Weekly reflection: whole class, small group, 1:1, buddy

I have noticed, right throughout my teaching career, as lean as it is but relevant nonetheless, that many students are not particularly engaged during whole class instruction.  We complete a 7-10 minute, yes, I have a student timer that times me each time, hotspot at the start of our Daily 5.  I work hard to maintain engage and enthusiasm during these short 10 minute sessions.  I ask students questions, I give lots of positive feedback for student comments, I complete a quick model session and set them free.  What I noticed, particularly last term, lack of engagement and boredom.  Hence the strict chunking and timing regime we have.  But, in comparison, what a startling difference during small groups.

One child that will not speak in front of the class is transformed into a wonderful source of knowledge and he absolutely extrudes confidence during reading groups.  I can barely keep him quiet!  He wanted to answer every question and he demonstrated to me and his peers his in-depth understanding of the text, his ability to re-read to find information, and to use his prior knowledge….the list can go on.  Another student was ignited during a small group reading activity by the ingredient of competition from another peer.  She went from a docile, quiet and uninterested participant to an enthusiastic and ambitious learner.

 Student A started the session with answers such as, ‘I don’t know’ and lots of shoulder shrugging.  Enter stage left, student B that was enthusiastic and motivated and wanted to share her knowledge and attempted to answer questions.  At this point, I distinctly recall student A watching her peer share and engage with the text.  She looked back at me, and noticed by enthusiasm and encouragement as I praised her for showing me her comprehension skills.  At this point, she started to engage with the text and the group and was actively competing to share her ideas.

In a whole class session, both of these students would not have transformed their learning.  I would not have observed their skill and knowledge in a whole class session.

During term 1, I increased the amount of small group teaching.  I completed a student survey today and one of the questions in the survey was, ‘How do you like to work during writing?  shade all the choices that sound like you

Whole class         small group       buddy     on my own      1:1 with the teacher


What did they choose?

Over 80% of the class selected small group.  One student selected whole class teaching.  This question was asked for reading and writing.  The results were similar.  About 40 % of students selected buddy and a small number selected on my own.  Many students selected more than 1 choice.

What does it mean?

That I am right increasing the amount of small group time in all areas.  The Daily 5 and CAFE approach is great for this as well.  There is a place for whole class but the preferred way of most students in my class is small group and opportunities to work with buddies and individually.

What about me?

I love to work with small groups and observe the knowledge and skills that learners have.  I am enthused to see learners transform into confident and ambition beings that amaze me and their peers.  I relish in the learning conversations I have with my learners and the interactions learners have with each other.


Weekly Reflection: Sharing the role as teacher

The first day of school went by in a blur of new school uniforms & bags; fresh haircuts, smiling & enthusiastic faces; excited students; relieved parents; iPads; apps; no apps; iPads with faulty batteries; Tv’s; wireless; welcome powhiri; staff meetings; buckets; lollipops; gasps of amazement at our ‘new’ look classroom and ‘we have big bouncy balls to play with in class’ reactions … and much more.

Overall, my biggest impression of the day was how ready to learn my students were and enthusiastic they were to start their 1:1 digital journey.  I was pleasantly surprised and impressed with the cultural knowledge, yes – knowledge of the intricate workings of technological platforms such as iPads, that my learners bought to class.  An example of this was a Year 7 student that became the expert as she modelled to the class how to delete and organise the jumble of apps – home and school – that all students had.  I took a back seat and watched his young lady stand in front of her peers and model how to move and organise apps.  Without prompting from me, she peered at the screens of her ‘students’ iPads and offered reassurance and further assistance.  She confidently walked around the assembled group completing one to one guidance and answered other app/iPad related questions.  This snapshot resonated with me as I was reminded that learners are ready to learn but are also capable and ready to teach and share what they know.  I was further reminded of the importance to the learner of creating opportunities such as this as I overhead this exchange between said year 7 student and a student from another class,

“Guess what the teacher let me do?  I used my iPad and the Tv to teach the class how to delete apps and make folders and move apps .  It was neat….”

An important element of an effective learning environment is the sharing of knowledge and providing learners with opportunities to share.  Likewise, the shift from teacher driven instruction to a collaborative approach where the learners can be the ‘teacher’.  Finally, these experiences of student experts enable my learners to have their knowledge validated and accredited.  Go the student expert!