If you want to make contact with Tuifaasisiga Tuloena Sua, here is his contact cell in New Zealand, 021295 6482.
Learner’s Well being
My descriptive week.
On Wednesday we had the final session for our ESOL area cluster group. The session was held at Stonefields School and after the meeting we were given a tour by @KirstyPanapa.
I was interested in seeing their new building.
That evening I supported Virginia with our Chinese dance group who performed at the Auckland Town Hall as part of the Auckland Primary Principals Association Festival.
Then on Friday night some of us from school attended our Mandarin Language Assistant Graduation held at Confucius centre at Auckland University. Bingqin has been with us for nearly the whole of 2014. We share her with two other local schools.
30 years ago
St Joseph’s School Papanui 1984
St Joseph’s School Papanui 1984
Class of Standard 1 & 2 – Thanks to Brendan who had the photo.
In December of 1983 I graduated from Christchurch Teachers College and won a position as a first year teacher in St Josephs of Papanui for 1984. The school was a state integrated school that was a full primary school. We had four nuns teaching still at that time. I had a class of 32 standard 1 & 2 children.
I was not a permanent staff member so I spent that year applying for a permanent position. 18 months later I finally won one at a different school after 45 rejection slips.
The first day the children arrived I felt really grown up and the feeling of having 32 faces looking up at you awaiting instructions was unbelievable.
Each morning I would send the children running around the block for fitness. As in I would send them out the gate and around the block, unsupervised. At that time, the school was boarded by large paddocks on one side.
The first time I attended full school mass with my class I bribed the children to sit quietly at church with mini moro bars. The principal said they were the best behaved class in the school and what amazing skills I had as a young teacher. Later on I attended their first Holy Communion and cried with pride. I had such huge emotion.
Each Friday a class would organise school assemblies and how stressed I was when it was our turn but my class always made me proud. In those days we had three terms. The school left me until the final week so I could watch and learn how the other classes did assembly.
When a child was sick, I would think, I hope they are ok. If they were sick for four or more days I would go after school on Friday and visit them at home. I learnt about home school communication from that. The parents used to be overawed by the teacher visiting at home.
Even at that time I was a bit of a geek and can remember the excitement when our priest bought a video player. Once a fortnight, I would send someone over to borrow the machine and we would watch movies from the video shop or the children bought the videos in from home. Later on I discovered that the National Library had children’s’ videos too so I borrowed those as well as the celluloid films. I was technical even then and had my film projector’s license.
Each fortnight I would walk the children down and visit our local library because ours was so awful. Then once a month during my beginning teacher release I would take four children in my car to visit the National Library and choose a class set of books. I went by myself and was unsupervised.
At that time I knew all the parents by first name because I had the children come and tell me their parent’s name. I kept a handwritten class list. There were no databases at that time only small white cards that were stored in the principal’s office. We needed permission to access the children’s’ personal data. I kept an assessment book, and laboriously cut away the name section so that I would reuse the following pages without having to rewrite the whole class list. Soon after they printed assessment books and you just needed to write in the names. I was first in to buy them out of my own money. The positive was I could keep all the receipts and claim part of the money back on tax as part of work expenses.
As a training teacher I made all my own maths games and was proud of the hand coloured snakes and ladders, chess boards and other games created and then covered with contact. For cardboard I gathered empty cereal boxes by distributing house points for these valuable items. We did not have a laminator. The children also bought in bottle tops and small stones for counting.The children also bought in empty icecream containers. I was really lucky because one mum had access to the local pub and bought me heaps of beer bottle tops. Another worked in an old peoples home and would bring me the giant margarine containers. They were fabulous for storage. This was before Payless Plastic or the Warehouse days. Instead of stickers I had a set of self inking stamps. They were the most expensive teaching tools that I bought. I hung curtain wire across my room and hung the children’s work from that. For reading group boxes the children bought in empty wine casks and I covered these with coloured contact. They were really valuable and worth many house points.
