New Laws Around Physical Restraint in Schools

Staff Meeting: Understand Behaviour - Responding Safely (UBRS)


LAWS around using physical restraint in schools


(Click on image for link to document)

What is physical restraint? The Act defines physical restraint as using physical force to prevent, restrict, or subdue the movement of a student’s body or part of the student’s body

Sketching Bees

Today I had a class for 45 minutes while my class was being taken by another teacher for sport. What to do? Well, I knew that this particular team was studying bees this term so I uploaded a youtube tutorial on sketching bees and that is what we did.

And the end result was AMAZING! The children were so proud of their work. Even children who found art hard completed AMAZING work! It was fantastic and very rewarding, something I will DEFINITELY do again :>

Link to youtube tutorial

Mrs Manuyag's Site

Here is a site I am beginning to play around with, a site where children have more control over their learning - with extension work, independent learning activities, homework, and opportunities for children to continue, and complete their learning at home. 

Link to site

I've based the above site on my first learning site that I created and used with my Year 5/6 students in 2012. It was a HUGE learning curve, and the learning is STILL continuing!

Link to above learning site

Book Tasting - Room 15!

It is book week this week at Onehunga Primary! The amazing Mrs Tu'ugasala decided to investigate different genres of books with her class, and did this by creating a Book Tasting restaurant in her classroom. 

Completely inspiring!

Collaborative Snapshot - R17

WALT write a vivid description.
SC: I can use my senses to create vivid sentences. I can use similes, metaphors and personifications in my writing.

Class: Room 17
Year: 5&6
Age: 9-10 year olds

The wind howled across my face, the icy wind making me go blue. Tears were trickling down my cheeks as everything I loved was being destroyed right before me. The screams of the villagers echoed through the mountains. And then I heard it. Steps in the snow. I look up. A dark green scaly body with a blood red spine and mysterious blistered wings emerging behind its head rose up before me. Pointy, frighteningly black, sharp claws, as sharp as a knife, were digging into the pale white snow. Blood dripped from its teeth, pooling on the white snow. Blood red flaming evil eyes of death stared at me. I see fire and flames bursting through its nostrils, about to come out of its mouth, beginning to melt the hard white snow at its feet. Its lava filled body was scorching hot - I felt like a french fry in a fire, my bones aching in the heat waves. Goosebumps ran along my skin. A stench of death and old vomit flowed towards me on it’s horrifying breath. The ferocious piercing eyes stared down at me. Watching. Waiting. With fearful anticipation I watched the fire flickering from its mouth, smoky breath breathing anger over. Growling with the lowest growl, it started to step forward. Will I survive?

Remember to BOLT!

Need a reminder on how to blog? Here it is!

How to Blog - Junior Team Notes

For the Junior team meeting today we are learning about how to blog. I thought I would refer back to the movie I helped students make at Tamaki Primary school on this very subject - How to Blog!


How to Blog from Maryanne Manuyag on Vimeo.

This movie is relevant for Google Drawings, Google Slides, or any DLO (Digital Learning Object) that you want to blog that has an HTML code to enter.

• For blogging an image (eg. photo, a screenshot from your computer, poster on computer), you need to click on the  image from the blogger toolbar.
• For blogging a movie or clip already downloaded to your desktop, click on the  symbol on the blogger toolbar.

One of THE most important things to remember when blogging is "BOLT" - that is:

• B - blurb (explanation or writing in the "Compose" part of the blog post)
• O - object (something exciting for your viewer - picture, photo, clip, poster...)
• L - Label (see the movie above for the "how to" for this)
• T - Title

If you have remembered these things, you have a solid blog post! This is a good thing to teach your students, once you get to the stage of students blogging too - they need to remember to BOLT every time they blog!

EXTRA - an extra thing you can do is to 'Schedule' your posts. This is especially useful if you have a whole heap of the same thing to put onto your blog - eg 30 narratives or 30 pieces of artwork! It will mean that one piece of work will pop up on your blog when you have scheduled it, rather than everything on one day. To do this, simply type up your blog post (remembering to BOLT of course!) and then click on schedule, and click on the day you would like it to go on your blog! It means that when you click publish, you will be able to see it on your "All Posts" page, but it won't go onto your blog until you have scheduled it. 

Enjoy blogging! Any questions, please ask in the comments section and I will reply :>

Louis Braille

This term, Room 16 are learning about Innovations. As their CRT teacher (their 'one-day-a-week' teacher), I have decided to focus on Innovators to link with their Inquiry focus.

And how exciting, this learning has already been!

Last week we looked at Da Vinci and his amazing ideas in his journals. We discovered that innovators may not actually be the person who invents the new creation, but sometimes is also the person who has the new idea. We decided to become "Wonderers" like Da Vinci and chose different things to 'wonder' about, such as eyes, and hands, and skeletons, and animals. It was fascinating!

