Sunday, 23 July 2017

Re Thinking Maths

At the halfway point of the year we are still very much focused on the emotional well being of the lads. First and foremost our challenge lies in having the boys ready for learning each and everyday.

I believe that we have reached a point where we now have a balance between academic outcomes and social outcomes. The boys, for the most part, are ready for academic learning and are revelling in their curiosities.

This coming term, as a school, we are learning about Planet Earth ad Beyond - Space. At Level 2 we are directed to focus on the sun's impact on earth which leads to learning about time. For maths this is of course the measurement strand of the curriculum.

For two terms we've been focussing on basic addition facts and place value to 3 digits. The boys haven't shown a lot of academic progress in maths and in fact are not even retaining the basic bonds to 10 that we practice everyday. There's little point continuing to flog this horse, even though I believe those skills are the most important - this approach is not working for us.

So for term three I endeavour to make every lesson based around the strand of measurement. There's a lot of scope for number as well as problem solving and hands on, in context, maths. This approach also allows for a lot of partner and group work - something that all the boys continue to have trouble with.

Some goals for term 3
  • Use maths lessons to focus on teaching participating and contributing as well as relating to others
  • Use strand maths to address the gaps in number knowledge
  • Make maths more of an academic focus within the class

I've spent a good portion of the term break making, creating, thinking about all sorts of activities based on NZ Maths lessons in Measurement. There's an absolute treasure trove of planning and lessons to draw on.


Monday, 1 May 2017

Boxall Profile

One of the tools we are using to gather baseline data on the class is the Boxall Profile developed in London in 1969 by Marjorie Boxall
THE BOXALL PROFILE

The Boxall Profile provides a framework for the precise assessment of children who have social, emotional and behavioural difficulties (SEBD) and are failing at school. It helps teachers to plan focused intervention for those children whose behaviour seems to make no sense. The profile provides the teacher with insights and suggests points of entry into the child's world — it makes people think about what lies behind the behaviour.
This profile provides a different way of looking at the behaviour that gets in the way of the child's progress. It focuses on children's early development, on their self-concept, on the attitudes they had absorbed and brought with them into school. The test highlights the difficulties presented by most of these children as the outcome of impoverished early nurturing. Lacking an adequate experience of being cherished and attended to, for whatever reason, they were not able to make trusting relationships with adults or to respond appropriately to other children. They were unready to meet the social and intellectual demands of school life, and so failed.

The Boxall Profile is separated in to two areas - Developmental Strand and Diagnostic Profile. 

The Developmental Strand
This measures progress through the different aspects of development in the pre-school years.
  • Organisation of Experience
    • Engage and participate in learning. has\ the necessary tools to be able to be a part of formalised education.
  • Internalisation of Controls
    • Be able to self manage to be a part of a functioning group and follow formalised rules.
High scores on the Developmental Strand indicate that a child feels supported and is ready to learn.


The Diagnostic Profile
This consists of items describing behaviours that inhibit or interfere with the child's satisfactory involvement in school. They are directly or indirectly the outcome of impaired learning in the earliest years.
  • Self Limiting Features
    • Lacking interest and motivation. Very low self worth and negative self talk.
  • Underdeveloped Behaviour
    • High levels of impulsivity, low level of self and sense of belonging. Seeks attachment.
  • Unsupported Development
    • Profound lack of trust in others. Feels unsupported and insecure. Blames others, often angry, perceives high level of threat leading to resentful and negative behaviour.

High scores on the Diagnostic Profile suggest a profound lack of early nurturing care, and perhaps abusive treatment. The child has had no reason to trust the adults in his/her world and protects him/herself from hurt and total loss of self-regard by strategies that cause trouble in school

Friday, 28 April 2017

We've Come a Long Way Baby


Week 10 and #DaBoyz2017 have evolved into a team/class of gorgeous wee humans. We've gotten into our routines for each day experiencing fun, hands on, quiet, noisy, thoughtful, engaging activities.
Our main learning has been around self regulation and relating to others. Through co construction (unbeknownst to the boys) we've come up with three values and three phrases that provide cues for the boys to manage self and relate well to others.
  • Kaha - Strength of heart
  • Tiaki - Care
  • Kotahitanga - Work together
  • Good listening
  • Happy words
  • Smiley faces
A quick mention of one of these words or phrases from myself or one of the other lads, gives the wee boy a moment to rethink his actions and behaviours. While not always successful in regulating every moment, we've certainly seen a vast improvement in the ability of the boys to self manage in a tricky situation.

The learning we've experienced has been vast, of course not only in the three Rs. Most learning has come from those flexible moments but main parts of our routine - family lunch and bike riding - have led to some awesome learning moments.




Sunday, 26 February 2017

Speed Bumps


It's going to take some time to get this right, to work out how these guys operate and how we fit together.The first of many speed bumps has come along as I've tried to build a team or community within these lads. As I spoke about helping each other make sensible choices and guide one another through the day, the boys took this as an opportunity to nark, tell tales and generally be mean about one another - fail one.

Week 4 and the new angle I'm taking is to simply manage ones own behaviour first and foremost, in an attempt to build role models that the less mature boys can model themselves on. After 5 days of this approach I've seen drastic changes in how the boys deal with conflict and niggles within the classroom. There's still a lot of pointing out of others behaviour and niggling at one another, but the big things are discussed as a class and don't lead to even bigger issues and the smaller ones are being ignored and therefore aren't being fuelled in to full on flames. So overall, the boys are more settled and our days are happier.

During our recent writing test (where the boys could only stay quiet and still for 10mins) I noticed that 6 out of the 12 gents were left handed.  Basic Googling tells me that left handedness in males can be linked with developmental delay. Certainly an area of research I'm going to be interested in  - to be continued.......

