1. What we learned from the AIMHI project and its
implementation in your classroom.
2. School organisation
Internal Assessment
You the Teacher
Quick Check
Teacher Resource Manual
3. Vertical forms
Whanau groups along ethnic lines
Year 9 induction program
Tutor Time Length of lessons (60, 70
minutes vs. 45 minutes)
4. Lateness, wagging and truancy ( If students aren’t
in class their learning is compromised.)
Girls and boys classes
Detentions and “punishment” systems ( “kill your
own snakes”)
Homework (in library for resources)
5. Formative Assessment gives students control
over their own learning
Formative assessment allows students to see
evidence that they are capable of making
progress.
Giving of comments without grades (Inside the
Black box, Black et al)
6. 1. Show respect
2. Be comfortable talking to
them as young adults.
3. Show empathy.
4. Sense of humour, but don’t
try too hard.
8. 6. Providing interest and
variety.
7. Group Work.
8. Multi-level teaching
9. Encouragement.
9. The are you as good as you could be?
(Teacher Resource Manual)
Editor's Notes
. (Teachers thought it was effective but report found students learned how to wag, where to smoke etc.)Lines( Extra lesson to catch up on homework, assignments. Best at lunch, interval with small groups. Teachers find effective but some resistance to an “extra” task.) ( Created schools within a school problem)
Improved record keeping, dedicated truancy or community liaison officer) If wagging records can be accurately maintained, they are good indicators of teachers who are not performing, struggling or incompetent.(Abandoned after one year. Boys behavior stayed the same, girls behavior became worse than in mixed classes, involve parents, one-to one talks with adult they respecthave Homework books checked by form teachers.
Learners who attribute their success to factors within their own control are more likely to exceed. Feedback, Feedforward and self assessment are criticalGiving comments without grade (Black et al.)Feedback and feedforward (descriptive rather than judgmental)Important for Formative assessment to happen well before end of unit.
. Know their names. Treat students as people not “kids”But don’t try to be their parent and also don’t try to be one of them.Genuine caring for students decreases misbehaviour.
Well-managed classroom, with established rules and routines.Treat all students fairly and equally. Relate to their everyday life experiences.Be on time, be prepared, and provide clear outlinesKnowing why something is important helps students make connections. Important also for them to feel safe asking questions.
When structured properly is beneficial.. Prepare materials for mixed level abilities.Making them feel important has an important impact on the way they feel about their teacher the subject and their performance.Non-Confrontational behaviour management. Be consistent. Deal with student one on one away from the rest of class. Involve parents if serious.
