"I got the Power"

We have been exploring our Learner Attribute - I am Powerful.  Our Learner Attributes are student-centered attributes that were designed to develop skills, attitudes and attributes neccessarty for success across academic and social-emotional learning.  

Our Learner Attributes focus on empowering students to take ownership of their learning and growth:

SO what are these Learner Attributes ? 

• I am a thinker

  This one focuses on both creative and critical thinking. Students are encouraged to build knowledge, engage in cycles of inquiry, ask big questions, and develop a growth mindset.  This recognises all types of thinking as well as the thinking process. 

• I am connected

  This attribute helps us create and nurture a strong sense of belonging, whānau/community engagement, and environmental awareness.  This means Students learn to collaborate with peers across age groups.  This ahppens naturally in the ways we work but also during times like whānau groups.   This is also about connecting and learning about our cultures, ethnicities and histories.  

• I am powerful

  This encourages learner agency, self regulation and building mana. Students learn to recognise their personal character strengths and strengths in others. This means they will be able to contribute positively to all groups they work in.   We were able to come up with 29 words that we could use instead of 'powerful' and these all came from our kids. 

I am a goal setter

This one focuses on independence, reflection, and goal setting. Students  participate in tracking their progress, talking and sharing their learning in a variety of ways.  It is great to see and hear our kids leading conversations about their learning steps like they will do,  during our up and coming Learning Celebrations.  These are celebratory but also future focused.  We try really hard to keep goals measureable and achieveable but lofty and exciting at the same time !  Goal setting happens in the academic and social and emotion spaces - across the whole curriculum. 

Maths Momentum !

 

We have had a great sunny start to Term 3.  We have launched straight into maths looking at all the things we need to know about numbers. We are focusing on how numbers work well together in teams.  

Suz's maths group has been looking at compatible numbers and Algorithms.  We have also had a refresh with tidy numbers and how to use them in our problem solving strategies.  We used our hundereds boards, Numicon blocks and place value blocks to explore and make compatible numbers to 100.  Our compatible numbers were 2 digit team players that made 100.  We know that the 2 numbers in the ones column need to equal 10. 

  

We have also been learning how to use an algorithm to solve problems. We are following these rules below to help us with the process.  We have had to use all that we know about place value. The hardest thing for us to get our heads around is when we have to re-group because we have made 'a new group of 10'.  

Hayley's maths have been learning about spider and fly and how to use this simple concept to get around a 100s board.  They have also been looking at place value and the make up of numbers so that we can use this knowledge to solve bigger problems. 

How you can help at home : 

1. Help read and write 3 and 4 digit numbers.  
2. Find teams of compatible numbers for different tidy numbers.  (A tidy number is a number that ends with 0)
3. Read letter boxes and add 2 together using an algorithm. 
4. Practise skip counting from all different numbers.   FOr example count in 10s starting at 12.  

Check out the website on your school report.  This has lots of ideas for maths at home.  

To support maths learning at home :

Hato Hone St Johns in Schools

Don't go breakin' ma heart.......I

Using kind words sometimes requires teaching children how to be kind and respectful, tolerating and accepting others differences.  Sometimes this even means giving them the words but a lot of the time it is about emotional regulation.  Naming emotions, sitting with them or asking for time and space is all part of this learning.  We all know that it is easier said than done in the heat of the moment.  

We have done 2 tasks this week that have been fabulous illustrations of this concept.  The first one was using a tube of toothpaste and getting kids to squeeze a bit out as an example of an unkind comment.  The purpose of this activity was to show kids that once something leaves your mouth and makes its way into someones ears it has a lasting impact on how someone feels.   We could not get all of the toothpaste back into the tube.   This was a strong visual message for our kids.  

Basically in a nutshell, you can't ever take words back. The kids had some really interesting perpsectives on forgiveness and apologies.  These are all good after the fact but the 'even better if' is thinking before we speak.  This is also the hardest thing to master.  

