Introducing Team Names......

 

We are super excited to introduce our 'new' team names.  The school is divided into 3 teams: 

• Junior/Potiki: Year 0 - Year 2  Room 1, 2, 3, 4, 5, 6, 14
• Middle/Waenga: Year 3  - Year 4 Room 7, 15, 18, 25 (previously 14), 26 (previously 17) 
• Senior/Matamua:  Year 5 - Year 6 Room 11, 12, 13, 16, 23 (previously 22),  24 (previously 21)

The teachers in the team work together to ensure we deliver quality teaching and learning programmes. At New Windsor, we value supporting each other and working together to find solutions. We create environments to foster growth and grow together to be the best we can be, like a whānau.

This is reflected in our team names:

• Pōtiki is the name of our Year 0 - Year 2 team. This translates to the youngest child. 

• Waenga is the name of our Year 3  - Year 4 team. This translates to between, in the middle or among. 

• Matāmua is the name of our Year 5 - 6 team. This translates to the eldest child. 

The team logo reflects our teams. We have used the Harakeke analogy for several reasons: 

• The beautiful Harakeke plant surrounds our school
• Represents growth. 
• Represents whānau  - rito (root) is the child and protectively surrounded by the awhi rito (parents). The outside leaves represent tūpuna (ancestors). At New Windsor, the child is at the centre of what we do. 

We have added flowers to reflect the vibrant nature of our school and the amount of Harakeke bushes increase to show we can grow together. 

This is surrounded by our New Windsor values - Auahatanga (creative), Mahi tahi (collaborative) , Ngākau titikaha (Confident), Whai koha (Respectful), Kawe haepapa (Responsible) and Manawaroa (Resilience).

Diwali and Wananga

 

As I write this, I cannot believe we are in November, and it will be 2022 very soon!  

Diwali 

We finished a week of Diwali celebrations.  As I browse our blogs and talk to our staff,  it strikes me the different ways we have celebrated Diwali with our current restrictions. It speaks to the idea that people will find a way to make it happen if it is important.  I highly recommend you visit our Facebook to see all of the celebrations: https://www.facebook.com/newwindsorsch. 

Manaiakalani Wananga

Last week, I had the pleasure to attend my very first Manaiakalani Wananga.  Wow! I can see the effort and work that went behind the scenes. Ka pai to Russell/Dorothy and their team. Very slick. 

My biggest takeaway was definitely the Manaiakalani Innovative Teachers presentation.  I thought it was an excellent example of Teachers' Inquiry. Our school is currently going PLD under Spirals of Inquiry.

                                             Graphic credit: Judy Halberg and Linda Kaser (2013)

The inquiry is about what impact do I have as a teacher on my students? Am I having an impact? How do I know? 

Things I took away from the presentation: 

• How specific the focus is. As teachers, we want to always do the best for our students, and what happens, we can take on a considerable part of an inquiry instead of focusing on specific teaching practices. e.g. I want to be explicit with my learning intentions. How can we be explicit? What are the tools we are using to be clear?  What does current research say? Does the data match what your hunch is? 
• The use of tools to enhance the teaching practice rather than learning the digital tool or app. The change is the teaching practice.

Coaching

 

I listened to a session about Coaching for Wellbeing, and it led me to a video about solutions-focus coaching (click the photo to watch a short 3-minute clip). 

The idea of coaching was introduced to us last year by our Principal.  When I first heard about it, I could see so much potential. Some of the points resonated, and I could see where this could go. 

Ultimately what do I love about it? The self-efficacy and mana-enhancing qualities it has.  It also fits in with what I blogged about a week ago. 

 "Do we create an environment where flowers can grow or an environment where it doesn't bloom?" "Do we see strengths or do we see flaws? Do we see that the bird can't fly?  What do we do with birds that can't fly? Do we let it go and blame the bird?"

