Invisible transitions: Transitions to school following different paths

Coping with change can be tough for people of any age, but unlike many adults, kids don't always understand why transitions take place and how to handle it. Many parents, patiently work with your child and offer the support they need to move ahead into whatever it is they are about to face. Walk together through what is about to change, and get a routine in place as soon as the transition takes place. Many of our tamariki that starts school don't have the opportunity to have a focused transition where the stress is lightened and to talk about how they are feeling and to let all those emotions out. Some students are very fortunate to have parents actively involved in the transition process and are willing to work with the teachers to make the transition less frightening. With regular school visits the tamariki can overcome and succeed in the new circumstances with which they are presented.

My focus this year will be around those tamariki that do not get the opportunity to visit the school with their parents. Many of my new students just arrive one day and are expected to just get on with it and cope. This is hardly the case, like any New Entrant teacher will tell you. As a teacher, we see a different side to what is seen at home. We see the anxiety and fear with being in a new environment with no familiar faces and a million other students(number a new child will see). I always refer back to 2 of my favourite books focus on this anxiety: The Invisible String(It addresses feelings of separation anxiety, something that many children experience in the midst of a transition that impacts their time with loved ones. In the story, a mother describes to her children that they are all connected by "An Invisible String made of love."). My role is to become the school mum to make it as safe as possible without having the anxiety. The second book is Not this Bear - The title gives you an idea of what this story is about. Bear is about to start his first day of school, but he's not feeling ready to go. After a little encouragement, this young bear finds the courage to give school a try.

Since 2020 our "normal" lives have changed to a new normal where we have to "cope" with so much more than before, well-being is at the forefront and definitely the gaps in learning. I have noticed and experienced that the tamariki starting school has gaps in their foundational skills as well as key competencies stated in the Te Whāriki curriculum. The learning journey of our 5 year olds started during Covid. They have not experienced a full year any form of formal learning. It is evident in the formative assessment data done with school entry students. 89% students have scored a 0 on word writing and also well below when have to recognise the alphabet letters and their sounds. Basic self managing skills are not been established and lack of confident Oral Language. 

The data of the BSLA baseline assessment showed me that my New Entrants are below in phonological awareness, letter and sound knowledge as well as speech and holding a conversation.

I have set out a few goals for myself to achieve this year to make it for the tamariki transitioning as smoothly as possible.

1. Meet up with ECE centres and kindergartens and have talanoa about their ideas around transition and what their role entails. 

2. Design, print and bind a booklet to make the children aware of the people they will meet at their new school.

3. Visit tamariki at their centre and build relationships with them. Read books, do art together and talk about what is about to happen. 

4. Work on an action plan collaboratively to make the teachers at the kindergartens and ECE aware of what primary school teachers expect the students to know when they start school.

It’s common for schools to begin supporting first year primary school students and their families through the transition process before the school year begins. But, what about students who enrol unexpectedly at different points throughout the school year? 

https://www.teachermagazine.com/au_en/articles/invisible-transitions-supporting-students-who-enrol-unexpectedly

How can I, my colleagues and the school community effectively support these students through the transition process? 

Measurement in a Junior class

MEASUREMENT

In a junior math class, non-standard units of measurement are often used to introduce students to the concept of measurement before moving on to standardised units.

Non-standard units of measurement are arbitrary units that are not based on any established system of measurement. Examples of non-standard units of measurement include using paperclips to measure length or using marbles to measure weight.

Using non-standard units of measurement can help students develop an understanding of the basic principles of measurement, including the concepts of units, precision, and accuracy. By using non-standard units, students can also practice estimating measurements and comparing the relative sizes of different objects.

Once students have developed a basic understanding of measurement using non-standard units, they can then move on to using standardised units of measurement such as inches, feet, grams, and kilograms. Standardised units are important because they allow for accurate and consistent communication of measurements across different contexts, and they are widely recognised and understood within various professions and industries.

In measuring hands and feet using non-standard units, you can use common objects as your units of measurement. For example, you can use paperclips, pencils, or even your own fingers to measure the length of a hand or a foot.

Our Mission in Team Koru

Understand the concept of measurement and units of measurement.
Students will practice measuring the length of hands and feet using non-standard units.
Students will compare and contrast measurements using different non-standard units.

Materials:

Scissors

Paper

Pencils
Template
Different counting materials to use as non standard measuring units

Procedure:

Introduction:

Begin by asking students if they have ever measured anything before, and what units of measurement they are familiar with.

Explain that today, we will be learning about non-standard units of measurement.
Show students some examples of non-standard units, such as paperclips and pencils.

Measuring Hands: Have students trace around their own hand and foot.

Demonstrate how to measure the length of a hand using 4 different objects to measure the length of their hand and foot and explain that they should count the number of paperclips that fit between the tip of the middle finger and the tip of the thumb.

Have the students record their measurements on the template given, and then share their results with the class.

As a class, compare and contrast the measurements 

Wrap-Up 

Review the concepts of non-standard units and measurement, and ask students to share what they learned today.
Have students reflect on what they learned and what they found challenging about measuring with non-standard units.
Collect the reflections and discuss any common themes or misconceptions.

Maths in the Junior class - HANDS ON!!

How do I teach Maths in my New Entrant class? 

Materials and hands-on experiences with constant Oral Language. Big focus on correct Maths vocabulary.

Why do I believe on hands-on activities? 

Hands-on activities are an effective way to teach math because they engage students in a more active and experiential learning process, rather than simply receiving information through talking and showing. 

Here are some reasons why hands-on activities are beneficial for math education:

Active Learning: Hands-on activities encourage students to be actively engaged in the learning process, which helps them to better understand and retain information.

Concrete Understanding: Manipulating physical objects helps students develop a concrete understanding of math concepts. This is particularly important for younger learners who may struggle with abstract ideas.

Multi-Sensory Experience: Hands-on activities often involve using multiple senses, such as touch, sight, and hearing, which can help reinforce math concepts in different ways.

Problem Solving: Hands-on activities often involve problem-solving, which is a key skill in math. By solving problems in a hands-on way, students develop their critical thinking and reasoning abilities.

Collaboration: Many hands-on activities are done in groups, which helps students develop their communication and teamwork skills, as well as learn from each other.

Overall, hands-on activities provide a fun, engaging, and effective way to teach math, and can help students develop a deeper understanding of mathematical concepts.