Reflection on Literacy-Focused Learning and Student Engagement

Beginning this term, my year 9 class shifted from a primarily content-driven approach to one that emphasises literacy in an engaging manner. This change was inspired by clear feedback from students, who expressed a strong desire for collaboration, competition, and fun in their learning experiences. Recognising these needs, we designed our current unit on government to incorporate these elements, leading to a more dynamic classroom environment.

One of the standout activities involved a compare-and-contrast task focused on different systems of government. In mixed-ability groups, students were required to unpack a text together, fostering collaboration among peers of varying skill levels. The competitive aspect of the task added an exciting layer, as groups vied for a prize. This structure ensured that every student had to contribute, which not only bolstered engagement but also facilitated meaningful interactions among classmates.

The results were promising. Engagement levels soared, and the reading component of the task was executed well across the board. The diverse class profile, which included students ranging from Stanine 1 to Stanine 6, allowed for rich peer-to-peer learning. Students at different levels supported one another, which created a sense of community and shared responsibility for learning. This kind of collaborative environment is essential, particularly in a class where ability levels vary widely. 

However, this term has not been without its challenges. Several pastoral incidents have arisen, including a stand down, which has highlighted the complexities of student behaviour during this transitional phase. The international literature supports the idea that transitions often lead to a decline in academic achievement, particularly as students navigate the onset of adolescence (Barone, Aguirre-Deandris & Trickett). This can be particularly impactful for certain ethnic and socio-economic groups who may experience these changes earlier and with additional challenges (McDonald, Simmons, Black & Zhou).

Given these findings, it is crucial to monitor our students' progress closely. I plan to use a variety of data sources, including PAT scores at the end of the year, to assess academic achievement comprehensively. Additionally, tracking pastoral incidents will provide insight into the emotional and social dimensions of the classroom environment. It will be essential to survey other teachers who interact with this class to gauge whether they have observed a shift in student behaviour and engagement, and to see if any changes can be quantified.

Student voice will continue to play a vital role in this process. While qualitative feedback can sometimes feel less measurable, it often serves as a valuable indicator of progress and sentiment in the classroom. I intend to implement regular fortnightly surveys to gather ongoing insights rather than waiting until the end of the term. This will allow us to make timely adjustments to our teaching strategies based on real-time feedback.

Moreover, parental input will be another critical component in understanding student experiences. By reflecting on whether students appear more settled, less so, or unchanged at home, we can better align our approaches with the needs of our learners. This holistic view of student progress—combining academic, social, and emotional dimensions—will enable us to provide a supportive and effective learning environment as students navigate this significant transition.

In conclusion, while this term has seen promising developments in student engagement through a focus on literacy and collaboration, it is essential to remain vigilant regarding pastoral issues and the broader implications of transition. By employing a comprehensive approach that includes data monitoring, ongoing student feedback, and parental insights, we can create a more inclusive and supportive learning atmosphere that addresses the diverse needs of our students

Year 9 Transisitions Part 2

The primary goals for Year 9 students at Tamaki College focus on Hauora (well-being), achieving 1.5 years of academic progress within a single year, and ensuring regular attendance. These goals emphasise the importance of holistic development, academic achievement, and community engagement during this critical transition from intermediate to high school.

A significant aspect of this transition is the formation of new relationships. Year 9 students must navigate social dynamics with peers and adapt to interacting with multiple teachers across various subjects. This shift can be both exciting and challenging. Observations suggest that these students retain a sense of innocence and friendliness, which can serve as a foundation for building new friendships and networks within the school environment.

The introduction of specific subject areas adds another layer of complexity. Year 9 students are exposed to a broader range of academic disciplines, requiring them to adjust their study habits and manage different expectations from various teachers. This diversity in learning can be enriching but may also lead to confusion and stress as students adapt to high school demands.

Additionally, the physical movement of students around the school represents a notable change. Unlike the more contained environment of intermediate school, Year 9s experience a dynamic setting where they must transition between classrooms. This increase in mobility can affect their sense of security and orientation, highlighting the need for effective guidance as they navigate their new environment.

