Reflection on Teacher Questionnaire - What are the main challenges and how can we overcome them?

Let's look at what our teachers are saying -  this will determine the direction we will pursue to make transitions easier on our children. 

Next step - collaboration meeting - WHAT CAN WE DO?

What are some common challenges you've seen in students who are just starting school?

• Inconsistent transition to school from ECE centers is a challenge.
• Lack of a clear guide for children and their families regarding what to expect when starting school.
• Pre-visits to the classroom, meeting teachers, and understanding the school environment are not consistently provided.
• Building familiarity and relationships with teachers and peers is crucial for a positive school start.
• Establishing connections with families during visits helps set children up for success.
• Insights from these visits can be used to support children and remove potential barriers.
• Going out to play in a large school environment can be daunting, even when with friends.
• Children may lack basic skills like using a pencil, dressing themselves, or following instructions.
• Some children may exhibit a self-centered focus and speech difficulties.

What are the biggest academic challenges that students face when they start primary school?

• Major academic challenges observed include low vocabulary and phonological awareness.
• Significant difficulty in writing, with some children still struggling to write a basic sentence even after two terms.
• Writing and fine motor skills are lacking in many tamariki.
• Limited exposure to reading; some children have not been read to or have not engaged with books, leading to difficulties in turning pages and discussing books.
• Lack of perseverance in completing tasks is also a notable challenge.

What are some social and emotional challenges that students may face when starting primary school?

• Increased instances of tamariki arriving at school not yet fully toilet trained due to toileting anxiety.
• Many children are in the process of learning to regulate their emotions, which is developmentally typical at the age of 5.
• Some children start school at the age of 6 with no prior ECE experience.
• Challenges related to separation anxiety from their whanau.
• Issues with not taking care of their belongings.
• A lack of independence..
• Difficulties during playtimes, especially when around older or bigger children.

How do you help them overcome these challenges?

• Implement socio-emotional coaching throughout the day to support children's emotional development.
• Seek guidance or resources to assist whanau with toileting and enrollment challenges for 6-year-old children.
• Foster a free play environment in and out of the classroom, encouraging exploration and peer interactions.
• Use a "magic table" or designated learning time to structure activities, balancing free play with focused learning.
• Establish a buddy system within the classroom and on the playground to encourage peer support and inclusivity.
• Communicate with parents about the importance of fostering independence in their children.
• Offer praise and positive reinforcement to encourage children to take responsibility for their belongings and self-care.

What do you do to assess student entry levels?

• Conduct formal assessments such as the Clay Observational survey and BSLA baseline assessment at school entry.
• Informally observe children in various areas, including play, fine and gross motor skills, and social and emotional development.
• Use a SEA checklist to assess students within their first 6 weeks of school.
• Entry-level test around the 6-week mark to gauge their progress and development.

What are some of the most important skills or knowledge that students should have when they start school?

• Foster curiosity and determination in students to promote learning and growth.
• Teach self-help skills to enable children to independently manage their belongings, toileting, and hygiene.
• Focus on developing fine motor skills to ensure children can hold a pencil and perform writing tasks.
• Emphasise basic life skills, such as putting on shoes, as part of their overall development.

What advice would you give parents to help their child have a successful transition to school?

• Establish a strong relationship with your child's teacher for effective communication and support.
• Ensure your child's regular attendance at school to maintain a consistent learning routine.
• Advocate for your child's needs and well-being, addressing any concerns promptly and asking questions when necessary.
• Consistently prepare your child for school through visits and positive conversations about the enjoyable school experience.
• Use pre-visits to the school to familiarise your child with the environment and create a smooth transition to formal education.

How can teachers help students who may be struggling with the transition to school?

• Teachers should prioritise building positive relationships with tamariki and their whanau
• Allow children time to explore their new environment before imposing strict class routines.
• Maintain open and regular communication with parents to stay informed about the child's needs and progress.
• Praise and encourage the child, and consider using incentives to motivate and reward positive behaviours.
• Establish buddy systems to foster peer support and a sense of belonging among students.

What are some strategies you use to build a positive classroom environment and help students feel comfortable in the classroom?

• Establish a predictable routine to provide structure and stability for students.
• Cultivate a calm and supportive learning environment.
• Offer students opportunities for making choices, promoting autonomy within limits.
• Build and maintain positive relationships with students to enhance their well-being and engagement.
• Incorporate games, singing, and free play to create a fun and enjoyable learning experience.
• Ensure that a portion of the day is dedicated to activities that prioritize student happiness, safety, and a sense of value.
• Foster a sense of whanau within the classroom, promoting a supportive and inclusive atmosphere.
• Act as a role model for positive behavior and encourage students to follow suit.
• Use praise and encouragement to motivate and reinforce desired behaviours.
• Utilise a class mascot to create a sense of identity and community within the classroom.

How do you ensure that students with different learning styles and needs are supported and included in the classroom?

• Collaborate with learners to plan and design customized learning experiences that align with their interests, needs, and abilities.
• Provide additional support and accommodations for students who require it, ensuring an inclusive approach to learning.
• Group students based on their abilities, with some curricula fostering mixed-ability discussions, such as in Math.
• Develop a deep understanding of each student's unique characteristics and learning preferences.
• Prioritise one-on-one interactions with each student to establish a strong teacher-student relationship and address individual needs.

How do you encourage students to develop a love of learning and stay engaged in the classroom?

• Demonstrating a genuine love for learning as a teacher is essential to maintain students' interest and enthusiasm for learning.
• Use words of praise, show enthusiasm, and be a positive role model to make learning enjoyable for tamariki.
• Foster a positive classroom environment by modeling positive behavior and setting a constructive tone.
• Establish high expectations for students and maintain consistency in your teaching approach.
• Implement effective classroom routines that provide structure and predictability for students.

What resources or support systems are available for students who may need additional help or support?

• Utilise SENCO (Special Educational Needs Coordinator) for coordinating and managing special education support in the school.
• Provide in-class support from a Teaching Assistant (TA) when available.
• Allocate a Learning Assistant to work with an emergent group, providing one-on-one support.
• Access the expertise of Resource Teachers of Learning and Behaviour (RTLBs) to assist in addressing specific learning and behaviour needs.
• Employ Teacher Aids to support the teacher and provide additional help to students with diverse learning requirements.

How do you balance academic expectations with the need for play and socialisation in primary school?

• Implement "forced choice" strategies, allowing children to select from options tailored to their interests and needs during independent time.
• Create a balance between play provocation and academic tasks to give children the freedom to choose how they spend their time.
• Group students into core curriculums, with some working directly with the teacher and others exploring different stations.
• Establish a structured routine for rotating students between activities to maximise learning opportunities
• Incorporate developmental play sessions into the weekly schedule to support holistic child development.