Wk 13

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Preparing for SE4in Vanuatu

• Wk 13
• Is your seat belt fastened?

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you and your colleague teacher

• The main objectives of your Vanuatu
  pre-block-teaching negotiations (Week 1) are
• to ensure that you have a clear picture of what
  is desired by the colleague and the school
  AND
• that the colleague and Principal in the school
  are well informed about the SE4 expectations
  (from the Unis angleparticularly assessment
  criteria)

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Hugh Mackay Why Dont People Listen?

• Its not what the message does to the listener,
  but what the listener does with our message, that
  determines our success as communicators (p. 25).

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Hugh McKaysSeven tricks of Good Listeners

• Good listeners
• Receive the message before reacting to it
• Resist the distraction offered by trigger words
• Ask themselves What can I do about this? How
  can I apply it?
• They work hard at listening look store/wait
  nod, etc
• They harness thought speed
• Empathise with the speaker
• Reflect what they have heard (p.167) this last
  point is essential in a non-English speaking
  context

5
Let me hear your body talk

• research has found that voice and physical
  use are the most significant indicators of the
  message, and that the verbal component of the
  message is the least significant. Words carry
  approximately 7 of the message, while the voice
  carries 38 and physical use carries 55
  (Drummond, 1993).
• Cited by Lorraine Merritt Talking the
  Talk (Choice Books)

6

• The shape and intensity of planning over the
  seven weeks of Vanuatu Internship

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(No Transcript)
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• Breaking news
• Amazing Solo round the world flight in five
  weeks

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Taking the controls Take-off procedures for
flight SE4

• ?Remember to
• ?Try to contact YOUR UNI SUPERVISOR PHONE or
  email THEM at least weekly We want to know you
  are alive (and thriving!!)
• ? Present your assessment (self and Associate)
  portfolio to Associate and Principal in the first
  few days of Week 1
• ? YOUR SCHOOL OFFICE WILL RECEIVE A PHONE CALL
  FROM THE UNI SUPERVISOR EACH WEEK TO CHECK THAT
  ALLS WELL
• ? TALK WITH YOUR COLLEAGUE/ASSOCIATE ABOUT THE
  UNI SUPERVISION VISIT TO ARRANGE TIMING OF
  ASSESSMENT REVIEW AND PD EVENTS

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Front foot

• Once youve had a look at the Weekly program for
  the class, go into negotiations with your
  Associate about
• What youd like to take in Week 1 2
• When and how it is likely that you would be ready
  to introduce a generative/integrated work in the
  class program
• What other learning contexts/classes youd could
  see/visit in the school while you are doing prac-
  especially how you are to have time to do that
• How they would like you to introduce yourself to
  the school community.

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• More breaking news
• Co-pilot plunges to death in Guinness Record
  endurance flight

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More communication

• Until the class is well under your wing, you
  MUST establish with the class who is managing the
  class at any time. They need to know when YOU
  are the person to reference to.
• It IS possible for you and your
  associate/colleague to share the classroom
  management of sessions but designate and
  communicate who will open and who will close each
  session.
• You dont want to be played off against each
  other.

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A few more tips (These arrangements can be
negotiated between you and your colleague).

• dont forget the skills of camera use and image
  publishing on the parts of students.
• The non-leading person can
• Video/take still shots of the class working with
  the other teacher or with peers
• Be on the lookout for useful work samples (for
  RODs and your own portfolios)
• Visit other classes and gather essential
  resources
• Be the one who goes with the class to specialist
  sessions like Music or Library, Run withdrawal
  sessions in motor skills etc.

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Preparing for SE4

• Getting on with parents and other partners

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Working with Vanuatu Parents

• Some principles of engagement
• Respect their lack of easy transport
• Hesitate, Investigate, Anticipate
• Investigate means respectfully inquiring
  preferably through a third party in the immediate
  teaching community about issues you might be
  unaware of but might benefit from knowingie,
  which might benefit the child
• Communicate at every chance with simple English
  positives

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Family input

• Dont overload homework
• Anticipate families poor access to researchable
  materials or technology
• Celebrate with the families (via notes such as
  thought you might like to know sheet and small
  celebrations) however you can

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Introducing yourself to the School families

• Through the School newsletter
• Through door or corridor signs/messages

Remember to do this BEFORE you start full
responsibility teaching
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YOUR duty of care

• THE MAIN BENEFIT OF PARENT-INCLUSIVE EVENTS IS
  THE FAMILIES SENSE OF AWARENESS AND INFORMEDNESS.
• The secondary benefits are to your learners and
  you. So
• Invite parents to join in but talk to your
  colleague first
• Assure the parent helpers on excursions etc that
  you have told the learners that you teachers are
  in charge of the show.

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Parent and Community roles

• Class help formal and informal
• Additional curriculum help (e.g. Motor
  intervention program in multi-purpose room
  LAP-type one-to-one)
• Dedicated home/school reading programs
• Incidental home support
• Excursions and outings
• Making/sorting/evaluating (e.g. teaching and
  learning materials)