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No matter what strategy we used we could not get that toothpaste back in.

The second task we did was the heart activity.  We poured all of our time and energy into creating a heart  with all the things that made us special, that made us feel good about our selves.  This was to demonstrate how much time it takes to build confidence and self esteem.  

                     

Part 2 of this little experiment was scruching our heart up into the tiniest smallest ball.  This is what happens to someones heart when we choose not to encourage and support each other.  These are mean words on statements that others feel 'small'.  These are not always intentionlly mean comments but they still have an effect on how someone feels.  

When we unscrunched our hearts we noticed that we could not get rid of the wrinkles.  This is a little bit like remembering a negative comment.  

The wrinkles are visible !  At Worser Bay School we believe in building each others mana by focusing on the 'we' rather than the 'I'.  Our Flourish Model focuses on all the aspects to be our best selves. 

                                

   

Music and Movement Breaks

 

Its a 'WE' not an 'I' thing

 

In Tautoru this week we have been developing our strength of Teamwork.  This is really helped us connect and it is helping us with learning about each other so that we can work together better in our learning and play. 

We are learning the skills of compromise and negeotiation.  We are learning to take turns.  These are all important life skills. 

We completed some team challenges and we had so much fun doing them.  

"Teamwork is about working together.  We used hulahoops to work as a team.  We had to try and fit our whole team into a hoop."

"Teamwork is when you want to work together in a team and sometimes the team might be with new people.  At school today we worked in teams of 4.  We had to get a hulahoop then we had to all fit ourselves into it.  We played another game in a circle.  We all had to hold hands but we had to pass a hoop over our heads and over our legs and through, back to the start of the circle."

Patience, kindness, encouragement, compliments have all been important things to keep in mind when we have been playing.  

Thinking Outside the Box.

 

Our Inquiry learning at the moment is all about seeing the extraordinary in the ordinary and re-imagining new and exciting things,  We have been using every day objects.  We are looking forward to adding music, movement and use of space to tell our stories that are evolving.  .  

Eventually this learning is going to help us design some great pieces for an Arts Celebration.  
Positive Edication and Wellbeing is always a focus that we aim to weave across the curriculum.  

So how is this all linking to our Positive Education and Wellbeing teaching ? Where are the links ? 

We are encouraging a GROWTH MINDSET by viewing experiments and "mistakes" through dance and music as "surprising discoveries" that can lead to new ideas.
We are successful when we can be ok with something not going to plan. We can be flexible and we can say "Let’s try it a different way!".

"I can use my 'spark' to make something new." We are dialling up our CREATIVITY by

demonstrating how we can take a "normal" idea and stretch it into something "extraordinary" . This could mean solving a problem in an imaginary world or when we are playing.

We are successful when we can describe one thing that may not exist in the real world and explain why it is special or unique. We can also describe how we have made something interesting and new.

CURIOSITY AWE AND WONDER are evident if we can ask the 'what if' to explore new possibilities. Students demonstrate a natural curiosity by asking open-ended questions about their peers' imaginary worlds to help them grow their own ideas.

We are successful when we can ask "Wondering Questions" (e.g., "I wonder what happens in your land when it rains?") to help a friend add more detail to their world.

We can try new ways of moving and presenting our ideas, even if it feels a bit silly at first. We know that we have to dial up our strengths of GRIT AND BRAVERY.

You will see our creative bravery through our movements to a piece of music or through our presentations at assembly. This might be something new and different from how we might usually move our bodies or make sounds or present ideas.

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To get us thinking outside the box we have been opening a secret box to reveal a 'curiosity'.  So far this magical box has delivered a large feather and a sandy mixture that gave us many clues especially when we touched it. 

It felt sandy, it looked sandy but it also had shimmering pieces that were almost foil like.  The most amazing thing was that when we rubbed our hands in it, our hands changed colour.  We discovered that we could transfer this evidence into our Inquriy books.  We wondered where it had come from........