I had a giant homework chart on the wall and laboriously hand ruled the lines. I would stamp the children’s notebook each day and mark it on the chart. The children were eager for the weekly prizes that they were hardly away sick. One parent said how much that meant to them because I had a big class. That one stamp told them that I was paying daily attention to their child.
I began the class with 32 children but lost some as the inspector was looming because I was supposed to have 25. My year was also the year that they began beginning teacher release. Basically the teacher came in and worked alongside me during reading. This was when she did turn up and was not taken elsewhere as a reliever.
I had one Maori student. Before he had me, he had a reputation with the teachers. He was a good student for me. I think it was because I am Samoan and we made a connection. I took a real interest in him. I remember several Saturdays driving out to Loburn to watch him compete in motocross competitions. His dad told me it was the first time a teacher had ever taken an interest in him. He would tell me all about his bike and when he was racing. He was fabulous at reading because before my year he spent many hours in the principal’s office. He learnt to read her notes upside down.
I had another student who led the haka and was amazing at creating story books. She would write pages and pages of stories and illustrate them beautifully. I was often invited to barbecues with her parents and grandparents. Her grandmother made bottled asparagus. They lived not far from me. This same student reminded me of the time I cut the top of my finger with the guillotine. I remember the principal coming back with me to look for the top and packing it in ice for the journey to the hospital. I was really lucky as it was only flesh that was cut. The top eventually grew back after a long time. Nowadays there is no way a guillotine would be allowed in our classrooms.
Another student lived on the outskirts of the city and I visited his house. It was surrounded by farmland and remembered a huge place with lots of bedrooms. I think this was after I had left school. Christchurch in that time still had a lot of farmland surrounding the city.
In each class you always have the diligent and conscientious students. I had one who made contact with me years later. He was the first student to do so. He said I had made such an impression on him. He is now a chemist. I felt so proud. I love teaching science and I can remember magnifying glass activities but I don’t think I taught much science in that early time.
I had another child who always drew in black. I learnt later that there was a reason for that. We never know what our children bring to school.
One student’s mum used to clean my classroom. She would help me in my room while mum was working. There was no after school care in those days.
Another student was really quiet but an amazing singing voice. She was diabetic and needed to prick her finger daily. I had to learn to deal with that and was totally unprepared . I was careful about bringing treats to school. I always bought fruit for her.
One student remembers story time on cushions and making three dimensional pictures with regard to the believing in yourself series of books, I remember reading to the children everyday and stopping the story when it was extra exciting like half way through a chapter. In those days it was the Roald Dahl and Beverly Cleary series. Another student remembers me reading ‘ The Silver Sword’ and how much of an impression it made on him. I remember trying so hard not to cry as I read that story.
Another student reminded me about awarding Bic Pen with rubbers on the end. The children had to pass a handwriting test to get from pencil to pen. I vaguely remember the pens. They were the first pens with erasers and were expensive on a teacher’s budget. The children had beautiful handwriting in those days. It was part of the curriculum.
This same student remembers the certificates I gave out such as a super BEE haviour award and a Seal of approval there was a bee and seal on the certificates.
One incident involved the boys being given the strap by the principal and I stood by and watched corporal punishment being administered. Corporal punishment was not outlawed until 1989. I would have been horrified but felt helpless.
My first three way discussion involved one child who bit another child in anger. I learnt later that this was not the first incident but that was before we recorded behaviour.
Some crazy incidents happened like a child getting lice and popping them in her maths book. I had to send her home because live lice meant it needed dealing with immediately. Now we just send a note to every child in the class about an outbreak.
I had another student suddenly throwing up all over her desk and having to clean it up myself. Now we would go to another space and the caretaker would deal with the mess.
At the end of the year I was given the most amazing homemade gifts such as jam, or fruit or homemade biscuits, chocolates. In those days everything seemed homemade. Now when I am given gifts it is usually a voucher or bought chocolates. Even now I still feel strange when parents and children buy me gifts as I think there is no need because I already have been gifted the child for the year. (But I still say thank you 🙂
The building was old and the block of classes had a wooden verandah running alongside them. The desks were the old wooden lift up jobs with wooden chairs. The walls were high as in really high. I bought plants to lift the depressive atmosphere and blue paint. To brighten the walls, I dyed rolls of wallpaper and hung those up. I bought a staple gun to help with the job and there was no display boards. So it was staples straight into wood. I bought a piece of carpet for sitting on because I wanted a shared mat space. My class had the desks grouped but many of the other classes still had the rows and the mat space was only for the littlies.
