Monday, 18 May 2015
Am trying to make the most of my group time and this is requiring me to create engaging, do-able follow-on activities. I also want these to be of value to the kids. I also am more aware of what is the best use of Explain Everything and am trying to create activities that are more suitable. I am also needed to engage the kids who are not working with me more as some of them are not engaged and being disruptive. I am also trying to: -Make the WALTs clearer to the kids. -Encourage more accountability through sharing reading activities on the blog. -Touch base with parents more often. -Be more free with my praise :) -Keep reinforcing my expectations. My throne (the sofa for kids doing the right thing to sit on) needs to go for a while. It has become a place for kids to throw themselves over and marshalling who should be "on the throne" has become a daily issue. I am hoping I can bring it back in term 3. I would like to introduce a hands-on word work activity in my reading rotation that gives kids practice in spelling or grammar and I am looking out for and thinking of what to bring. This might engage some of my lower level readers more than other activities.
Monday, 11 May 2015
Have had a challenging few weeks since Easter. My interesting boys have upped the tempo and day in - day out seem to be trying everything on to get a raise and get attention. They have not been responding well to how I have been dealing with the situation. I feel like I am not being respected by 3 or 4 of them. Seeing the principal & detention are almost regarded as a reward and there has been no change in behaviour. Growling results in a minutes silence - that is all. Positive reinforcement is hitting the edges but not the main players. -I think I need to strongly reinforce expectations through rewards as reinforcement. -Some of these boys may be unreachable and by focusing on them too much it is disrupting the learning of the others. -Will have conversations on Wednesday with parents re. reward systems for daily good behaviour.