7 habits of highly effective people

Recently, Tara sent Mikaela and me to go on the 7 Habits of Highly Effective People Leadership course. 

This was held in Christchurch and was a two-day event. Needless to say, I was nervous going into it as I wasn't entirely sure what this would be about, even though I had sent out a 360 to the team.

Walking in, it was clear that this was a small group of teachers, most of who were principals. I sat down to wait. The first day was about intrinsic things, character, roots of the tree stuff. Who we are and what makes us up. Very confronting, even for someone who has been working on their inner self for many years. 

Needing to honest with yourself and try and pull out all of those things that make you tick is quite hard, but oh so worth it. 

So let's start with the start:

These are the 7 habits. 

Working from dependence to independence, and then to interdependence through the private victory (mastery of one's self), or who you are, through the public victory(effective relationships with others), the way you hold yourself.

Now a little summary of each Habit, but first, the see, do, get model:

This is the key model that flows through all of the habits. 

See  - our paradigms or how we see the world.

Do - our practices and habits are formed.

Get - results, or what you get.

Results show an ineffective paradigm. 

What do I mean by paradigm? It's the way we see, understand, and interpret the world - our mental map. 

So the question is, what are the essential paradigms in my life and how can I support them? That is truly a question I am still trying to figure out. I know that there are things that I believe in, but it will take a while to work through the habits for me to secure the paradigms that are the most important to me. 

 15th August 2024

Stephen R. Covey - 7 habits of highly effective people - Good book

BSLA - PD day Waikouaiti School

 BSLA PD - Waikouaiti School

NE/Year 1 class - Louise

Start of the day - Whole class

Start the day with the read-aloud - The Paper Bag Princess

A special word on the page, 'expensive.' 

Tell them one thing that you remember from the story. Keeping the book open for the children to look at. 

Move from the read-aloud to the new sound, ensuring the student has the correct mouth formation. Then, move on to the words, focusing on where the sound is. 

From the new sound move into word chains, they were writing on a whiteboard, but I think that having them in a book would be more helpful for the children, maybe like a book that they can use as a dictionary so that they can revisit them when they are writing and reading.

They read the 'th' book from word chains in a clear file so that the children could underline the 'th' sound. 

- I could copy the book onto A3, then laminate and bind so they can be reused. 

All up, the whole class lesson was 50 minutes long. 

Small group lesson

Start with the small tiles, 

Give the children their own letter folder, with all the letters inside but the ones they need on the form.

Go through the words and get the children to make them.

This is also a crucial part of orthographic mapping; as the teacher, you make it with the wooden tiles, so help the children see what they are doing. Hence, the scaffolding of this task.

When reading the book, you tell them the words that you need to 'just remember'. 

TOD - 29th October

 New Curriculum

With Amy-Lee from Core Education

The new govt has a new focus, sounding a lot like national standards in another form.

They have a focus on:

Achievement, Assessment, and Attendance

Draft number (number ?)

Kept the Whakapapa of Te Mātaiaho and the weaving of it all together. 

At the start of every learning area, it has a vision for young people, which means it will link our learning to the children. 

Science of learning:

It's not about the buzzword 'structured' but about the building blocks of learning in a curriculum area. 

Understanding the processes of learning and how we learn is crucial. The new curriculum emphasizes this more. 

The NZC of 2007 is about what we learn rather than how which is Te Mātaiaho. 

The science of learning is good at understanding that learning also involves contextual factors, like whether you have food or an argument with a parent or sibling. 

When using the word 'structured,' it's not about taking a' one-size-fits-all' approach; it's about understanding what you are teaching.

Good blog post - https://core-ed.org/en_NZ/free-resources/blog/structured-literacy-where-do-i-start/

The learning trajectory - 

Dr. Nina Hood, founder of the Education Hub, will give you a quick introduction to the science of learning, explain what the research tells us about the cognitive processes that inform the learning process, and discuss the implications of this for pedagogy and curriculum.

Video of Nina Hood

Te Mātaiaho has teaching considerations that you can take into account when teaching. 

Brian Poncy talks about Math Fluency Matters.

What does the new curric require for rolling out?

It's about the framework of understanding, knowing, and doing. 

The thinking is that we want children to have a deep understanding of the key learning areas.

Know is the rich context about the big ideas, it's the stuff that we are teaching and the nitty gritty of the stuff that we teach.

Do is the practical side. 

If they can know and do, they will understand what we are teaching them. When we combine these three aspects, they all work together. 

How do we make this come to life in the classroom?

What we want the children to understand, it deepens as you go across the curriculum. 

When thinking about the 'do' you need to apply rigour to the learning. Meaning the following:

The term “rigor” in education has been a buzzword for at least a decade. It describes the result of work that challenges students' thinking in new and interesting ways. Promoting rigor in the classroom requires expectations and experiences that are academically, intellectually, and personally challenging.

Instead of year levels there are phases

Phase 1 - Yr 0-3

Phase 2 - Yr 4-6

Phase 3 - Yr 7-8

The Math Draft:

Science of learning in Math