I believe we enhance strengths, and we "coach" the flaws. No one is uncoachable or "irreparable". We are all humans, we make mistakes. 

This brings me back to the video and some of the points: 

• Helps people to move on from tough situations when they are stuck
• Not solving the problem and about building a solution. 
• Problem-solving is the opposite of solutions-focus. 
• Problem-solving - what's the problem, and what can we do about it? How can we fix what is broken? What is not working and needs fixing?   
• Solutions-focus - what do you want and what is working already?  What is working, and what can we build on? 
• Solutions focus is energy and motivation building. 
• Works well with team building and organisational model. 

I tend to lean on problem-solving and how can we fix it. I see how solutions focus is focused on the strengths and what is working already. I can see how this can enhance energy as you are focus on the positive. 

There is still a lot to learn with the different coaching models, but I am excited to develop my coaching skills. 

I'm wondering how it can fit with Kim Scott's Radical Candor? 

Kahui Ako WSL Presentation Day

What a fantastic day of sharing of learning!  I love these kind of days as it is chance to get challenged with your beliefs/ideas or get new ones. 

I have to give a huge pakipaki to the WSLs for the outstanding job they have done! I can see the work and effort they have put throughout the year!

 I attended 3 sessions - Wellbeing, Cultural Responsiveness and Assessment for Learning Inquiries. 

Wellbeing

The biggest takeaway for me was the importance of team towards wellbeing.  It was really fascinating this correlated to students' wellbeing around friendship. This resonated with me as my wellbeing increases when I contribute to a team and we are working towards a goal. I know being excluded can be tough too. 

Assessment for Learning 

I really enjoy this one as it reminded me of the importance of rubrics. I have heard pros and cons but I can see why it will give a clearer pathway. 

Mātauranga

The team shared a quote that resonated with me: 

Taken from Kahui Ako Slide

It reminds me a lot of the PB4L values and restorative practices. Does the environment allow the students to grow? It makes me think what our role is in creating that environment - do we create an environment where it can grow or an environment where it doesn't bloom?  The inquiry was placed in a culturally responsive context. How culturally sustainable is our environment? Do we encourage only certain types of flowers to bloom? 

Taken from Kahui Ako Slide

Which brings me to this quote. Do we see strengths or do we see flaws? Do we see that the bird can't fly?  What do we do with birds that can't fly? Do we let it go and blame the bird?

The most powerful for me is: " If an alien walked into your classroom would they know they were in New Zealand (a country based on a bicultural foundation as set up in Te Tiriti o Te Waitangi)?" 

Te Reo Māori Week Raapa Wero

 Nau mai ki te wiki o Te Reo Māori! 

Since 2019 our staff have been given a wero to try during this week. I still remember losing to Ms Key in pronouncing the longest place name. 

 Taumatawhakatangihangakoauauotamateapokaiwhenuakitanatahu. She did it in 5 seconds and I did it in 10 seconds. 

This year is no different - our kura is celebrating with a few wero that our kaiako posted onto the NWS Language Site.  

Here is my Raapa Wero: 

Wellbeing

Let's talk about Wellbeing. 

Mental Health Foundation has a great resource called 5 Ways of Wellbeing.  This resource works really well for me as I'm a checklist girl (and in teacher land, we call it success criteria).  I use it as a way to check my own wellbeing. 

Before Lockdown, I took the opportunity to teach writing every day with a group of Year 5 - 6 students. I was super disappointed I was unable to do this during Lockdown.  I wasn't sure it will even work, but we will never know until we try. 

So every Tuesday and Thursday, for 30 minutes, I will host a Google meet with my Writing group.  After my 2nd lesson, I felt.... for the lack of a better word buoyant. I felt quite light after connecting with my writing group. 

I can describe it as adding to my wellbeing. 

