Nate Sextus's Portfolio

In our staff meeting, we had a hui over what our goals are going into this term and beyond.  For me, I have very simple greetings and farewells under my belt in Maori but I am eager to grow language beyond this, and having longer phrases will help build reach my goal and also something that I can implement straight away.  My first step is to liaise with my AP Lewis about what these phrases could be.

Monrad in 2019 is going through a massive overhaul of its identity. Part of is our rebranding and naming of our school. As I  join this movement within the school I have shifted some of my teaching and learning. For example, I have introduced a small project using Pine and MDF, where they create a visual Mihi. This has bought up the discussion of Tiriohanga and what they can claim as their maunga (mountain). Alongside this, I have also placed the rebranding information in my side-room which in spontaneous moments where I talk to students of the importance of the technology (stream metaphor)  in the school.  I've also attached the class name that now hangs on my entrance door 

Bellow is my reflection of an observation I have had in term 4. Reflective Questions Observation - School-wide Expectations - Teacher Practice What went well? My manner with students was highlighted as very positive. The link from content to the overall project The delivery of content and skills taught were done in a way all students could get onboard with. The hum of work being done by students. Work through your observation notes and record; Deliberate acts of Teaching Outcome ‘Walt’ written and spoken at the start of the lesson. I modeled the task visually thru the tv screen and demoed many tasks they were doing Students understood what they were learning for the lesson. I also linked it back to the previous lesson Students direction was channeled at the task involved. We did a ‘dice’ which everyone familiar with, making the task do-albe for all students. What do you think the students learned as a result of this lesson? They le...

Part of the information hung around the side room in the workshop This year our school has undergone a massive rebranding and part of this is our school finding meaning linked to your geographic location. Through reflection, I have found it refreshing and a really good move in the right direction. It doesn't only provide meaning for our school, but a great learning opportunity for the students that are here for there early adolescence life. We live and breath on this land and it is important to understand our history and change of Palmerston North, and the wider Manawatu. Rakau Mahi is the Moari word for Woodwork and my classes name under the new rebranding is Tekaiti. Additionally, our building symbolises, the stream that flows in our local area and links really well into how that benefits our School holistically.

How do I develop positive relationships with students? Inside class: I use current slang/jargon: E.g Hori, High fives (Yr7s), talk about my weekend/interests. Whenever I start a rotation I into what I'm interested in (Sing, dance, guitar). I talk about my wedding coming up. Crack jokes. Outside class: I'm really the same outside the class. I'll shoot hops sometimes when I'm on duty. Have a joke around with them (but there is a line, and they should know it). Resource from the session: What area can I/we work on? 

Kahoot: An engaging digital game that helps retain and show students learning.  There are two main students that I am focusing on in my TKI. They are in the Tahuna Class and have been challenging for other teachers in the tech department. The purpose is to track their engagement in class during 'sitting down and thinking time'. Often this is where they wander off and distract the whole class. Often in a Woodwork room, it is pencil and paper, but by introducing this is has covered the UDL, 'Universal Design for Learning' it has opened up an opportunity for reluctant learners to engage in the debriefing process. Going through learning for the session digitally helps those who are discouraged from pen and paper to engage in the discussion and learning of what we are learning and making. Ongoing Positives that I have seen in practice having this option for learners during their 8-week rotation on a Monday. - 'A dangled Carrot', it's an incentive ...

Please click link to see:  Self Assessment for PB4L