Welcome: Welcome to my world.
Song. "welcome to our world, built with you in mind" "step into our hearts"
Embrace the spirit of the language. Te Reo. Every language has a spirit.
Developing Talent in Young People: Messages for the Middle Years
(Professor Roger Moltzen, Faculty of Education, University of Waikato)
Book. "The Global Auction". Making appointments now on EQ, cultural flexibility ... ie soft skills (dispositions) The hard skills can be taught.
Dimensions of Talent.
Multi Intelligences Model (Gardner's model) is a useful filter to help us look at what we are nurturing in our school with our young people.
Every child has a talent area that can be nurtured.
What makes a difference with developing Talent?
- There is a genetic base. The evidence is overwhelming.
- Jim Flynn (Otago University Professor) The environment is still critical. Genes are not the only part of the story.
- Birth order has some influence. First born and only represented in high professions and successful and influential people.
- Right place, right time, right conditions. "History's leaders are the product of the social circumstances at the time ie Bill Gates."
- Growth Mindsets (Dweck) Entity (IQ is fixed) vs Incremental (ability is ever expanding)
- Valuing ideas/opinions of children. The meal around the dinner table and the dynamics that are created in this setting are valuable.
- Persistence and practice is important.
- Failure - persistence - challenge - effort - learning opportunities.
- Honest feedback to children is important. Empty praise does a disservice to kids.
- Striving for rewards and delayed gratification is important for kids to experience. Work/hard graft = success
- Book (Talented Teenagers)
- Look after the margins. Our future depends on it. Embrace diversity. Make the culture in our school safe for these kids to succeed.
In Summary:
- Value Difference and support those who have opinions.
- Nurture the creative achievers - our role as intermediate to encourage creativity and innovation. STEAM?
- Avoid narrow the stereotyping of success.
- Value persistence and perseverance.
- Do not overvalue well-roundness and balance. Allow kids to follow passions and indulge in what they love.
- Are we rewarding the right people in our school as the high achievers? Review our graduate
- CRITICAL, CREATIVE and CARING thinking is what we need to be valuing, creating opportunities and learning opportunities for this to be developed?
- Give licence to kids to question, challenge and be contentious in your classrooms.
- Don't quash intrinsic motivation.
- Offer real challenge that stretches kids. Build a culture where is a cool to be in the LEARNING PIT clawing your way out.
- Provide alternative role models for our kids, not just academics.
www. classcover.co.nz (free trial) Managing Relieving Teachers.
Each and every one of us has something to give to others. (Marcus Akuhata-Brown Te Araroha)
Being connected to a place where you belong affect the willingness to contribute to this place.
Do our kids feel they belong?
Do they understand their whakapapa?
What are the dreams of their tipuna?
Expect high things from our Maori kids. SHOW them repeatedly that you BELIEVE in them.
Engage with their hearts. Something special will happen. Heads and hearts connected = power. Know the kids. Know the kids.
Connect with whanau. *WHANAU hui start of T1*
The power of our decisions. Power can determine destiny.
Taking down roadblocks for our kids so they can reach their potential.
face - place - retrace for our kids. Who are they? What is there place? Retrace their life.
Currently 1 teenager every three days in NZ will take their life.
What really makes a difference is PEOPLE, RELATIONSHIPs and CONNECTIONs.
Demonstrate in your own life, what you expect of others.
ie Ghandi.
Look for the good in others always. Each and every one of us has something to give back.
It doesn't matter how much you know, it is about how much your care.
atawhai - kindness, caring
wairua - spirit/soul which lives beyond death
wānanga - meet/discuss/deliberate
Andrew Lines - Adolescent Success
Habits of Heart
Habits of Mind
The Rite Journey
Then and now. Family life and connections. Risk. Getting kids to experience the edges. Media images. 21C Parenting.
5 Rite Journey Outcomes
Connection
Consciousness
Communication
Challenge
Celebration
It's a single sex programme. Men to lead the boys. Women to lead the girls.
Rite of passage framework. Rituals start and end. Whanau engagement.
Could be part of the transition to Y9.
Pembroke School - Howard Emerson
The Causes Project (Years 7-10) Charitable Actions
Kids helping kids.
Students driving the charitable actions in the school.
Wider student council could drive this kind of project.
Student body researches and school votes for 4 causes they would like to support (present these research projects in assembly to school). This could be a Brilliant Licence Project. Part of Leadership at start of year.
Also have an emergency cause.
Four pillars: awareness, advocacy, altruism, action.
Action at the end ie the so what? ie teaching to others. out in the community with info stands.
St Ursula's College - A Vision for Middle Years - Emily Whiting
A programme to challenge and engage. EXCITE programme - passion projects at Breens. Maths/Tech/Sci rich ?? Curiosity Creativity
Big ideas for STEAM at St Ursula's
T1 icommunity
How can we use our hearts and mind to explore place in community?
T2 All people, all cultures
Why is it important to respect all people from all cultures?
Upside Down - Cornerstone College
Going from a Senior School to a Middle School set up.
Pastoral Care Structures
Restorative Practices - effective 'power' lies within the relationships between people. Possible PD focus for us next year as a staff - could we lead ourselves through this with online resources, etc.
Wellbeing first. Then students will thrive and learning will be enhanced.
