Feedback to students

When teaching, students require feedback. When teaching young children, I provide feedback immediately. This is often something simple such as when a baby looks at me I smile in response, or redirect/ reposition babies when needed. If they are upset, I acknowledge them and then provide what is needed, such as nappy change, a bottle, bed, or even just a cuddle.

When Caris first joined us at Natural Steps, I spent some time with her, helping to settle her in so she knew that she could trust her needs would be met. The only real way she learnt this was by having appropriate responses, or feedback. It is through this feedback that communication has opened up between us, and I now get the most wonderful smiles in the mornings when she arrives.

Use of technology

Technology is the making, usage, and knowledge of tools, machines, techniques, crafts, systems or methods of organization in order to solve a problem or perform a specific function - http://en.wikipedia.org/wiki/Technology, or simply put, technology is the creation of something that serves to meet a need.

In my nursery room, we work using Pikler's theories, which have been incorporated into the RIE philosophy. The key word to sum up these ideas is 'Respect'. As a result, the 'technology' used is age and stage appropriate equipment. The children are provided with an environment where they are invited to participate if they choose to do so. When we have an activity at the table (such as painting or play-dough), they are able to independently come and join in. In order to make this possible, we don't have high-chairs. Instead, low chairs that the children can get themselves into and out of are used. We also use bowls placed on sheeting on the floor for gloop or water play. This way, all children are able to come and go as they wish, and are able to observe what is happening.

Not all technology is computer based. For under two's, I feel very strongly that technology should aid the inclusion of all children, and this is what the child sized equipment does.

Now that the centre has Educa up and running, we are able to include video clips onto the website for parents to see their child in action, not just photographs.

There are many different forms of technology, and they all have a different purpose and a different audience. I feel that I am able to use these different forms appropriately, and they help everyone involved.

linking of learning stories

By noticing how Isaac explored his morning tea, we ended up having a couple of fun filled weeks - all based around the flicking of his water and cake. I think it is important not just to notice what children are doing, but to try and work out what they could be thinking as they do it; to look past the mess and see the concepts behind it.
Through noticing Isaac, planning around the idea that he had and then continuing to build on his knowledge and linking learning stories, I am demonstrating Professional Knowledge dimension 3, the characteristics and progress of my students. My colleague and I also worked together to extend the water play by creating gloop. I worked alongside Allie, leading and supporting her. As a result, we were able to use the activity she had set up as our room's blog. This was an example of my professional leadership, leading and supporting other teachers (dimension 25).



Impromptu water play

Created at: 11/10/2011

By: Rebecca Goh

Water play

Slime

Play dough

Dec Observation Video

Kia ora,

I have uploaded the short video of you taken as you interact with children within your room. For the purpose of teacher reg, can you please watch the video and comment on several areas of your practice that you liked or were pleased about. And then comment if there you were able to observe any practice that you would change next time or would like to work towards improving.

Self reflection through video is a great way to objectively view your own practice as others see you.
You may also like to get a colleague to watch the video and see if their reflections mirror or are different to your own.

thanks

Joann Radford

Reading for your perusal

Afternoon Rebecca,

Below is a link that takes you to a cluster of readings on a web page called:
Teachers Work: growing through critical reflection and action.

Reading in '2011 - Volume Eight: Issue One that may be of interest to you include:

An-other Look at Assessment: Assessment in Learning KERRY EARL AND DAVID GILES
This article seeks to review understandings of educational assessment as revealed in the phrases teachers use (assessment of learning, assessment for learning and assessment as learning). We propose a reconsideration of what teachers might have taken for granted in these phrases and assessment practice. We suggest that along with assessment knowledge and skills, teachers need a way of ‘being in’ assessment ...
http://www.teacherswork.ac.nz/journal/volume8_issue1/earl.pdf


Professional Dialogue as Professional Learning ANNE GREY
This article discusses professional dialogue as an important aspect of professionalism for early childhood teachers. It draws on the experiences of four qualified early childhood teachers of one teaching team in an early childhood centre who engaged in extensive professional dialogue with each other. Dialogue focused on the values that underpinned and were reflected in their teaching practice. These values were discussed in order to explore the commonalities and differences in teaching philosophies amongst the team ...
http://www.teacherswork.ac.nz/journal/volume8_issue1/grey.pdf

Effective Educative Mentoring Skills: A Collaborative Effort LYN McDONALD AND ANNALINE FLINTTeacher induction programmes provide critical support for new teachers moving into teaching. The focus of this paper is to examine and identify the specific understandings, attitudes and skills educative mentors require in supporting Provisionally Registered Teachers’ (PRTs) learning .
http://www.teacherswork.ac.nz/journal/volume8_issue1/mcdonald.pdf

Happy reading-
Joann

December Teacher Registration Meeting.

Morena Rebecca,

Thank you for taking the time to sit and assess your progess so far, in working towards gaining your full Registration.
Rebecca, to date you have meet 2/3 of the goals, today have identified how you have or could further achieve and/or provide documentation that meets the rest of your goals. Those areas yet to be covered include:

• 3
• 5
• 8
• 9
• 15
• 18
• 22
• 26
• 27 &
• 28

Looking forward, we discussed that you feel that you need to be more consistant with your entries- rather than attacking it in 'bursts' as you currently do. I will be observing you before xmas, and trying to add a range of methods to capture you in practice such as videos, photos and formal observation.

Keep up the great work Rebecca, you are an inspirational teacher, who shows authentic empathy and passion for children.

kia Ora
Joann

Incident form

Within each class at Natural Steps, we keep records every day for nappy changes, sleep check sheets, food and bottles, and we also have accident/incident forms. At the beginning of each week (and every morning in the case of the sleep check sheet) I fill in the children's names on the new forms and file away the previous forms. These forms are kept in a folder on nursery one's shelf for three months, after which they are discarded. The accident forms however, are treated differently. Usually it is the head teacher of the room that handles these, but as this wasn't being done regularly, I offered to take on that responsibility. At the end of each calender month, the accident forms are collected and the totals of type and adult involved are tallied. If there is anything that requires attention, it is discussed with the office and staff members concerned. Otherwise these are filed in the office.
There was one incident that I came across that concerned me. I noticed that there were two copies of an incident involving a child during their nappy change, and neither had been signed by a parent of the child. I brought this up with the centre manager, and informed her that I would speak to the parent concerned. I thought just in case this needed to be discuss further she should know I would be speaking with A's parents. When I informed the parent in the morning, he seemed surprised and had no idea at all. All I could do was apologise, explain how the incident form process should work, and reassure that it wouldn't happen again. I also put a note in his daily diary just so we had it in writing.
I was really disappointed to see what I viewed as lack of respect for the child and their parents. Even if only a minor thing, parents should always be informed. We are caring for their children, and they expect nothing but the best from us - always. I did inform my head teacher when she returned to work the next day, letting her know that when I found the two forms, I spoke to the parents.

By taking on the role of tallying and filing the forms, I meeting dimension 18,Professional Relationships - maintains accurate records.
I am also meeting dimension 22, Professional Relationships - maintains confidentiality, trust and respect. By informing the parents that I had come across this incident form they hadn't seen, I am demonstrating my respect for them. I spoke privately with them, maintaining confidentiality, and explained what the correct procedure should have been. I am trying to build a trusting relationship between us.