Interlead and google form student feedback

Engage in reciprocal, collaborative, learning-focused relationships with: 

• learners, family, and whānau
• teaching colleagues, support staff, and other professionals
• agencies, groups, and individuals in the community.

https://docs.google.com/forms/d/1wrj5xY8xHRXmmnCIp3H3UeOBtZaHXH8wy8aK7cBmtFU/edit#responses

The majority of my results from my students was on behaviour management. Although the students had their view on what I should do it is up to me changing the way I approach learning in the classroom.
Michelle the DP was worried I was not enjoying teaching so we looked at what I could do to change the way I taught so the students would be more engaged.
I was very pleased with her support in this matter and it made perfect sense to me.
In Term 1, Archana my team leader had modelled a writing session for me and the students were really engaged. They used the brainstorm to form their ideas in their writing. What I found though was the students writing was quite muddled in their ideas, there were many grammatical errors requiring a one to one in order to fix. Perhaps it was the lesson going to fast for them, too much on the brainstorm which lead to confusion or not enough prior knowledge on the topic for them to sort the ideas into a sequence.
I have since been reading Sheena Cameron, Reading Comprehension Guide and I am implementing some of the strategies. This book makes perfect sense to me but I can't trial everything at once. Even in the book it quotes where a teacher tried to do this and there was too much and the result was total confusion.
What I am trialling is:
Me not talking so much
Me not engaging in student distractions
getting the students ideas
students repeating in own words what they are doing or explaining to others what is required
stand and share ideas
using a brainstorm more effectively
making sure students refer to brainstorm as their plan for ideas, spelling and sequencing.
students writing less but better quality to show, specific vocabulary, simple sentence as topic sentence, adding in commas for listing or a complex sentence, either an exclamation or question mark and a choice of figurative language.
They must proof read for capitals, fullstops, spelling before checking in with me.
Michelle also went through a guided reading with me which was spot on for me when teaching Year 5 and 6.
Fiona from Manaiakilani has also helped me in reminding the students to just say 'right site, right time'. To check their site before saying they are finished. Students say they have finished when they have not proof read, put energy into their learning or have not looked at what needs to be learnt or take on a challenge. I should not be leaving any learning on devices when there is a reliever who has not dashboard, can't see the class site or any links I have left class. Good call.
Week 3 was a better week and week 4 we are going to see huge positive changes I am sure.