============================================================

Kia ora
Nga mihi kia tatou katou
Nga mihi ki nga mate
Nga mihi ki te hunga ora
Tatou tatou katoa

Welcome to all
Greetings to us all
We pay tribute to those who have passed on
We pay tribute to the living
We recognize each other.

============================================================

The theme for this Newsletter is beginning the school Year.
This newsletter has been written by Bruce.
Feedback appreciated bhammonds@leading-learning.co.nz

Email this e-zine to anyone who may be interested in the 'voice' of creative teachers and schools - particularly beginning teachers.

Be great if you could subscribe all your staff up to receive our free e-zine and/or pass on to friends in other schools. We currently have about 3000 members.

============================================================

What's in this Ezine:

1. Our Website; sharing the voice of creative teachers
2. Beginning Teaching Newsletter on our site.
3. Jane Bluestein's Beginning Teaching article
4. Three extra ideas to start the year.
5. Advice from our website to start the year.
6. Advice for Principals - before school begins.
7. Final thoughts - be a 'learner/leader' teacher!

============================================================

1. Sharing the voice of creative teachers and schools - the challenge for the 21stC

============================================================

Our website www.leading-learning.co.nz was established because we think it is important to add the 'voice' of creative teachers to the educational debate; a debate appropriated by educational 'elites' who presume to know on our behalf what is good for us. We know better. We equally value the creativity of teachers and schools and we would like to try to encourage such teachers and schools to work together, and with their communities, to share their ideas and in the process, to contribute to developing a better world for all.

We really believe it is important to do fewer things well rather than rushing through the curriculum as is often current practice. Pride of learning comes through students being helped to achieve personal excellence.

'Teaching is characterized by a collective and individual amnesia - the consistency with which the best creations of its practitioners are constantly lost to current and future peers'
Charles Lovett/Australian Educator.

============================================================

2. Our Beginning Teacher Newsletter.

============================================================

One of our most popular articles, originating from a holiday discussion with a worried beginning teacher, who with a week to go hadn't heard any from his school about his class and school expectations, was advice about beginning teaching. With the new term starting soon we felt many teachers might be sharing similar feelings. Many schools now use this article as a handout to begin the year!
www.leading-learning.co.nz/newsletters/begin-teaching.html

If you access this Newsletter you will find a number of ideas to help you survive in style in your first days, weeks, of teaching. A lot will depend on those first few days. First impressions count! Remember there is no 'shallow end' in teaching. No other occupation asks people to work with 25 plus people at a time - teaching is a demanding job but when it goes well there is no better profession.

The Newsletter above provides ideas to answer the following concerns a beginning teacher might have:

• What will the class be like?
• What is expected of me by the principal and/or team leader?
• What will I do on day one - week one?
• How will I relate to the parents of my class?
• Was teaching really the right decision?

It is also important to remember you will never again have your class as attentive as in the first few moments of the school year. Use this time well. Make certain you let them know how you are going to help them all do as best they can in your room; that it will be a fresh chance for them all. And before they go home leave them with the same messages - ready for their parents eager questions. It is worth remembering that your students will be your best 'PRO officers' - or your worst! Don't leave it to chance!

Your students need you to:

• Give them a sense of belonging - that this will be their class where they will feel safe. Students will enter on an emotional high - some may even arrive feeling a little frightened of what might happen to them. Think of ways to make them all feel welcomed.
• Provide a place that recognizes that they are special with stories of their own to share. Begin early to value their identity, voice, interests, talents, concerns and questions. Think how you can tap into these. If you demonstrate you value their ideas they will value yours.
• Promises them they will get better every day but tell them they will have to work hard as well. They need to experience growing 'learning power'.
• Help them to learn to make 'right choices' in all they do and, if things don't work out, to always think about what they will do next time. Tell your student that with your help they will work out some fair rules to help them (criteria for self assessment in the jargon)
• Provide an environment that provides them, not only with safety and security, but also fun and enjoyment so they continue to learn to love learning.

The Newsletter on the website has advice on:

• To dress 'to impress' -first impressions count
• Preparing a presentation of your beliefs to share with students and parents
• Ideas for the day's programme
• How to make a class treaty ( to tie in with Treaty of Waitangi)
• And a few simple lessons to start the year with

============================================================

3. Advice from Jane Bluestein (USA)

============================================================

Another very useful place to get advice from is Jane Bluestein's site www.janebluestein.com It is worth running off her article 'Great Expectations' which covers the following ideas for beginning the year:

1. Both you and your student enter the class with 'Great Expectations'.
2. You need to be friendly, but your students will expect you to be 'in charge'.
3. At first 'over plan' - undirected kids turn can spare time into disruption.
4. Don't assume your students have the skills you may expect. Find out what they can do and build on these. Treat every task is a diagnostic teaching opportunity!
5. Don't try and do everything at once - start slowly and keep it simple. Think of yourself as a coach!
6. Keep routines simple at first - focus on things kids can do without your attention.
7. Treat student's mistakes as positive opportunities to teach new choices and skills - help students think of 'next time'
8. Things will go wrong - treat these situations as learning opportunities. Things will get better as time goes on, and as you become more organized and confident.
9. While autonomy may be wonderful don't be frightened to ask for help - other teachers will be pleased to assist.
10. Take time to pat yourself on the back for the risks you have dared to take so far.

