Reflecting on: English: using iPads, integrating audience as an essential facet of working with English skills and strategies.

I guess the thing that really struck me Paul was the use of iPads in the kindergarten room. They do have chrome books access, but for the kinder children I definitely see the ease of access for these young children as opposed to the chrome books. What I will take back to St Francis is the evidence I have witnessed in their English block re the ease of use to designated apps on the iPads. Whilst the home teacher engages with 2 guided reading groups over the time, the children are accessing PM readers on their iPads, at their instructional level. That was probably the most noticeable facet for me in the structure and engagement. Having worked as part of  a collaboratively taught Kinder over the previous years, I do think we really do need to start with the end in mind. I am taken back to our initial days led by previous Principal Terry Cahill who, as we desired to start this teaching transition,  played quite openly with us "devils advocate". In our planning, making this pedagogical and organisational shift, it was always about the best outcome for the children and linked to that in my thinking is always about ensuring we work smarter as professional educators not just simply harder. What I saw and was shared with by both the Principal Bev Coffey and kinder teacher of several years, now in this first year in an "open" classroom was that in this initial year of their transition, there are some high stress levels for this teacher who has found it very often overwhelming. (The partner teacher was on sick leave at this time).  We all know as teachers, that when stress is out of the box on a consistent level, we are certainly not working at our optimum... So linked with "it's about the children" not just following a fad... How we link professional practice to that is paramount.  It has been a wonderful opportunity to look from the outside in at the way in which all the classes are cooperatively taught, but especially for me with regards to Kindergarten. The journey to establishing a cooperatively taught class is not just about opening the doors and two teachers teaching together in the same area. It has to be so much more than that. There has to be a common mission /set goals, centred on the children/outcomes. We have to start with what as teachers we can let go of and what we need to adapt and progress professionally on to achieve this common mission. It is not always easy, but communication is the key. Thanks to Terry, I believe that he centred us on this aspect as we entered this journey ourselves at St Francis Xavier. Bev Coffey asked if I would like to spend some time with Josie the longer term kindergarten teacher ( hopefully) the other teacher may be back today. This I did prior to watching debating teams last night.  It was indeed a very appreciated opportunity and one which caused me to really reflect on where we had come from at St Francis and the continuing journey to where we are at present. So from an organisational and pedagogical journey these two teachers are on their way... Perhaps as schools we can further link and share to mutual benefit, after these 5 days are over. Management wise, there were some great and so simple teaching practices that I have gleaned. No longer will there be a nicely displayed word wall in my Kinder room. The children will be able to walk over pull the word from the wall that they wish to use in their writing, later re velcro-ing it in the correct alphabetical order... Brings in that whole ownership of constructing print and the kinaesthetic integration into constructing text. So simple!!! So great! To sum up... Gee we have come a long way at St Francis Xavier and it never ceases to pleasantly surprise me how on the ball we are technologically and pedagogically. Even with the desire to perhaps have more ipad availability across our school, our school is outstanding in linking teaching outcomes and delivery through the use of technology. It was very evident that our use of interactive whiteboards is so well integrated and used within our school in partnership with individual devices for personal student use. What will I take back ? I hope I can share the professional validation I have gained as a staff member to the rest of our school community. Further observations I will take back re the English block... In other classes, so far I have really been excited about the way in which English is so tangibly and evidently integrated through the other KLA's. There is also a strong emphasis on peer to peer interactions and peer mentoring across stages. Consolidating oral, written presentations; editing of tasks is very heavily embedded into activities on an authentic level.... even  as basic as the seniors editing to remember capitals and full stops!!! The relevance of tasks especially in years 1-6 is brought alive... Not dragged by the teacher but with enthusiasm by the students because they have audience in mind. They are taking explicit practise and taught/ gleaned skills to an audience... That element is very noticeably woven into the fabric of task progress and completion.  That is one area I know I would like to see further honed in on in my teaching. At a school level, it would be great  to have more professional conversation about the place of audience, peer to peer linkages and cross stage activities..... bringing English to life. I know for me I worry about "troubling" other teachers, where if we established a common approach/ guidelines perhaps we would feel encouraged to lift this element.