Last week my class started preparing for NAPLAN testing. The usual routine had been changed to work on previous NAPLAN test so the students would be familiar with the NAPLAN style of testing. The teacher explained to the students what was expected and how to answer the questions. The students were very focused and concerned with getting the correct answers. This took up most of the morning but I still got the chance to take the class for Maths. We revised our tables and then moved on to some maths activities involving times tables. After lunch the children enjoyed some athletics carnival practice. The teacher arranged for me to take the class for Maths again next week. I thought I would do some fun maths activities with them as they would had done the NAPLAN test in the morning.
Finally NAPLAN day.
The classroom had been re-arranged to seating for the NAPLAN. The teacher was away today and the casual teacher took the class. Fortunately, I was allowed to sit in with the students who were slow learners. These students sit the same test as every other student in that grade. They are given a test that is too difficult for them. They could hardly read the stories. None of these students will pass although NAPLAN is not about passing it is about levelling the students and this test certainly levelled these students. The NAPLAN levelled them flat. Disappointment, frustration, anxiety, failure was the mood of the classroom. One student refused to go into the classroom as he knew he could not do the test. The day before he struggled to answer the questions and guessed them. The student has been diagnosed with behavioural problems and is only at school 2 hours in the morning. This is definitely one way of addressing his problems. The principal was called to take the student. This student did not sit the test and would be given zero which is probably not much lower then the mark he received the day before. I would be interested to know if he even attends school tomorrow. Last week in lectures our guest speaker, Mr Peter Hobbs, discussed The positive classroom. The fact that teachers have a window of opportunity to make a difference to a child's life. This child needs someone to support him and believe in him. Hopefully it will be a teacher that makes the difference.
This site reflects on the worthiness of the NAPLAN testing http://tinyurl.com/3e9dwns
During recess I arranged the classroom desks to be in three groups for the Maths activities. When the students came into the class I asked them to bring their Maths work books onto the floor at the front of the classroom. This is were it all started to go wrong. Firstly, there was not enough room for every student and their maths workbooks. This was the first day that every student had turned up to class. Usually we have about 24 students. Today we had 31. Also it was uncomfortable for the students to write in their Maths workbooks on the floor. Next time write in books at the desk!
The students were divided into groups using Jan's advise issuing player cards and whatever suit you get that is your group. Well, this meant 3 groups of 10. Way too big for the activities. I should have kept the students as a whole class and did two of the activities. Anyway, there was a lot of noise but I still managed to get the students attention when needed. However, the activities were not successfully completed. Through reflection I can see I was more focused on creating a fantastic class lesson plan and did not consider the logistics of the lesson. As I say "learning through living." Teach, Assess, Evaluate and Plan through Reflection. (Hinde-Mcleod & Reynolds. 2007). Through this process the teacher is continually improving their professional knowledge and practice. ( NSW institute of teachers)
I will definitely need to review Jan's tutorial on group work.
Finally NAPLAN day.
The classroom had been re-arranged to seating for the NAPLAN. The teacher was away today and the casual teacher took the class. Fortunately, I was allowed to sit in with the students who were slow learners. These students sit the same test as every other student in that grade. They are given a test that is too difficult for them. They could hardly read the stories. None of these students will pass although NAPLAN is not about passing it is about levelling the students and this test certainly levelled these students. The NAPLAN levelled them flat. Disappointment, frustration, anxiety, failure was the mood of the classroom. One student refused to go into the classroom as he knew he could not do the test. The day before he struggled to answer the questions and guessed them. The student has been diagnosed with behavioural problems and is only at school 2 hours in the morning. This is definitely one way of addressing his problems. The principal was called to take the student. This student did not sit the test and would be given zero which is probably not much lower then the mark he received the day before. I would be interested to know if he even attends school tomorrow. Last week in lectures our guest speaker, Mr Peter Hobbs, discussed The positive classroom. The fact that teachers have a window of opportunity to make a difference to a child's life. This child needs someone to support him and believe in him. Hopefully it will be a teacher that makes the difference.
This site reflects on the worthiness of the NAPLAN testing http://tinyurl.com/3e9dwns
During recess I arranged the classroom desks to be in three groups for the Maths activities. When the students came into the class I asked them to bring their Maths work books onto the floor at the front of the classroom. This is were it all started to go wrong. Firstly, there was not enough room for every student and their maths workbooks. This was the first day that every student had turned up to class. Usually we have about 24 students. Today we had 31. Also it was uncomfortable for the students to write in their Maths workbooks on the floor. Next time write in books at the desk!
The students were divided into groups using Jan's advise issuing player cards and whatever suit you get that is your group. Well, this meant 3 groups of 10. Way too big for the activities. I should have kept the students as a whole class and did two of the activities. Anyway, there was a lot of noise but I still managed to get the students attention when needed. However, the activities were not successfully completed. Through reflection I can see I was more focused on creating a fantastic class lesson plan and did not consider the logistics of the lesson. As I say "learning through living." Teach, Assess, Evaluate and Plan through Reflection. (Hinde-Mcleod & Reynolds. 2007). Through this process the teacher is continually improving their professional knowledge and practice. ( NSW institute of teachers)
I will definitely need to review Jan's tutorial on group work.
References
Hinde-McLeod,J.& Reynolds,R. (2007) Planning through Reflection. In Quality Teaching for Quality Learning: Planning through Reflection, (p.96-113) Thomson Social Science Press
NSW Institute of teachers.(2010)."Professional teaching standards" Retrieved from
http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards/
NSW Institute of teachers.(2010)."Professional teaching standards" Retrieved from
http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards/
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