'I have listened to the very best of advice and then have gone away and done my own thing.'
G K Chesterton.

============================================================

4. Three Extra Ideas to gather data about your class.

============================================================

1. Ask your student's parents to write all they can about their child in 'a million words or less' in the first week. You might be surprised with the valuable insights your student's parents provide. This respects the parent's role as 'first teachers'. Discuss at parent interviews.

2. Develop a list of as many aspects of school as you can - all the various elements of the 'traditional subjects', sports, playtime, swimming and any other aspect you might value their opinion on. Work out a rubric to assess their views. Complete one about your own school life in front of the class to show how you felt about each item at their age. For example: (1) Hated (2) OK (3) Pretty Good (4) Love it! Tell them how your feelings have changed. This will let them see you are human! Then provide them with a printed sheet to tick their own feelings for each item. From this you will be able to gather some interesting data about their values, attitudes and mindsets. This activity values their views. Repeat later in the year to note changes Ask them also what makes a great class/teacher/student?

3. Start the year with a 'Hau Ora' Unit. The human spirit; what makes us special; our beliefs; our strengths and weaknesses; our hobbies interests, families and life experiences; our hopes, dreams and passions; and how we can learn to live together with mutual respect.

Ideally teachers should get together to share their ideas and then narrow tasks down to a limited number so as to introduce the idea of doing a few things well. What language (poetic and research), maths, social studies, art and music might be involved?

The challenge for teachers is to begin the process of forging a learning community accepting of all members. When complete the room/school should visually reflect the identity and lives of the children using a range of media

What are the interests and hobbies of the students? What are their concerns about the year and their views on the various school learning areas? Students could write their autobiographies - moments of 'felt experiences' they have had. They could share their family's oral histories and 'best' stories. What are their favourite places in the area and why? What is the range of their intelligences? How do they want to work together and what are their responsibilities? Link with the Treaty of Waitangi if in NZ.

============================================================

5. Advice from our website to start the year.

============================================================

Our site www.leading-learning.co.nz/quality-learning.html has a number of articles that could be used to compile a 'beginning teaching folder'. Consider adding all staff members' e-mails onto our free e-zine list on the newsletter page. A simple process to add - or remove!

1. Teachers Role www.leading-learning.co.nz/quality-learning/creative-help-process.html This discusses how teachers help the students achieve quality at each stage of the learning process ('scaffolding'/providing feedback) in any area of learning.
2. Slowing the pace of work across the curriculum www.leading-learning.co.nz/quality-learning/quality-slow-pace.html emphasizes too much work is spoiled by students rushing. It is important to emphasize from the outset that you value students 'personal best' effort and that it is better to do something well than be first finished. Personal Best www.leading-learning.co.nz/quality-learning/developing-quality.html expands the idea of quality. To achieve quality students have to learn to see that each piece of work they do is an improvement on their previous effort. It is by achieving quality that your classroom will develop that 'wow' factor.
3. Presenting students work. www.leading-learning.co.nz/quality-learning/student-presentation.html Classes (and schools) that achieve quality student work have developed shared presentation expectations. Such books are ideal to share with parents (by sending home regularly) and in effect become a 'portfolio' celebrating student achievement and pride. Appreciating the aesthetic design skils involved is vital future skill and needs to be taught.
4. If the above represent the 'artistry' of teaching the following represent the 'craft' of teaching. Classroom Management is covered in www.leading-learning.co.nz/newsletters/classroom-management.html and lesson management in www.leading-learning.co.nz/reflective-teaching . The latter outlines a 'three step process' to use in each learning block: an introduction; the activity session; and 'wrap up' to draw the lesson together.
5. A daily programme is provided in www.leading-learning.co.nz/quality-learning/daily-programme.html This is a 'scaffold' for year 3 to 8 class teachers to adapt.
6. Personal writing http://www.leading-learning.co.nz/quality-learning/developing-writing.html shows how to value students 'voice' and identity. Oral language themes (and for writing) www.leading-learning.co.nz/quality-learning/oral-language.html, although written with junior classes in mind, also provides ideas for developing group student shared writing at all levels. Developing writing www.leading-learning.co.nz/quality-learning/developing-writing.html and www.leading-learning.co.nz/quality-learning/personal-writing.html provide process and themes for poetic writing. Develop your own.
7. How to make use of the immediate environment is covered in www.leading-learning.co.nz/quality-learning/developing-awareness.html and www.leading-learning.co.nz/quality-learning/environment-resource.html Term one is an ideal time for 'mini visits' into the environment to 'train' students to work outside and to develop sensory awareness as a basis for creative expression.
8. Classroom displays www.leading-learning.co.nz/quality-learning/classroom-displays.html provides a list of criteria to develop quality room environments to ensure your classroom develops the 'wow factor'.