Puberty also plays a critical role during this time, as students are not only adjusting to academic challenges but are also undergoing significant personal changes. This developmental stage can impact their emotional well-being and social interactions, making support systems essential for helping them cope with these transitions.

The integration of devices into learning environments is another noteworthy factor. Technology can enhance learning experiences but also requires students to develop new skills in digital literacy and self-regulation. Balancing the use of devices for educational purposes with managing distractions is crucial for academic success.

To address these transition challenges, several proactive steps have been taken. Meetings with Deputy Principal Russel Dunn provided insights into broader goals and strategies such as Akomanga Kaihanga for supporting Year 9 students, while observations in various classroom contexts offered a deeper understanding of student experiences and instructional practices.

Collating student voice has been instrumental in identifying their perspectives. Surveys conducted at the beginning of the year and midway through the second term gathered feedback from the same group of students, allowing for a comparison of their evolving thoughts and feelings about high school.

Students reported that college is significantly harder than primary/intermediate, with 76% feeling this way. They expressed concerns about forging friendships with peers they didn’t know and 44% were unsure if they were ready for the transition. Additionally, they noted the importance of basic numeracy and literacy skills, underestimated the variety of classes and subjects, and recognised the unexpected levels of interpersonal drama and rumours, which serve as barriers to learning.

In conclusion, the transition from intermediate to high school for Year 9 students at Tamaki College involves various challenges and opportunities. Understanding their experiences and incorporating their feedback can help educators create a supportive and engaging learning environment, ultimately aiding in their academic and personal development.

Year 9 Transitions

Transitioning from primary school to college is a significant milestone for New Zealand students, often marked by a mix of excitement and anxiety. While this change can be an opportunity for growth and new experiences, many students face various difficulties that can impact their adaptation to this new environment. 

One of the primary challenges is the shift in academic expectations. High school typically demands greater independence and self-directed learning. Students are expected to manage a more complex timetable, juggle multiple subjects, and meet different assessment requirements. This can be overwhelming, especially for those who are accustomed to the more guided structure of primary school. The pressure to perform well academically can lead to increased stress and anxiety, which some students may struggle to cope with.

Social dynamics also shift dramatically during this transition. The larger, more diverse environment of high school can lead to feelings of isolation for some students. Many experience difficulties in forming new friendships or maintaining existing ones, as social circles can change drastically. The fear of not fitting in can be daunting, leading to anxiety about navigating new social hierarchies and peer relationships. Bullying and social exclusion can exacerbate these feelings, impacting a student’s overall well-being. In addition the reality of emotional shifts caused by puberty can create further issues

My inquiry this year will focus on this transition, how are we as a Kura helping our year 9s to enter school, embracing all that they bring, to ensure success. 

In conclusion, while the move to high school is an exciting opportunity, it presents numerous challenges for New Zealand students. Recognising and addressing these difficulties is essential in supporting their journey and ensuring a positive high school experience.

2024 Here we go

 Hello! I'm thrilled to be here and reintroduce myself as your passionate Across Manaiakalani Scott Mansell. As we embark on this educational journey together, I want to share a bit about who I am and my commitment to fostering a love for history within our student body.

With a genuine enthusiasm for the past and a dedication to creating meaningful connections with my students, I aim to make the study of history not only informative but also engaging and enjoyable. I firmly believe that history is more than just a collection of dates and events; it is a rich tapestry that weaves together the stories of people, cultures, and civilizations.

My journey into the world of education began with a deep-rooted passion for history and a desire to share its wonders with others. Armed with 12 years of teaching at Tamaki College, I have honed my skills to provide students with a comprehensive and insightful understanding of the past. My goal is to empower students to think critically, ask questions, and develop a lifelong curiosity about the world around them.

One of the cornerstones of my teaching philosophy is the belief in building strong, positive relationships with my students. I understand that each student is unique, with individual learning styles, strengths, and challenges. By creating a supportive and inclusive classroom environment, I strive to make history accessible to all, fostering an atmosphere where students feel comfortable expressing their thoughts and opinions.

I am excited to be a part of the Manaiakalani community, and I look forward to inspiring and guiding each student on their academic journey. Whether exploring ancient civilizations, analysing pivotal moments in history, or delving into the stories of remarkable individuals, my aim is to instill a deep appreciation for the subject and equip students with the critical thinking skills necessary for success in their future endeavors.