Whanau or house structure. Tuakana-teina time, formally set up in Term One at Breens.
Ka Awatea - An iwi case study of Māoro students' success - Melinda Webber (Rotorua)
See powerpoint. Maori children succeeding as Maori.
John Parsons - Cyber Safety
Strong family connections are stronger than the connection to Tech.
Cyber separation. We need to be familiar with the online platforms and actively involved in our children's online world.
We need to blow our school values back into the community. Nag 5.
Families need to get into the technology with their kids. Are they reading the content? Do they know the followers they have and are following? Checking and supporting. Protecting in the online/offline space.
Follow process when there is a prerequisite to follow process. Process driven response is important. Act without delay. Trust your gut feeling.
What do we do to the safety of children under Nag5. Make sure every teacher knows what Nag 5 is. Copy of Child Protection policy for each staff member. Go through, put in real words. What does the content mean for each of us?
Create a paper trial. Date and time. Observations. Go to lead (Principal) and the lead must not have the rule of optimism.
Contact two agencies - Police, CYFs.
Build a school culture that allows students to speak out and feel safe when they have concerns.
Provide policy training and build in knowledge checks. PD. Develop an awareness of working boundaries to ensure safety.
Each and every one of us has something to give to others. (Marcus Akuhata-Brown Te Araroha)
Being connected to a place where you belong affect the willingness to contribute to this place.
Do our kids feel they belong?
Do they understand their whakapapa?
What are the dreams of their tipuna?
Expect high things from our Maori kids. SHOW them repeatedly that you BELIEVE in them.
Engage with their hearts. Something special will happen. Heads and hearts connected = power. Know the kids. Know the kids.
Connect with whanau. *WHANAU hui start of T1*
The power of our decisions. Power can determine destiny.
Taking down roadblocks for our kids so they can reach their potential.
face - place - retrace for our kids. Who are they? What is there place? Retrace their life.
Currently 1 teenager every three days in NZ will take their life.
What really makes a difference is PEOPLE, RELATIONSHIPs and CONNECTIONs.
Demonstrate in your own life, what you expect of others.
ie Ghandi.
Look for the good in others always. Each and every one of us has something to give back.
It doesn't matter how much you know, it is about how much your care.
atawhai - kindness, caring
wairua - spirit/soul which lives beyond death
wānanga - meet/discuss/deliberate
Andrew Lines - Adolescent Success
Habits of Heart
Habits of Mind
The Rite Journey
Then and now. Family life and connections. Risk. Getting kids to experience the edges. Media images. 21C Parenting.
5 Rite Journey Outcomes
Connection
Consciousness
Communication
Challenge
Celebration
It's a single sex programme. Men to lead the boys. Women to lead the girls.
Rite of passage framework. Rituals start and end. Whanau engagement.
Could be part of the transition to Y9.
Pembroke School - Howard Emerson
The Causes Project (Years 7-10) Charitable Actions
Kids helping kids.
Students driving the charitable actions in the school.
Wider student council could drive this kind of project.
Student body researches and school votes for 4 causes they would like to support (present these research projects in assembly to school). This could be a Brilliant Licence Project. Part of Leadership at start of year.
Also have an emergency cause.
Four pillars: awareness, advocacy, altruism, action.
Action at the end ie the so what? ie teaching to others. out in the community with info stands.
St Ursula's College - A Vision for Middle Years - Emily Whiting
A programme to challenge and engage. EXCITE programme - passion projects at Breens. Maths/Tech/Sci rich ?? Curiosity Creativity
Big ideas for STEAM at St Ursula's
T1 icommunity
How can we use our hearts and mind to explore place in community?
T2 All people, all cultures
Why is it important to respect all people from all cultures?
Upside Down - Cornerstone College
Going from a Senior School to a Middle School set up.
Pastoral Care Structures
Restorative Practices - effective 'power' lies within the relationships between people. Possible PD focus for us next year as a staff - could we lead ourselves through this with online resources, etc.
Wellbeing first. Then students will thrive and learning will be enhanced.
Whanau or house structure. Tuakana-teina time, formally set up in Term One at Breens.
Ka Awatea - An iwi case study of Māoro students' success - Melinda Webber (Rotorua)
See powerpoint. Maori children succeeding as Maori.
John Parsons - Cyber Safety
Strong family connections are stronger than the connection to Tech.
Cyber separation. We need to be familiar with the online platforms and actively involved in our children's online world.
We need to blow our school values back into the community. Nag 5.
Families need to get into the technology with their kids. Are they reading the content? Do they know the followers they have and are following? Checking and supporting. Protecting in the online/offline space.
Follow process when there is a prerequisite to follow process. Process driven response is important. Act without delay. Trust your gut feeling.
What do we do to the safety of children under Nag5. Make sure every teacher knows what Nag 5 is. Copy of Child Protection policy for each staff member. Go through, put in real words. What does the content mean for each of us?
Create a paper trial. Date and time. Observations. Go to lead (Principal) and the lead must not have the rule of optimism.
Contact two agencies - Police, CYFs.
Build a school culture that allows students to speak out and feel safe when they have concerns.
Provide policy training and build in knowledge checks. PD. Develop an awareness of working boundaries to ensure safety.
Comments
Post a Comment