I originally had a lesson planned on Slow Writing; however, 5 minutes into it, I decided to change. The kids wanted to connect. They wanted to talk and listen to other people's experiences about the storm the night before.  Hearing their stories reminded me why I spent hours reading blogs and giving feedback, planning lessons and putting together data to analyse where our students are at!  It's for the kids! By me connecting to them and giving them time, it added to my wellbeing. 

Before the lesson, we played a focus game, and after the lesson, we played a typing game. It was simple, but I took joy in the kids trying their hardest! I'm a little bit worried that William will totally beat me......

Confession. I haven't really "taught" kids using Google Meets. It's always been adults, so I was pretty nervous. When I'm nervous, I need certainty, so I tend to research and trial before having a go. In my trial and research, I found out about host controls.  Students can't join until you have.  I can simply put a consistent link - it saves me time to create a new one every day. I love this feature and love I learnt it. 

After feeling quite energised, by my meet  I went for a walk! 

Wellbeing is different for everybody.  I personally enjoy using the 5 Ways of Wellbeing to check my own! 

Lockdown Norm: August

 Here we go again! 

Just like that, we go back to a new norm of meetings online and distance learning. 

Yesterday I had back-to-back meetings on 3 different platforms - Google Meets, Zoom and a Microsoft Meet. 

It made me think of how all 3 platforms were different but the same. The place you may click on is different, but it offers the same functionality.  All have the ability to share the screen and put people into rooms. 

Like reading, digital fluency is about teaching strategies - what to do if we have come across the unknown?  In reading, we teach to draw upon their prior knowledge and use the clues in the text. 

In the digital world, we ask them to draw upon their prior knowledge and look at the screen for clues (can you see the mic button?).

W3, T2: Empowering Creativity

Back in March, a member of our community shared a reading about the Pegasus Project.  As I read the article, it reminded me of New Windsor's journey with introducing digital technology in our classrooms back in 2014.  

Many of what worked for the Pegasus Project were present in our Ako Hiko Cluster and when New Windsor introduced 2 digital classes.   We joke that we were the OGs - the "original gangsters" of Ako Hiko. 

I still remember our first day at May Road School -  a room full of educators not knowing how to implement 1:1 but knowing we want to use technology to accelerate progress and achievement. One thing we did know we had to change our teaching practice. I don't mean using technology more in my classroom - it was the actual nitty and gritty of teaching - our pedagogy had to change (how we teach). What teaching practice will make an impact and difference for our tamariki today?  We also knew technology won't fix ineffective teaching practice. We knew what we were embarking on something powerful and sustainable - it was the first hint of Learner Agency and addressed Learners at the Centre principle from  7 Principles of Learning. Isn't it more powerful and important for learners to know their learning goals and find ways to achieve them?  

Do I still feel the same after 7 years?  Yes. 

Traditionally, the classroom teacher held all the knowledge, therefore, had all the power - teachers can choose when to share that knowledge. The teacher's job was to give knowledge and for the students to consume that knowledge.   But with the advancement of technology and the information so easily accessible, it calls for another skill. 

These days we need the creators and the empathisers. With information easily accessible and sometimes information overload, students must critically think about the information, ask questions, connect information from different places and put it together, and create their own knowledge by giving their own thoughts and opinions. So it is increasingly important to develop creativity, empathy and critical thinking. (It's no surprise that creativity is in our New Windsor Way!). 

I feel the information isn't helpful if the students don't know what to do with it -  if they didn't have the power or choice to act on it.  DMIC calls it no passive passengers. 

It's not enough to consume technology, but we have to use it to create. 

.......And today, I learnt a phrase that is becoming my favourite "empowering creativity". 

New Windsor teachers attended a cluster-wide Ako Hiko meeting and did a role reversal along with other schools, and our tamariki became the "teachers". The students taught different apps they use to unleash their creativity.  

It made me think, what opportunities do we give our students to be creative? What opportunities do we give for students to be the "teachers"?  

Many of the teachers took the opportunity to learn about Book Creator and Tinkercad. I went to the Piskel app to unleash my own creativity. Here is an attempt at a monkey! 

