The list of priority learners in this class is attached here (scroll down to Semester 2). I created the list half way through term 3, with comments, then updated it at the end of term 4, to reflect the marks on their reports. Comments from term 4 are in red.
I noticed that the students marked as ‘priority learners’ in term 3, remained a concern in term 4. It is a pity that two of them (Trae Davies and Jade Waipara) lost 15 credits out of 20 in term 4. This, despite my regular encouragement and assistance in class. I will have a chat with these two to find out what could have been done to ensure solid achieves on their parts. One point of interest is that even though they scaffolded their final assessment (a documentary about an animal in Spanish), neither of them completed the task. They just seemed to give up and at one point Trae told me “just give me not achieve miss”. I was surprised at this attitude. I plan to discuss these two students with colleagues in the Languages Department to see if there is another way of motivating uninterested students to at least complete work to a point where they can get an achieve.
This was a link from and AQA email I received on 14/10/15. Reading this has helped to confirm my classroom experiences so far with digital resources – that students appear to be more on task, engaged, motivated and willing to complete a task, even if it is a bit more challenging than normal, if they are given the opportunity to use their device, they are free to choose which resource or website they may use and they can collaborate with other students as well.
Note taking alone, using refill and a pen/pencil, is no longer motivating and does not reflect the way they live. The students who voluntarily choose to use refill in class for notes, or tasks, are few and far between. While working digitally, of course there are distractions such as notifications coming through, and the temptation to check your imessages, facebook etc and reply as well. Actually, this also reflects the workplace as well because I know from talking to young adults that they are constantly interrupting their work with short ‘breaks’ to keep up to date with their friends, or check their emails.
Perhaps the discussion should be about whether it is ok to allow these mini ‘time-outs’ in the classroom or not. I have reviewed another article about this.
My notes from this mornings meeting:
1. I must make a note for myself to call students who are off for 3 days or longer to check how they are and keep kamar up to date.
2. We discussed the fact that with the best will in the world, students do forget the words so put the words back up, but find the music without someone singing in the background.
3. I have addressed the issue of bullying/proper respectful manaaki towards other students in form class several times. After this meeting today, I reminded them again that it is not acceptable to just stand by either. They could go and fetch a teacher or older student, or try to talk to the bully in a reasonable voice and talk them out of doing the bullying, or separate them (cooperation works wonders).
Sent: 18 June 2015 9:08 AM
To: ORE Form Teachers
Subject: Minutes from this morning’s meeting
Ph (09) 4273833 ex232
Wow I wow’d the kids today: