This week I dropped in to observe Victoria working with a small group of Gifted and Talented students who were starting to prepare for The Tournament of Minds competition. They were breaking down a past challenge and discussing how best to approach it. It was interesting to listen to students talking about different aspects of the challenge. An area that stood out to me was the 'Spirit of the Tournament.' This, and the students ability to problem solve within the confines of a planned script and a dramatic performance which stuck to the brief and time limits.
To best achieve these goals mindfulness and clear, kind communication will be really important to these students. As will sharing not only skills and strengths but also areas of weakness or things that unsettle them with the team. It would be important for team mates to know about areas of 'excitability' and 'sensitivities' which may derail the team as students struggle to cope with unexpected changes, too much loud stimuli etc. Mindfulness is not just about your own wellbeing, but also others you work with. In this way the team can support each other when they know something may be a trigger to 'stress out' one of their team mates. It will also mean that they can plan ahead of time possibly using visualisation techniques to 'see' a positive out come to possible problems.
Although the Peas in a Pod focus was a challenge title I think it lends nicely to an analogy of these students working together. They are all individuals with strengths and commonalities like 'peas in a pod" If they stay together in the pod they will be a cohesive and united group. If they don't, the pod disintegrates and you are left with individuals without a common purpose or goal. The 'Spirit of the Tournament' becomes lost and they will not be successful.
Finding your tribe in an academic setting is a wonderful thing. I can't wait to see where this learning journey takes them.
Nga Mihi,
Bex
Saturday 16 June 2018
Thursday 14 June 2018
ESOL Reflection
Ahakoa he iti he ponamu- Although it is small it is a treasure
How can we encourage and support our ESOL students within our school setting?
Ownership- By viewing ESOL students as all of our students not just the assigned 'ESOL teachers'.'
I think this is something we do particularly well at Whakarongo. Staff collaborate to support students in a variety of ways including focusing on them as priority learners. They also really celebrate the success of all students, including ESOL. There is a real team feeling of pride when our ESOL students succeed. We care about their emotional, academic and social wellbeing. This means students feel safe, happy and secure in our school.
The Silent Period- It is crucial to acknowledge that this is an important stage for many ESOL students. Research shows that those that spend longer in this period have better grammatical English as a result when they do feel comfortable to talk. So the benefits of this time is huge. Teachers need to be mindful of this. Viewing this as a 'normal' part of transition to school is very important for the hauora of these students. However, if they have concerns about learning then they should have access to professionals through RTLB and SENCO support. The professional discussion amongst staff is really important so that a complete picture can be formed and everyone feels supported in this process.
Going at my own pace.
Using Translators- Having someone who can translate in a non biased or non leading way is very important. Often if people are not trained or you have a student translate then many things can get lost, misinterpreted or changed to fit the translators cultural beliefs. They may intentional or unintentionally use guiding questions for the student as well. Sometimes they want to show their culture in the best possible way so they may not translate exactly what you or the student/parents have said. Finding someone who can do this is crucial. Building relationships with translators and having open dialogue about what is best for the student is really important. Some of the best translators for schools have professional or teaching backgrounds which is invaluable.
Play-I think a play based or a hands on environment will help students to feel comfortable and start to have fun in their new Pod or class. Play is a universal language for kids! It also helps their teachers find out their new students strengths, interests and areas they may need support in. I observed a student I have who stutters in both English and his first language speaking clearly and confidently while role playing being a owner of a noodle shop with his ESOL peers. For some who may feel anxious about speaking English it can be a really safe space to "practice while they play."
Playing is a universal language for kids.
I'm interested to hear your thoughts!
Nga Mihi,
Bex
How can we encourage and support our ESOL students within our school setting?
Ownership- By viewing ESOL students as all of our students not just the assigned 'ESOL teachers'.'
I think this is something we do particularly well at Whakarongo. Staff collaborate to support students in a variety of ways including focusing on them as priority learners. They also really celebrate the success of all students, including ESOL. There is a real team feeling of pride when our ESOL students succeed. We care about their emotional, academic and social wellbeing. This means students feel safe, happy and secure in our school.
The Silent Period- It is crucial to acknowledge that this is an important stage for many ESOL students. Research shows that those that spend longer in this period have better grammatical English as a result when they do feel comfortable to talk. So the benefits of this time is huge. Teachers need to be mindful of this. Viewing this as a 'normal' part of transition to school is very important for the hauora of these students. However, if they have concerns about learning then they should have access to professionals through RTLB and SENCO support. The professional discussion amongst staff is really important so that a complete picture can be formed and everyone feels supported in this process.
Using Translators- Having someone who can translate in a non biased or non leading way is very important. Often if people are not trained or you have a student translate then many things can get lost, misinterpreted or changed to fit the translators cultural beliefs. They may intentional or unintentionally use guiding questions for the student as well. Sometimes they want to show their culture in the best possible way so they may not translate exactly what you or the student/parents have said. Finding someone who can do this is crucial. Building relationships with translators and having open dialogue about what is best for the student is really important. Some of the best translators for schools have professional or teaching backgrounds which is invaluable.
Play-I think a play based or a hands on environment will help students to feel comfortable and start to have fun in their new Pod or class. Play is a universal language for kids! It also helps their teachers find out their new students strengths, interests and areas they may need support in. I observed a student I have who stutters in both English and his first language speaking clearly and confidently while role playing being a owner of a noodle shop with his ESOL peers. For some who may feel anxious about speaking English it can be a really safe space to "practice while they play."
Playing is a universal language for kids.
I'm interested to hear your thoughts!
Nga Mihi,
Bex
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