I encourage students to approach history with an open mind, ready to uncover the fascinating narratives that have shaped our world. Let's make history not just a subject to study but a journey to experience and enjoy together. Here's to a fantastic school year filled with discovery, growth, and a shared passion for learning!

Collaberation

Teaching in a secondary school in Glen Innes it has become clear to me that collaboration among teachers is essential and can improve the educational experience for students. 

Collaboration does not need to be intimidating. Many believe that it can add to work load, and given how time poor teachers are, it can be resisted. However, the exchange of ideas, resources, and teaching strategies creates a dynamic learning environment that transcends individual classrooms. It also can empower students to see learning across different areas. This not only strengthens their subject knowledge but also promotes a culture of continuous learning, which is essential in the ever-evolving field of education.

 

As teachers work together, they leverage their collective expertise to enhance curriculum design, instructional methods, and student support mechanisms.

Traditionally, teachers often worked in isolation within the confines of their classrooms. It is this silo approach to teaching and learning that many students struggle with. Recently I asked a year 9 class their thoughts. Comments included “I think having a teacher works together will be more consistent because I will learn more each day”. One student even noted that “I like it when I feel that my teachers are all working together to make my learning more understandable and consistent.

While collaboration offers numerous benefits, it is not without its challenges. Time constraints, differing teaching styles, and logistical issues can hinder collaborative efforts. My advice is to start small, and informally. Even working with one other subject - English and Social Studies for instance, can be a good place to start. 

Inquiry 2023

 For many of our students, motivation and engagement are a challenge. Are we doing everything we can as educators to ensure that our students are best set up for success.

Consider a year 13 student doing 5 subjects.  Let's say each subject has 4 assessments. Each assessment is 1000 words (some are more). That's an expected 20,000 word output - the same as a postgraduate dissertation. Is it any wonder that so many of our kids are struggling to pass? Struggling to reach their true potential. And when you add in external factors

Is there an opportunity for teachers to collaberate around common topics, for example local curriculum, in order to both work together as well as make it easier for our students. Could the same piece of work be assessed in multiple ways?

Consider the following

"Collaboration amongst teachers provides the opportunity for collective ownership of the local curriculum, which in turn leads to a sense of belonging and purpose for both teachers and students. This sense of belonging is linked to improved wellbeing and achievement outcomes for students."

New Zealand Ministry of Education, 2020

"Collaboration amongst teachers is essential for ensuring that the local curriculum is tailored to meet the needs of all students. By working together, teachers can identify and address the unique needs of their students, leading to improved engagement, motivation, and achievement."

Dr. Rachel McNae, Senior Lecturer at the University of Waikato, New Zealand.

I look forward to exploring this as inquiry in 2023

2023 Goals Wishes and hopes

 Kia Ora, and welcome to 2023

I am excited to be back working in Manaiakalani as an Across Kahui Ako Teacher this year. As with 2022 my focus will be on the understanding of an the implementation of the Aotearoa Histories Curriculum. I do feel I come into the year with a greater focus and appreciation for not only the "lay of the land" but also more understanding of the opportunities that the new curriculum present both schools and learners.

I really enjoyed the opportunity to meet with teachers, with principals and with learners to grow historical understandings. A particular highlight of 2022 was partnering with Ngāti Paoa to deliver professional development for staff, students and local hikoi exploring the local area. I look forward to this continuing in 2023.

As we look forward to 2023 a particular focus will be growing understanding of the four strands of the curriculum. These are

1. Maori History is the foundational and continuous history of  New Zealand. This has been a focus in 2022. 
2. Colonisation is the central force of our history in the last 200 years. 
3. Power is at the centre of most that has happened in New Zealand History,
4.  New Zealand History does not occur in a vacuum. We are a connected country, and much of our history relates to how we have interacted with the rest of the world.

Also, in conjunction with this I want to enquire about how collaberation across NCEA subjects can reduce our workload of our students by using common learning themes and assessing them in multiple ways.

I look forward to working with colleagues and learners in 2023.