As we've just been through "testing week", I've made sure to make time for physical and creative endeavours to balance the sitting still. The most successful activity was creating stop motion animation using everyday toys. I set no rules around what they could animate or where they needed to be situated within the class. The boys took complete charge of themselves and their task and were able to quietly and thoughtfully make some cute animations - we even exported them to iMovie and added sound effects before using html to embed them on their blogs.
Even though these guys struggled to write complete sentences and sit still for even 10mins during a writing test - they were all successful in tackling new learning around animating. Where does this put them on National Standards?

What have I learnt in one month

  • Positive talk is Powerful
  • My boys hate being made to sit still 
  • Strong routines work
  • My boys are gorgeous and will do anything for a bowl of ice-cream!



Saturday, 18 February 2017

Introducing The Delightful Dozen


A wonderful "side effect" of the Manaiakalani MDTA program is that for 2017 I get the wonderous opportunity to try something new, something special, something just a little different. I mulled over what this may be during the latter half of 2016.

Each year at Pt England I am blessed with a class of gorgeous talent, gorgeous hearts and gorgeous mischief. A pattern has developed where I have been somewhat drawn to the mischief version. Those kids who need a little something extra each day. A little something to set them straight, keep them smiling or help them be a member of a busy classroom. I have enjoyed the challenge of learning what every one of these treasures needs to succeed.

So for 2017 I am embarking on a class of gorgeous talent, gorgeous heart and gorgeous mischief with 12 small boys who may just need that little something extra.

So far we've had three days together and each day I tackle with a very flexible plan. We're jumping on on learning as it presents itself as well as using each moment to discuss core values and key competencies.

I do hope that by building community within the boys, they develop a great sense of belonging and trust in each other and their school. This sense of stability, trust and love will allow the boys to access learning that has otherwise evaded them and get them on an accelerated pathway to future success.

Wednesday, 1 February 2017

Trauma and Cognitive Development

Approximately 300,000 children in New Zealand are classified as living in poverty. This is defined by a household income that is less than 60% of the median household income. (NZ Children’s Commissioner 2015) These children have increased health risks, lower academic achievement and are more likely to suffer from childhood trauma. (Wilkinson, B., & Jeram. J 2016)

Trauma is defined as an overwhelming and unregulated emotional response to a negative experience. The effects of trauma can be immediate or in younger children, manifest in delayed responses triggered by like experienced in older childhood. (Bainbridge and Lasley 2002, Beecher, M., & Sweeny, S. M. 2008, Garrett 2014, NZ Children’s Commissioner 2012, Tough 2016, Sitler 2009 ).

Traumas, which are more prevalent in the lower socioeconomic households, (Children’s Commissioner’s 2012) are recognised as the greatest stressor for cognitive development in children which contribute to lower academic achievement levels in formal schooling. These traumas include, parental separation, emotional and physical neglect or abuse, violence, and substance dependency. (Garrett 2014)

The constructivist theory developed by Piaget, generalises that a child constructs their own knowledge through experience, observation and experimentation. Through assimilation and accommodation children develop their understanding of the world. (Siegler et.al 2003) If responses differ from expected, children can become maladapted to certain environmental factors, their equilibration of understanding is thrown off.

Neglect or abuse can cause disequilibration. If a child is not responded to as expected, then their
understanding of that stimuli is altered.

A child who grows up in a violent or neglectful household learns that the adult in their live is unavailable or dangerous. (Williams 2006) The cognitive development of the child is compromised, socially and emotionally. To maintain a level of attachment to the abusive caregiver, relationship schema in the child are permanently altered. (Saakvitne 2000)

These maladaptations cause great stress to the child. Memories of traumatic events are processed or altered, offering false perceptions to the individual. These perceptions are then revisited when faced with emotional triggers.

Essentially, humans are all born within a similar range of intelligence, however childhood experiences within the formative years, will impact upon that child’s ability to learn. (Bainbridge and Lasley 2002)

Trauma experienced as an infant is often experienced implicitly. The child has feelings around the trauma but no concrete event to hold it to. This leads to emotional responses to events without knowing why. The child has no words to explain or describe their reaction and feelings. (Kaplow et.al 2006) This makes understanding the reasons for triggers and preventing excessive reactions, extremely difficult.

For a child trying to learn in a traditional school setting, trauma can greatly influence their ability to remember, process and think critically. A child overwhelmed by unknown feelings, or anxiety does not have the cognitive space to focus on learning new concepts or to process and transfer new ideas. They are often much slower at attending to and adapting learning, which increases stress levels and makes school an even more unpleasant place to be. (Tough 2016, Sitler 2009)

Many research studies indicate that childhood trauma compromises safety, diminishes the sense of belonging, and has a negative impact on cognitive development and the ongoing cognitive abilities of children. (Enlow et.al 2012; Majer et.al 2010; Willis et.al 2015; Streeck‐Fischer & Kolk 2000)

Tuesday, 6 December 2016

2016

This time of year I like to reflect on what the kids have ACTUALLY learnt. Where has my teaching made the biggest difference?

Looking at hard data gives one very small point of view. One moment in time that tells us something - but not the whole picture.

So much more exists in our day to day than reading, writing and maths. Children make gains socially, emotionally and metacognitively. Those unmeasurable qualities that make for the well rounded citizens we're shaping and moulding.

Early this morning I quite randomly stumbled across a re post on Twitter titled -
Don't Ask Me for My Kids' Test Scores... 
I'd share more thoughts, but this blog post from Eric Johnson says it nicely.