Thank you, Felix, Isaac and Zac. You did a great job - confident and very helpful. 

Thank you, Owairaka, for hosting! I would also like to give a big applause to all the Ako Hiko Leads and Phil for doing such a fantastic job today.  

Week 7, Term 1: Resilience

 This term we have been looking at resilience. I had the honour of taking Room 7 and they used play-dough to show their understanding of resilience. 

Here is one of our students describing the time he was resilient. 

Week 6, Term 1: Social Media

 At New Windsor, we celebrate learning in all kinds of ways! 

Certificates, assemblies, sharing on our blogs and sharing with our buddies.  Another way we celebrate our learning is through our Facebook and Instagram page. Join us in the celebration!

Facebook

Instagram

Week 5, Term 1: Learn, Create and Share

 Here we go again! 

I have been super proud of our staff's response to our Lockdown. Who knew back in 2018 that we would be teaching from home and learning to Zoom and GMeets. 

At New Windsor, we constantly reflect and review our programme. We looked at the rigour of our distance learning programme  - did it include learn, create and share and our New Windsor Competencies - (Creative, Collaborative, Confident, Responsible, Resilient and Respect).

What is Learn, Create and Share?

LCS is how the teacher will teach their lessons.

For example, your child is learning to add adjectives to their story. The teachers will provide opportunities for their students to learn adjectives through multiple methods (lessons, 1:1 teaching, group teaching, videos).

The teacher will plan opportunities for students to create offline and online, e.g., create sentences with adjectives and make a book to show adjectives. The students will then seek feedback and share their learning through various methods - group discussions, blogs or communicating with their teachers. 

The LCS develops the skills below: 

• Learn: Howto access  existing knowledge 
• Create: How to combine existing knowledge with original ideas in new and imaginative ways to create a unique outcome. 
• Share: How to connect and collaborate with others and build on existing knowledge. 

Learn, Create and Share does not happen in a distance learning space. It is a programme that happens both offline and online. 

While our teachers were teaching in the online space, juggling their home life  - they were undergoing professional development in this area. 

Our teachers learnt how to offer rewindable learning and plan with an LCS focus. 

We are very proud of their achievements and growth! Ka pai to mahi. 

Week 4, Term 1: Introducing our 2021 Student Teachers....

New Windsor School works in partnership with the University of Auckland to mentor and coach student teachers. 

We believe this is our contribution to the education community. 

We are looking forward to seeing their growth! 

Week 3, Term 1: The New Windsor Way

What a year it has been. 

2020 was definitely.....memorable! 

Amidst pandemics and Lockdowns, New Windsor was undergoing a  lot of reviewing and restructuring. We reflected on what was going well and what we can improve on. 

One of the things that have made me proud was our work on the New Windsor Way and our Local Curriculum development. 

There were three things that made me proud: 

1. It was made in collaboration with the community, BOT and staff. We narrowed it to what was important.  We consulted in everything, including the development of our Competencies Characters. 

2. The story behind the New Windsor Way. It showed our multicultural (We have 26 ethnicities and counting, most of our students also have a dual ethnicity) and our area. We have Waitakere ranges as well as the Manukau Harbour. It showed the Pohutukawa trees, which are prominent at our school and our resident bunny, Marigold. 

3.  But most importantly? Our tamariki saw themselves in the representation.  I overheard a conversation in the office where the students were discussing our Competencies and identifying who was who in the school ("That looks like....." " and that is.....") 

We achieved a lot in 2020. I am looking forward to what we will achieve in 2021! 

Week 2, Term 1: PLD for our Staff

We are in the business of learning and learning doesn't just happen with our tamariki. Our kaiako and learning assistants are learners too! 

Before school started they build their digital fluency and a new way of teaching Maths - Developing Mathematical Inquiries. If you want to find out more information about DMIC - https://www.educationcounts.govt.nz/topics/bes/developing-mathematical-inquiry-communities/02-a-parents-perspective. 