This week we are going to learn about Louis Braille, and how is innovation changed the way an entire group of people learn. What an amazing and inspiring person he was - I can't wait for my students to begin to also be inspired by him also!

 

Resources found at www.twinkl.co.nz, and www.education.com

How to: Create a Google Drawing

Google Drawings are a fantastic tool for sharing your learning with others. At Tamaki Primary I worked with a team of students to create movies to show others how to use Google Apps for Education. At one point, a new student started in the class next door and we were keen to create something to help him begin to share his learning. Here is our movie about "How to us Google Drawing".


How to Use Google Drawing from Maryanne Manuyag on Vimeo.

How to: Look After our Netbook

How do we look after our netbooks while at school? This was a question some students at Tamaki Primary addressed by creating a movie of our "rules."

Our scriptwriters wanted to try something a little different this time! We brought some props and tried to inject some humour into our movie. Our scriptwriters wanted to create the idea of "CyberSmart Angels" who came to help Toma be CyberSmart.

Enjoy watching a very child-led movie about how to look after your netbook!


Looking After Your Netbook from Maryanne Manuyag on Vimeo.

Tornado Snapshot - By Opiesi

WALT write a vivid description.
SC: I can use my senses to create vivid sentences. I can use similes, metaphors and personifications in my writing.

Class: Room 16
Year: 5&6
Age: 9-10 year olds

Tornado Snapshot - By Riley

WALT write a vivid description.
SC: I can use my senses to create vivid sentences. I can use similes, metaphors and personifications in my writing.

Class: Room 16
Year: 5&6
Age: 9-10 year olds

Tornado Snapshot - By Nishita

WALT write a vivid description.
SC: I can use my senses to create vivid sentences. I can use similes, metaphors and personifications in my writing.

Class: Room 16
Year: 5&6
Age: 9-10 year olds

Dark Alley - R16 Collaborative Snapshot

WALT write a vivid description.
SC: I can use my senses to create vivid sentences. I can use similes, metaphors and personifications in my writing.

Class: Room 16
Year: 5&6
Age: 9-10 year olds

My heart is pounding, trying to jump out of my chest. I could feel someone’s presence as I walked past the creepy house. Eyes stare into my soul, reading my secrets. Anxiety crawls up my neck, choking me. Empty streets surround me, screeching noises. Boom, crash! Boom, crash! Doors slam in the distance.  A man stands in the dark, watching. Waiting. My heart starts pounding. Broken bottles and used cigarettes litter the ground. Rats squirm around the already flooding street. Drip. Drop. Drip. Drop. The noise from the broken drainpipes  gives me goosebumps. I reached out to touch it, but it wasn’t water. It was blood. The smell irritates me and I turn away. I hear fans whirling as the deafening screeches of cats fills the air. Police sirens go past, then a shadow appears and disappears into the dark night. I stand. Alone. My feet shake. My mouth is dry and I cannot speak. Fear creeps closer and closer. Something or someone was still watching me.

How to Write a Snapshot!

Recently, I have been lucky enough to be relieving in classrooms where the teachers want me to focus on descriptive writing. This activity allows even your reluctant writers to get excited, and to produce amazing sentences! Boys LOVE having the visual image, and seem to thrive with this type of activity. The quality and depth of work I am able to get from their students with this "Snapshot" activity always amazes them, so here is the process in case you would like to try it too!

1. Discuss language features - metaphors, similes, personification, onomatopoeia
2. Discuss senses - sight, hear, smell, feel, taste, touch
3. Introduce the image (some ideas are below)
4. One minute imaging time (silent!)
5. Brainstorm vocabulary as a class (this should be quick - one word or a short phrase)
6. Children have five minutes to write ideas under each sense in their own books
7. Volunteers to read their favourite aloud - children are allowed to be “inspired” by each other
8. Ideas into sentences - may join more than one idea
9. Ordering ideas into a logical sense - check that there is a hook at the beginning AND the end!
10. Celebrate!

• For a collaborative snapshot - children bring their favourite sentence to to mat to join together (I usually do this as they are reading around the circle)
• For an individual snapshot - continue as you would with normal classroom writing (eg. proof reading, teacher conferencing, publishing...)

    

Boggle Time!

I love this Maths game - its a great way to practice times tables and also encourage a healthy competition. It also means that all children at all levels of maths learning in your class can participate - an activity which extends your higher achievers and gives an element of success to your lower achievers... a BIG tick in my box!

STEP ONE
I often whip these up on a piece of scrap paper on my desk while students are working and I can see they will need an extension activity. Simply think of times table sums (eg. 3x2=6, 2x5=10, 2x4=8...) and then put each number into its own box in a table.

STEP TWO

Children write the boggle into their maths book, and then write any sums they see. They may need to start again if they get to the end and have numbers left over that don't fit! 

Pretty quickly they realise that they need to work backwards, and start with the biggest numbers, and check the factors that may add to that number. Some BRILLIANT maths problem solving!