Criteria 9 Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of students

Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of students

Indicators:

·          Demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and multicultural contexts of learning in Aotearoa New Zealand

·         Select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse students

·         Modify teaching approaches to address the needs of individuals and groups of students

How does my knowledge of the varied strengths, interests and needs of individuals and groups of student’s influence how I teach them?

Reflective Statement

• ·        Learning groups based on abilities - Reading/Maths/Writing
• ·        Differentiated learning activities for ability groups
• ·        Ensure varied teaching strategies – visual, verbal and hands on learning
• ·        Incorporate Interactive Whiteboard activities where possible
•           Individual Learning programmes for students with       Behavioural/Language/Learning Difficulties
• ·        Varied learning programmes to interest students
• ·        Promoting Self-Learners
• ·        Using progressions to close the gaps
• ·        Topic/theme based learning – reading books, science, ICT, Writing
• ·        Accelerated learning programmes – Writing, Maths
•          Support Second language Students - Samui
•          Advice and leadership beyond the curriculum

Social and Cultural Influences

The social and cultural influences on learning can be huge. Students learning can be greatly impacted by their home life and beliefs. As a professional teacher in New Zealand where classrooms are more often than not multicultural it is vital that knowledge of the social and cultural contexts of students is gained. This can be achieved during Student Led Conferences, reading student’s files, staff knowledge and general conversations.

Also refer to Criteria 10 and 3.
Within the cultural dynamics of Room 10 there are many cultures represented - Maori, Pacific Islands, NZ European and Australian. Establishing a Classroom Treaty and Guidelines collaboratively helps to create a wholesome culture within the classroom. Children (especially at a young age) can be influenced greatly by whanau and their teachers. So I try to be the best role model and demonstrate equality and fairness to all by following the treaty and school rules and showing I care about them.

Teaching Approaches

It is my job to ensure learning programmes are created to cater for all students and their learning abilities. In order to do this I need to make sure I know the student’s abilities and needs. This can be achieved by diagnostic testing, reading student’s records, one on one testing/learning conversations and colleague discussions. Once I have a good understanding I can then place students in ability based groups and set work accordingly. By having a good understanding of the learning progressions and by reading curriculum documents I can create learning programmes which cater to my student’s needs.

As a first year Junior teacher I have had to learn a lot about implementing appropriate and interesting learning programmes, using a range of relevant resources, planning effectively and understanding the different assessment tools. It has been a challenging process but I have thoroughly enjoyed it and will continue as all teachers should, to keep up skilling and  growing as a facilitator.

Also refer to Criteria 6

Planning and engagement

It is important to plan and teach in response to individuals and incorporate learners’ choice and differentiated learning strategies. I try to select and modify strategies/approaches and resources when ever I can, including within ICT, based learners’ previous experiences and engagement.

Writing - Topics that help accelerate learning

Reading Programmes

Topic/Science Work that supports student learning and engagement

Guest Speakers to support learning

Zeth Dillon is a student with behavioural issues in my classroom. He as well as myself, have had on going support from different facilities and staff members in order to create positive learning programmes which are engaging and beneficial to him and his peers. As a result I have improved and modified my writing programme, topic work and fitness programme. Zeth has had less behavioural issues this year as a result of these changes and the on going support, but there is always room for more reflection and improvement.

Samui is a student who arrived from Samoa in Term 2. She had limited English speaking and listening skills. She was quickly accepted into the culture of Room 10 by her peers. Samui has made great progress with all aspects of school life - friendships, learning and the systems of our school. This would not have happened if the culture within the classroom and school and the support of everyone was not there.


                                                   Student Voice/Ideas for Topics

• Tadpoles
• Fairy tales
• Compost Bin
• Fire fighters