Week 1, Term 1: Welcome to 2021

 Welcome to 2021!

It's been awhile since I blogged.  I use to blog weekly when I was in the classroom and when I did Post Graduate Diploma.  The benefits for me was reflection and articulation. It was a way to clarify my understanding and work out my next steps.  It was to focus my thoughts and really helped with my thought process. 

I believe that reflection is integral to learning.  We grow when we control our learning and reflection is part of the control and ownership.  

I also found it beneficial to read other blogs - it gave me a different perspective and build on my understanding. 

New Windsor School is part of the Ako Hiko Cluster, and the cluster is part of the Manaiakalani Outreach programme. The 8 schools within the group collaborate and work together to implement a Learn, Create and Share programme.  To learn more about Ako Hiko, please click this link: https://www.akohiko.org/.

Blogging is one form of sharing we do at New Windsor School.  You will read our class blogs at Classroom Blogs, and our Senior Management will be blogging.  The link to our Senior Management blogs is on the side of this blog. 

Why blogging? 

There are many benefits of blogging: 

• Learn to share as Cybersmart Digital Citizens
• Connect with others to build knowledge and share their learning 
• Connect with the wider community
• Engage and motivate through the authentic and real audience
• More information here
  

W7: Sudoku and Geometry

We have been working in problem solving groups to work out Sudoku problems. For geometry, we have been learning about translation, reflection and rotation. We made a dance around it.

W6: Writer's Festival and More

Wow! Room 12 was busy this week.

On Tuesday our Road Patrollers were rewarded with a trip to Rainbow's End.
On Wednesday our Y5s had a sleepover at Kelly Tarltons. They enjoyed this highly and learnt lots.
On Thursday we also had our 5 - 6 year olds Cross country. Our Y6 leaders cheered them on.

We also had our first ever Writer's Festival week. For Writer's Festival we made picture books, poems, black out poems and some of us had a go at reading our writing dramatically. Here is an example:

Thank you to the parents who turned up on Thursday. We really enjoyed sharing our writing with you.





We ended the week with a Spelling Bee competition. Room 12 was very proud of our representatives - Vardaan and Caleb. It came down to a nail-bite, down to the minute competition. Eventually, Caleb won for the Year 6s. Well done to everybody who took a risk and gave it a go!

W5: Music and the Performing Arts

Week 5 already!

We cannot believe we have 4 more weeks until school finishes. This week we get musical. We have been looking at high pitch and low pitch and representing this using sound waves. 

Using scratch, we coded our chromebooks and turned them into musical instruments. It's still work in progress! Some of us manage to play a nursery rhyme tune. Time to challenge ourselves and make our own song.

Some of our students have also been busy performing this week - our Kapa Haka and Tinikling had a dress rehearsal on Friday. The Kapa Haka will be perfoming on Saturday at the Cultural Festival. The tinikling group will be performing at the NWS Playcentre's Family Fun Day.  We wish  Nayla, Cristian, Taiwhakaea, Naomi, Vivian, Alexandra, Kaia, Amelia and Khalen good luck.

What a great contribution to our school. 

W4: Rocket Balloons

For Science, we have been applying our science knowledge and skills. Can we use the science cycle to win a balloon race? Can we use the power of our observations so that our balloons can travel along the string.

Can we problem solve?

W3: Science Experiments and Tuākana/Teina

We have started our science this week. We have been looking at the nature of science and going through the scientific process (Question, Hypothesis, Observe and Record, Analyse and Share results). We first started with measuring out 1.5m string, tying it to a ruler and spinning it around our heads. What do we observe? It's making a sound! It's caused by the vibrations.



 We finished the week off with a Tuākana and Teina sessions. What can we teach others? What can we learn from others? I'm an expert on what? What do I want to learn?