Reflect on the use of critical numeracy in the classroom.   How would you use it?

Through the use of critical numeracy skills students can engage with mathematical information and draw their own conclusions about the information without having to rely on, or take for granted the interpretations of others.  They can ask questions about the meaning, validity and usefulness of practical mathematical information.  I would use critical numeracy to encourage my students to become more independent in their learning, to ask questions about statistics they are presented with and to deconstruct arguments based around statistics.  I think this would fit particularly well when looking at media such as advertisements and persuasive arguments and also in forming a link between mathematics and politics.  I would also encourage my students to use critical numeracy skills to create their own studies and to select relevant data to use in their own persuasive arguments.

Health – blog reflections

1. Article discussion questions

• Health promotion approach discussed in article 5.

The health promotion approach of creating ‘Health Promoting Schools’ is one which I am aware of and I know is currently being used in schools in Guernsey and the U.K. (Guernsey is in the Channel Islands (where I am from))  Working towards becoming a healthy school is a way of linking class work, school policy, parents, carers and the community to deliver an enforced and positive message and model of healthy living to students.  It is important for students that teachers, schools, parents and the community practice what we are teaching to them, and provide an environment which supports healthy lifestyle choices.  Working towards achieving goals as a whole school also enforces to students the idea of the school as a cohesive community.  I think this health promotion approach could be extremely beneficial and effective in schools, students and staff can work together towards the same goals in an attempt to improve the environment of the school, and of the local community for the benefit of everyone. 

• 3 Key Points

1. ‘Health Education’ does not just refer to physical health, but also to social, emotional, spiritual and cognitive health.  This health education is a lot for a class teacher to take on in addition to the academic education we provide.  We are required to know each student on a deeply individual level, including their home situation, family lifestyle and individual social and emotional needs.  I feel like we have an increasing amount of responsibility as teachers to ensure our students health and wellbeing, and to provide not only an academic education but also an holistic education.  Perhaps teachers should also be trained as psychologists, psychiatrists and social workers! 
2. Need for MORE skin protction education.  Shocking statistics that two out of three Australians will develop some form of skin cancer during their lives, and that adolescent girls are the least likely to use sun protection (- although not surprising, as having a tan is still often perceived as being attractive).  Although most schools have great sun care policies with all students wearing hats and sun screen, we obviously need to find more ways of educating students to continue these practices outside of school and through to adult life. 
3. It is important to involve the community in health education – parents, caregivers and community members can reinforce and promote what is being taught in schools.  Article 5 mentions that ‘Schools have access to the entire population of young people including minority and disadvantaged groups’, and therefore schools have the opportunity to access and involve all areas of the community in supporting healthy lifestyle choices by reaching out to them as well as to the students.

• What impact will health promotion have on my teaching?

I have become very aware through my studies at university how important student wellbeing is for promoting effective learning, and that children learn better if they are healthy.  It will therefore be very important to me to ensure the wellbeing of my students so that they are able to reach their full potentials.  It will also serve as a benefit for me as a teacher to operate in a healthy environment, and to look after my own health and wellbeing.  Issues of health promotion will make me more aware of the messages I am giving to my students through my teaching, and of my duty to provide a positive role model for students. 

2. How will I build a safe and supportive classroom that is inclusive of all?

I hope to ensure that each of my students has a feeling of really belonging in my classroom.  I will use circle time activities to establish class values such as  allowing each member of the class an equal turn, the chance to express themselves in a safe and supportive environment, and to respect each others views and opinions.  I hope to provide my students with the skills and confidence to have control of their own lives and health and make their own decisions based on their own knowledge and beliefs.  I also believe it is extremely important for you as the teacher to model safe and healthy behaviour, eg. also wearing a hat in the sun or eating healthily in front of students. 

3.  Reflections on my school with regards to health promotion. (Reflections from my 1st school placement)

The school had a strict sign in policy and all visitors were required to wear name badges, this protects staff and student from unwelcome visitors, as well as protecting visitors in the event of an emergency.  General, common sense, school rules also exist, as in most schools, to protect visitors, staff and pupils such as not running inside the school, keeping corridors clear, and generally moving around the school in a safe and orderly fashion. 