I had goldfish and when they died as they regularly did, I would bring in more from a local pond. The first time the inspector visited he asked the children how long the fish had been there. The inspector would come and check my work once a term. At the end of the year I remember the feeling of elation. I had finally passed and was a real teacher. I no longer had to worry about having my planning checked over. That did not last long as at my next school, our principal checked our planning every term.
As much as possible I would take the children out for softball and games on the playing fields. I allowed bullrush which involved a lot of school jerseys being pulled. This game was outlawed later in the school.
Each Friday after lunch I would take my class down to buddy classes with another young teacher. Her name was Jacinta and this activity allowed me to learn how to play the guitar by playing with her. She taught me how to transpose and how to play the guitar by ear.
I was heavily involved in church activities so this was another way of getting to know my parents. In addition I was the staff representative on the parent teacher association.
1984 was the one of the first years for beginning teacher release, but I often did not get it as my release teacher was used elsewhere. I had her for one hour a day spread out over the week. Eventually I was paid back a week all at once because I became very ill.
As a beginning teacher I coached a school softball team and coordinated their inter school games. Transportation was taken care of by asking the children whose parent could take a car load down to the game. Again I had no supervision and this was all before the time of Rams reports.
I also took junior school choir. The school went up to intermediate level. The following year I took whole school choir.
I formed very close friendships with teachers from the junior area. I do not remember having a team leader but did have a mentor teacher. I probably learnt more from the young teachers around me and in our way we would share resources. I cannot remember team meetings but do remember staff meetings filled with smoke as most teachers smoked.
One nun would gather a $1.00 from us each week and go down to the TAB to place a bet on the horses. By the end of the year we had won enough money to go out for dinner. I look back now and think $40.00 over a year would have bought a decent meal.
We had to pay morning tea money each term and took rosters to be the one who took the cash and go to the supermarket to buy all the biscuits.
Planning was more like a weekly timetable. Except for reading when we would list the stories read. Reporting to families happened twice a year and these were hand-written on school ordered commercial reports. I created a lined copy to help me write my own class ones neatly. No errors were allowed and any sign of correcting fluid would ensure a complete report rewrite.
I think it was only in reading that the children were grouped. I was one of the few teachers who carried out running records in the middle school. Maths and writing was taught whole class. Grouping in maths was just beginning. My children learnt their basic facts and spelling words every night.
The term overviews were my long term plan. I think I was the only one who created a term’s overview in the middle school. The other teachers said that it was because I was still such a young teacher. As for team planning, that did not happen until four years later. Remember all this was written down in a specially ruled way and placed into a planning folder. Later they published special teachers books for this very task. I remember using unlined paper backed by ruled like paper as a guide. Unfortunately I have only recently thrown all that old paper out. I would have been good to bring out and do a comparison for today.
Other memories include using the brand new school photocopier. We had a limited number of pages we could photocopy. I wrote out all my song charts and poetry charts by hand. I used an overhead projector to hand make all my big books. I had to mix my paints and dye. I was allowed a limited supply of crayons. I was allowed limited supplies of art paper. Most work was done on the chalkboard so I was always covered in chalk dust. To make pretty titles I would soak the chalk overnight in water. Once they had dried I used these ‘special’ chalk to make titles and borders.
I did not have a computer until 4 years later when we won one. Everything I made, I made by hand.
I have all my class photos. But this class was my first. They helped shape me and helped build my confidence. I remember when I had to correct a child’s behaviour I would be in tears. I loved teaching in St Josephs and loved the Catholic system. Most of my time of thirty years has been in a state integrated school. It has only been the last 7 years that I moved across to the state system.