============================================================

6. Advice for School Principals for the New Year.

============================================================

Many schools have established a tradition of spending two or three days together before school begins to set things in place for the coming year. Some really innovative schools end their year with a couple of days debriefing, taking about what went well, and setting up groups to begin sorting out new ideas for the next year. This gives people ideas to reflect on over the holiday period. Beginning and endings are important in any learning experience.

Before school starts.

1. Get different members of the staff introduce important aspects of the school vision, values and teaching beliefs. Many 'focused schools' have developed a set of five or six easily remembered Teaching Beliefs to ensure consistency across the school. See www.leading-learning.co.nz/download-files/te-ara-vision-and-beliefs-number2.doc te ara!!!! It might be an idea to send home to all parents on day one a simple outline of school Teaching Beliefs and expectations. This could be discussed in each class on day one to begin the process of developing a shared culture.
2. Get the staff to share with each other, in small groups, the five best things each teacher did last year and why. There will be learning points that beginning teachers will value.
3. Discuss what makes a quality classroom led by 'expert' practitioners in the school. This will also be of real value to beginning teachers making the transition from theory to classroom reality.
4. Discuss school presentation and design expectations for exercise books. Many schools have 'reinvented' exercise books as 'portfolios'. These are expected to show quality improvement throughout the year. Quality schools have developed consistent standards or 'scaffolds' for students to learn and then to innovate from. Student's books send a clear message to parents and other teachers.
5. Discuss the 'at risk' students and what ways they can be helped. Ensure that 'at risk' students are not an individual teacher problem but a school wide issue.
6. Discuss ways to start the day and how every student can be made to feel welcome. Best done in teams.
7. In teams discuss a daily programme 'scaffold'. Research shows that it is consistency of approaches that ensure all students success. What are the elements of a reading language and maths programme you will all be putting into practice?
8. In teams, or pairs, plan out day one and week one. Plan small study to begin the year. Use the theme Hau Ora (who we are, what we believe, our lives, how we care for each other) and/or a simple Environmental Study.

============================================================

7. Final thoughts- be part of the learning community!

============================================================

At the end of each lesson mentally reflect on how it worked out and what you might change 'next time'. Begin the habit of becoming reflective teachers. At the end of the day reflect on how it all went. What queries do you have and then consider who you can go for help? Gain a reputation as a person who is open to new ideas and not frightened to ask for help. Your fellow teachers will be happy to assist. Sometimes the best person may be another beginning teacher but your best support will come from those teachers you will soon recognize in the school with that 'wow' factor!!! Seek them out! Get in the habit of taking regular 'walk and talks' around the school to gather up ideas.

Take photos of your room environment throughout the year to illustrate growth that you will make as the year progresses. Develop your own professional portfolio.

'Creativity is making mistakes. Art is knowing which ones to keep'.
Scott Adams. Dilbert

'Be who you are
and say what you feel
because those who mind don't matter
and those who matter don't mind'.
From Dr Seuss

============================================================

Have a great term. Kia Kaha - have courage.

Bruce and Wayne

============================================================

We are happy to receive your feedback and if we can be of help to you let's know...
send us an e-mail!

Here are a few extracts from a few e-mails received following our last e-zine:

'Bloody marvelous as always. Your e-zine is a great way to lift your head out of the fog.'
Roger ( Cant)

'Awesome. Thank heaps for latest e-zine. A bloody fantastic're-motivator'. I feel inspired again as well as being affirmed. A must for all teachers.'
Iain (Auck)

'Wonderful web-site. Wonderful e-newsletter.'
Nicholas (Aust)

'...it is great to get a dose of sense, inspiration, encouragement, validation, passion and vision. Keep up the great work.'
P (NZ)

'What an awesome attitude to education you have. Thank you - you have given me much to think about.'
Shirley (NZ)

'Must compliment you on the ideas expressed in your latest newsletter. Couldn't agree more with all the nonsense stuff expected from principals...'
Mac (Auck)

'Just accessed your suite and have had a fabulous read.'
Vicki (Aust)