetings smoothly?
- Is he proactive in seeking clarity or asking questions when needed?
- Areas for Improvement:
- Classroom Management/Student Interaction:
○ Is there room for improvement in handling challenging student behaviour or ensuring every student is equally engaged?
- Efficiency in School Processes:
○ Are there any areas where he might need to improve in terms of understanding or executing school routines?
- Participation in Meetings:
○ Is he actively participating in staff meetings? Could he contribute more in terms of ideas or feedback?
- Communication and Professionalism:
- How well does he communicate with me and others? Is he clear and respectful in miscommunication?
- Has he shown professionalism in terms of punctuality, preparedness, and attitude?
- Suggestions for Growth:
- Offer specific examples or strategies for improvement.
- Highlight areas where he could take more initiative or responsibility, and suggest any further training or shadowing if necessary.
- Closing with Encouragement:
- End the feedback with positive encouragement, emphasising that growth is a process and highlighting his dedication and potential.
Now, It’s great to hear that Mr. Bennett is building confidence and ready to take on more responsibility! Starting with small groups is an excellent step to gradually transition into whole-class teaching. I could support him by:
- Providing Clear Expectations:
○ Outline the learning objectives and goals for the small groups he will handle.
- Offering Guidance:
○ Share tips on managing smaller groups effectively, such as balancing student participation and keeping discussions focused.
- Gradual Progression:
○ Encourage him to gradually take more control, moving from small groups to larger settings, and eventually managing the whole class.
- Feedback Loop:
○ Continue offering constructive feedback after each session to boost his confidence and refine his techniques.
How do I feel about his readiness for this next step, and do I have any specific concerns or
goals in mind for his progression?
With Mr. Bennett transitioning to whole-class teaching while I observe, this is a key moment for him to apply everything he’s learned. Here are some strategies to make the most of this phase:
- Observation Focus:
- Observe how he manages the class, especially with pacing, engagement, and transitions between activities.
- Pay attention to how well he balances addressing the needs of individual students while maintaining overall class control.
- Classroom Management:
- How does he handle disruptions or off-task behaviour?
- Does he use positive reinforcement or redirection effectively?
- Lesson Delivery:
- Is he clear and confident in explaining concepts?
- Does he check for understanding through questioning or interactive activities?
- Adaptability:
- How does he adapt to unexpected situations, such as a change in student behaviour or a lesson not going as planned?
- Post-Lesson Reflection:
- After his whole class teaching, I discussed what went well and what areas could be refined. I highlight moments of success and provide actionable steps for
improvement.
This will be a great opportunity for him to showcase his growth, and for me to guide him further. How do I feel about his readiness to lead the whole class?
I feel he is now ready! Do you think you could mentor?
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Kāhui Ako Hui Dates – Term 4 2024
Thursday 7th November – ASL @ Ahutoetoe – WSL @ Orewa College 3.30pm
Thursday 21st November – ASL @ Orewa College – WSL @ Orewa College 3.30pm
Thursday 5th December – ASL @ Orewa College – WSL @ Orewa College 3.30pm