Over time I have noticed a decline in children’s handwriting skills, scissor cutting skills, and independence. I have noticed an increase in empathy and creative thinking. But that might be because we have a different focus in education. I could also be reminiscing on what it was like back then.
So what about you? Have you been teaching as long as me or even longer. What memories can you share about your first class? What were you doing 30 years ago? Were you even born? If this is your first year, then write about it because later on it does get hazy.
“One world, Many voices.”
@vanschaijik Learning about culture is important to accept the reality “One World Many Voices”. #Globalclassroom #Culture
— Siromani Dhungana (@siromanid) February 22, 2014
Thanks to Siromani for this tweet that gave me such a great opening for this post.
Last night I was privileged to host a #GlobalClassroom chat session with Julia Skinner.
Our topic was inspired by a blog post from Edna Sackson. Edna wrote about culture and used the analogy of an iceberg.
The discussion was fast paced over the hour and I was thankful to Michael Graffin for creating a list of questions to help guide the discussion.
I was particularly interested in hosting the session as I wanted to clarify my own thoughts about culture as this is our topic for Newmarket School. The first step in teaching a new topic is to define the term with the children. I already had two sessions with the children and we had begun to make links with what they knew about culture. As my own knowledge was not as clear as it could be I was excited to learn from the discussion. I took time to ponder the various statements by going back over the chat via the storify created by Marnel. So this is what I have created for my definition. Thanks to all of you who took part as I have taken parts of the discussion to help frame my thoughts. Thanks to to Clive Elsmore who creates an archive of all the chats as it was great to trawl the following chats for their gems too.
Above the surface is the difference between us all. Below the surface is what joins us together as part of the human race. Our feelings is what makes us human. It is our treatment of the differences above the surface. Culture is our way of living. It is the beliefs and values of a group of people. It is the beliefs, values and traditions that we practise and celebrate in our daily lives. It is the core values that we all have in common such as respect, trust. beliefs, kindness and love. I think as families and individuals we evolve our own cultural practice to reflect how we are validated or what we learn. Learning about culture is important to accept the reality. “One world, Many voices.” It is about treating those differences that above the iceberg with actions of dignity and respect. It is about communication and being transparent with communication.
Where to next, this week I will be reworking our class draft definition and I can see how I am moving to creating a definition of culture from our school perspective. So again, I can see how I would use the above the iceberg to what we can see in schools as a difference between schools and what happens below the iceberg as a commonality we have with all our children in schools.
Finally, when I frame learning using SOLO taxonomy I use my SOLO mentor Ginny who I go to for feedback. Ginny has suggested I include way of life too and how culture is passed between generations. Therefore the idea from Siromani of ‘One world, many voices’ surmises this. Again Ginny’s feedback suggests turning my thinking upside down and begin with whats under the iceberg and use that to give examples of what is above the iceberg. Those of you who were with us last night, what definition of culture did you come up with?
Follow up, I was interested to see Dr Kofoed, my school principal include this statement as part of our teacher appraisal.
‘To enhance the relevance of new learning, in 2014 teachers will include:
developing classrooms as high-trust environments, where the teacher affirms and validates the culture and identity of each student.’ Love it.
Here I am again working with configurator. At this stage of my learning I think that I am at relational because I am starting to experiment with the settings.
Our journey with iPads
2011, we allowed a small trial number of children to bring their mobile devices to school.Our prerequisite was that they must have their cybersafety badge on Superclubsplus and they must have earned their gold star for technical skills.We also had parental permission. We began with 3x children. One had an iPad, one had a laptop, one had a PSP console. I collected the ISP number from their devices. What we found out……The ipad user had a personal iTunes account set up by their parent, however our user was under 13 and stated in the terms of agreement with iTunes, this should not be allowed. In addition they had a personal email address that they used.Therefore they could download apps as they wanted them and did until we intervened.Because the iPad logged on easily to the network, the device was used during break times. They sometimes allowed their friends to use them. The skills developed for the Superclubsplus cybersafety certificate were not adhered to and the student was reminded about the implications of sharing a personal device.