The school was I felt fairly health promoting, students have a ‘healthy snack’ in the morning, and the cafeteria provided healthy lunch options.  Students had plenty of access to drinking water fountains and taps and were allowed water at their desks in especially hot weather.  The school provided sun cream for pupils and staff, and enforced a policy by which pupils must wear a hat in hot weather or else remain in one shaded area of the playground.  The playground itself provided safe play areas for the younger pupils, as well as shaded eating areas for all pupils.  Sports equipment was available at lunch times for students to borrow, although the school had been experiencing difficulties with equipment not being returned after use.

4. Reflections on my school’s partnerships with the wider community.

The school does have fences, although I feel these are more to keep the students safe than to keep the community out.  This school uses their fences to display their school values, as well as work produced by students to the community.  The school had visitors to teach sex education to the older students, as well as calligraphy classes and a basketball workshop, and also ran a class for the teachers to learn some relaxation and yoga skills to use with their students, the school seemed to very much value any input from the community. 

The school also takes part in community events such as sports competitions, and uses local amenities such as a swimming pool to provide lessons for students.  The school has a relationship with local buisnesses who sometimes act as sponsors, and also with close neighbours who students send cards to at christmas.

Any way in which a community can support a school will be of benefit to the school and to the students.  Students are very much influenced by what is happening within their own community and by the views and attitudes of people close to them.  Schools should actively seek ways to form links to the community, and to involve members of the community with promoting healthy lifestyles.

What are the top five tips you learned from the teacher panel?

1.  Be prepared (particularly in your first year).  Plan all your lessons thoroughly, and provide extension activities for students who finish early. 

2. Be flexible with your lessons.  Allow for student questioning or exploration.  Don’t be afraid to change your lesson plans if you find the lesson taking a new direction.

3. Know your students.  Find out as much about each student as you can.  Find out what your students want to learn.  Ask your students questions.

4.  Listen.  To parents who know their children better than you do; To students, and find out what they are thinking and feeling;  And, listen to anyone (colleagues, specialists, support staff) who is willing to offer support or advice!

5.  Behaviour management – You are not alone! You can seek support from the school, counsellors, support staff and others.  If you have a major issue with a child it is not solely your responsibility to help them.  School policy and behaviour management procedures are there for a reason.

Briefly describe how you might use digital stories in the future?

I would love to create digital stories myself and with my students in the future.  I would like to use digital stories as a way of allowing my students a different form of media through which to express themselves and present their work.  I also hope that people who are skilled in these areas of media continue to produce high quality digital stories and resources which I can use in my teaching.  With access to the Internet available in the classroom through interactive white boards, digital stories on any topic or subject are, I feel, a fantastic teaching and learning tool and an effective way to engage and excite students with their learning. 

What is your reaction to Monday 25th. 

I really enjoyed our visit to the LKCC, it is always helpful as a student teacher to experience first hand some of the resources and agencies available to us.

The Water Watch activities provided me with some great ideas for the classroom in terms of promoting environmental awareness to students in a fun and engaging way.  It was also a good opportunity to be made aware of the work of NRM education, the support they can offer to teachers and the excursions they run for students.

I found the bush tucker walk interesting and think it would be a good activity for students, although I am not sure if there may be issues with allergies and allowing students to actually experience and taste the plants.

The final talk we received certainly allowed me an insight into some of the issues concerning relationships between white and Indigenous Australians.  Having only recently arrived in the country these are issues around which I have little knowledge or experience, and I now realise how important it is for me to become more aware of this aspect of Australian history and life and how people are still affected today.

This is my first blog, and I am keen to learn a new computer skill which I can use with my future students.  It is always a challenge to find new ways to excite and engage students with their learning, and in particular to encourage them to produce written work.  Students love to produce work using computers and doing so allows them to build skills in ICT which will be invaluable to them throughout their schooling and lives in general.  Blogging would also provide an opportunity to introduce issues surrounding Internet safety to students; to discuss what is appropriate to publish on the Internet, and how we can keep ourselves and others safe.  Blogging also provides an opportunity for students to practice writing for an audience, as well as to be an audience for other student’s blogs.