Last day of Term 3(Mufti day)

 Our time is important. The kids that we teach are precious to us, and they need to know that our time together was worth it. So don’t just let the year-end: Celebrate learning, celebrate the moments you’ve had, and savour the time you have left together. 

At the end of the race, we like to hear cheers, and when kids graduate, it’s a climactic event. Really, the end of every school year should be climactic. It should be exciting. So, as teachers, we have to be very careful not to let the bell ring and have kids wondering what just happened. The end of the school year should be a time of review, reflection, and celebration.

I celebrated the last day of week three by performing various science activities and fun activities in the class with students. For STEAM, we saw earthworms, note down their behaviour. For yr 9 &10 we discuss the structure of the eye, label parts and quiz on Kahoot. In yr 10, we did the periodic table and found out different properties of Metals and non-metals.

 

Cook island Language week

       Cook Island Language week Celebrations in School

Cook Islands Language Week is held annually to celebrate the culture and identity of the Cook Islands. It also promotes the rich and distinctive language of Cook Islands Māori.

Cook Islands Language Week explores the values of diversity and respect. It encourages New Zealanders to share and understand other cultures by learning a new language, set of beliefs and cultural practices. From this, there is the possibility to see things from a different perspective and embrace other cultures.

Learning a new language gives us insight into new ways of thinking and to different beliefs and cultural practices. Everyone who learns the words of the Cook Islands helps to preserve them.

"Understand and recognise the unique status of Tangata Whenua in Aotearoa New Zealand."

Come back to School (First week after LOCKDOWN)

18 May 2020           



This week is the first week of students and teachers after COVID -19 lockdown. As a teacher, I am excited, nervous and even scarred. Overall, I have a mixture of feelings. I am expecting the same feelings from students, parents, and caregivers for the school. And it is obvious.

The best way to reassure someone who is feeling worried about the transition back to school is to first listen to their concerns and acknowledge that their feelings are valid. Provide reassurance that whatever they are feeling is OK. As adults, we often want to rush in and fix problems or help to logically explain away the concerns. Focus on the feelings and emotions rather than on practicalities at this stage.
Some fear or concern about change is normal, and it is this degree of respect that helps us to make plans to ensure our safety.

Once your child/student has had the opportunity to tell you about their feelings, they can be encouraged to focus on what they can do to manage their concerns. Particularly with older children, a problem-solving approach can be helpful. Encourage them to generate a range of possible solutions to the problems they raise and then select the ones that they think will work best for them.

Provide as much information about returning to school as possible. It is likely that during level 2, the school may be somewhat different than it was before we went into lockdown. Sharing examples of timetables, physical arrangements and some fun activities that are coming up during the term will be helpful. Information about the precautions being taken by school staff to ensure the safety of students and staff is reassuring.


                 STAY SAFE STAY HEALTHY

"Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility."

Digital Fluency Intensive Program (Week 8)

Date: 1 May2020 Agenda: Computational Thinking

Today is the second last day of the DFI program. This session, we started with Connecting. We connected in our regional groups and shared our pedagogies and strategies which work in our teaching and which don't.

Dorothy starts  session by talking about empowered. As an educator, you’re in a position to empower your students to become better learners and better people. Most of the time we recognise the positive influence we have on our students, but there may be times when we feel we need new ways to motivate them and create a culture of involvement.

Every teacher wants their students to feel involved in the learning process. Knowing how to empower students is a valuable skill. Student empowerment is an approach to teaching that puts students at the center of the learning process, allowing them to make decisions about their education and giving them the confidence to achieve their goals.

                                                               

Then, Gerhard continue session by describing computational thinking and Hangarau Matihiko.  A digitally fluent person can decide when and why to use specific digital technologies to achieve a specific task or solve problems.  A digitally capable person can create their own digital technologies solution. Teachers are supported to acquire digital fluency required for effective teaching, planning, assessment and professional learning

Teachers learn how digital technologies used effectively can have a significant impact on accelerating achievement outcomes

Supporting teacher digital fluency and confidence to deliver the curriculum in a digital environment in a 1:1 digital learning environment.

In education, computational thinking is a set of problem-solving methods that involve expressing problems and their solutions in ways that a computer could also execute. It involves the mental skills and practices for 1) designing computations that get computers to do jobs for us, and 2) explaining and interpreting the world as a complex of information processes. 

An investment in knowledge pays the best interest. –  Benjamin Franklin