Lesson: Who has the right to put on a set of apps for an iPad? Is it ours or the parents? If children bring their own, do we demand that they have a school set of apps and not others? Do we have the right to ask this of a personal device? Who is using the device at home? What happens if a parent or older sibling uses the device and communicates to our children as the device owner? What happens if inappropriate apps are loaded onto the device? Should we have times on the wifi where children cannot have access? The laptop, was not as easy to access the wireless. It kept falling off. The PSP console, could see the wireless, but was not easy to hold onto.
2012, we were snupped and we developed a system of passwords for visitors. But that was not easy, until I had a technical lesson later in the year. After that, I was able to set up visitors with their temporary passcodes. We locked down student access to certain hours. Superclubsplus was going through changes and the children were not as enthusiastic with it. We did not encourage devices to be brought to school, but did not discourage it either. We had one student request access for learning reasons. Her parents had set up her account on a dedicated programme, but often she could not get on because someone else had set up her online account and I could not help her. What about devices that are internet capable that are brought to school. Eg: smart phones with internet accounts and the children take photos of their peers and teachers and upload them to a social media account. We gave each teacher an iPad and found that they added their own iTunes account and then let the children have access to the device.
Lesson,1)Learning need students accounts need to be set up by the school, not the parent. 2)Ruling about bringing a smart phone to school and used inappropriately during school hours. 3) Any visitors to be added to a temporary account and not to our teacher WIFI. 4) Teachers allowing chn use of a teacher tablet because they wanted to see how children used them. Because I had been through some training as a global online mediator with Superclubsplus, I began reading around the subject of legalities and children accessing the internet. I read widely around this area and attended Nethui where I was exposed to further discussion around legalities. I continued to find my own learning exploding. Twitter was my main source of connection, reading and learning. The more I read the more cautious I became. I also became interested in not just the learning with mobile technology but the implications. One starting to come through is that todays youth are not getting the required amount of sleep. Therefore sleep patterns are being affected. My investigation as an efellow highlighted the importance of collaboration and making connections. I was forced to face the fact that I often hide behind electronic communication and needed to balance that with face to face sharing. So moving out of my comfort zone I presented at a variety events. This included TeachMeet, Ignite Leadership and at our area ESOL cluster. I also attended educamp and padcamp. I collaborated on a global project with one of our teachers.
2013Back at school, we called back all the teacher iPads and found out how much they had been used. From our findings, not as much as we had hoped. Really most of the apps we identified were from the principal and myself, with a few others from individual teachers. We invested in configurator because children safety was our top priority. We brought in Allanah King to share with us how she used iPads with her students. We identified a set of aps that would be standard on all student ipads. There is still discussion about the relevance of this but we will sort it out as we learn from this experience. From this, teachers were enthusiastic and asked for their iPads back, so we bought a new set for them. Again we will use this year as a learning year. The one rule we gave teachers was that students were not to use their teaching iPad. Just like they must not use their TELA laptop. They were to use this tool as a learning opportunity. Already one error on my part was adding youtube to the student iPad. I was thinking from teacher access. Again terms of agreement state that under 13 must not access youtube. So that will be removed the next time I work with configurator.
Lesson1) Some websites do strange things with iPads. Eg: we had challenges with reading eggs and skoodle. Wikispaces looks very different. Therefore we are identifying tools that we can use with the children, that are safe but also can be used on the iPad. The terms of agreement in configurator identified ages for the apps to use. This helped immensely. I identified that any app with social media connections was not an appropriate app to add. Our top findings was if an account does not require student email, it was reasonably safe. If an account asked for school verification for a teacher account, then it was reasonably safe. Eg: Myportfolio, kidblog, reading eggs are safe. Accounts not safe, include wikispaces, club penguin, youtube, prezi. They all require permission for 14- 18. There is nothing stated for under. Or it said that educators take ownership and responsibility for the use of these. We have already learnt of the volume of access with our work with Superclubsplus so unless the teacher is on the environment 24/7 -caution is needed. We purchased and distributed apple TV’s to the 6 targeted classes. This was to any remaining classes without a smart board. Smart board classes had a VGA connection purchased for the teacher’s iPad. The initial observation included teachers sharing photos of learning. We hope to see this grow into children sharing their learning.
