Connecting with whanau to build student profiles #1

Studies show building a connection with whanau and families can support the achievement of a student.  In my efforts to know my learners better, we have our student achievement conferences and I asked the tutor teacher of 9PKr if I could support him in meeting some of the parents of my inquiry group.  My main purpose was to share my inquiry with them, discuss some of my findings, then hopefully set goals with them.  My key focus was looking at reading but if they wanted to know about writing, I was happy to share what I'd learnt about their child with them.

I went armed with the following resources:
* Profile sheets of evidence I had collected
* A blank graph that I had pre-sketched to show the progression of asttle reading results for 2018 and 2019 (and beyond).
* 'The Big Picture' diagram for students to complete
* Strategies for supporting students at home from Dr Jannie and department discussions.

For each student, I wanted to share historical data collected from their primary schools (2017/2018) mainly asttle reading results and compare them to this years two test points (in February and June).  I wanted to explain where they needed to be by the end of year 10 ready for NCEA at the start of year 11.  I am also to sharing ways we could all support their child, through strategies discussed from Dr Jannie Van Hees and in my department discussion.  I am hoping that we could set collective realistic goals.

This morning, I met with two students and their families, and have collated what I will tentatively call a 'tri-angulation' of profile collecting for these students. 

Student ONE:  T1 is a young Maori boy, whose mum came in for his meeting.  I have found that he is a capable critical thinker and is able to verbalise his learning, but can not and will write much and this was evident in his asttle reading/writing scores where he scored 2A's.  I also know that socially, he struggles to fit in with his peers.

Tri-angulation of data and evidence for student T1

After much discussion, I found out that he'd only been speaking English in the last three years and he was the lead speaker at his kura kaupapa when he'd left.  She wants to continue encouraging him in his Te Reo and says he enjoys school. 

Quick reflection:  I was taken aback and said to her I now see him in a totally different way.  I can see now why he was having issues fitting in and I often see him bursting at the seams to answer questions.   I have written some reflection here about my next steps with him that I hope to implement in my theory of action.

Student TWO:  A1 is a young Maori girl whose mum attended her meeting.  She is a highly capable student who scored 4P in asttle reading and 5A in her writing.  She fits in well with her peers and always completes tasks to a high standard.  At times though, I noticed that she was only doing what was required at the fastest time possible and only after I pushed her to extend herself would she actually do it.  She would also get annoyed at the smallest things.

When I asked mum what her aspirations for her daughter were, she was a bit taken aback and said it was a good question (I don't think she was expecting the question). She wanted her daughter to be healthy, safe and confident and to be whatever she wants to be.  I asked A1 what she thought about what mum said and she said yes, I know.  I reminded A1 that her next steps were to continually challenge herself and be a highly critical thinker by digging deeper and finding out more.

Quick reflection:  I am thinking about ways to extend these higher level students in the class and there are about 5 or 6 (mostly girls).  I don't want them to lose momentum and feel that with more support, they could be ready to do NCEA in year 10! 

I am really happy that I met these students and their mums.  It has given me a whole new insight into who they are, how and why they behave the way they do and what I need to change in my approach to teaching them.  I feel more confident in identifying exploring ways to address their needs, it's just a matter of finding the right interventions -watch this space.