- Ensuring that teachers used appropriate sites with our children legally.
- Teachers using appropriate apps with our children and have a purposeful learning intention.
- Continue to observe and investigate what other primary schools do in regards to mobile learning. eg: Just because you can does not mean that you should.
- Create our policy around the use of devices with children.
- Continue with professional development in the use of mobile technology for our teachers.
- Continue to learn about online learning spaces.
Make memories and share stories
Last year I shared our story of using the HOT seat forum with our staff at a staff meeting.
I also would have liked to have heard Simon Evans Software for Learning presentation where he shared about our Skoodle Project.
I attended the launch of the Digital Citizenship project launched at the National Library. Already I have begun contributing to this collaborative project.
One word I took away from Ulearn was Ubiquitous computing. This is like the Internet of Things. This is machines that fit the human environment instead of forcing humans to enter theirs.
The message that I take back for my school is ‘its no longer enough to do powerful work if no one sees it.’ Therefore create content to share your stories with other educators.
So where are your stories?
How young is too young to have an email?
(Cross posted on myportfolio.)
In New Zealand 18 years old is the ages to enter into a legal contract
Here you can read the legal age in New Zealand for a variety of activities.http://www.newzealandatoz.com/index.php/page/display/653/
Youth is classed as 14- 18 and parents can sign a legal contract on their behalf. But what happens if the children are younger?
http://galesburgcusd205.schools.officelive.com/Documents/6%20Guidelines%20for%20Safe%20Use%20of%20Internet%20Resources.pdfI have been reading around the legalities for nearly a year. The above document highlights the importance of monitoring all online activity when children are involved.
I have been using Superclubsplus with children for 18 months now and am continuously astounded at the amount of activity taking place. I like Superclubsplus because as an educator I like knowing that I am not alone in monitoring my children online. Someone else is there too and the system monitoring activity is continuously evolving and adapting with our online users.
In New Zealand the secondary schools are advised to have robust systems in place when using the internet for teaching and learning.
WebsafetyNZ writes about the morals of children under 13 lying to use social media tools. Yet we teach children not to share too much personal information about themselves.
From ACMA Australia, this clip has a section regarding cyberbullying and also has data about Social Media under age users. The numbers are challenging in that we underestimate what under 13 year olds do online with or without parental permission.
I use this statement as a framework for working with teachers and children. Web safety comes first when using the internet for teaching and learning.
USA has COPPA for under 13 year olds. COPPA stands for ‘The Children’s Online Privacy Protection Act.’ Read all about what that means when working with children online.
In New Zealand – we do not yet have anything like COPPA in place.
Until this changes then New Zealand follows the legal binding contract between 2 parties or a signed parental agreement for youth. 14-18.
Under 14- the area is still grey.
Hence how can it stand up in court if anything goes wrong?
One statement I continually make is just because we can – does it mean we should? I read with interest the changes that have taken place even in Googles Terms of Agreement regarding Google APPS for Education. This agreement is outside their Terms of Agreement with the general public. Therfore schools would be signing a separate agreement with google, and their parents signing a separate agreement allowing their children to use the APPS available for education.
Those of us teaching in the under 13 age group when do you think is a good age for children to have their own email account and how much freedom do you think they should have? That is a question I still cannot answer. Our children have a locked down email on SCP. It is so locked down that they are not allowed to use it to contact parents as most parents have not been police vetted. They can only use it in a walled environment to communicate with children or teachers from their own schools.
Finally, we continuously focus on what we do with our children. But how many of us are in schools where all teachers know what google docs and apps are and even more exciting – how many of them use docs and apps for teaching and learning? How many schools run teacher cybersafety training alongside their other professional learning?
Reflecting using SOLO taxonomy, my thinking is still at multistructural as my learning in this area is still new and most of what I have is a list of websites as I have been reading around the subject of children and the internet. I am just starting to make links with other educators in my ideas.
I welcome any comments and any further information that other educators have on the subject about teachers and children using the internet for teaching and learning.