On top of this, Ashlee Hansen began at our school full time as she was waiting for Room 2 to open with her class of New Entrants. She worked in Room 1 five days a week for 4 weeks.
These teachers had no experience with play based learning but showed great classroom skills in different ways. Kate has fantastic emotional social coaching and Ashlee was routined with sound behaviour management techniques.
My role as classroom teacher was to expose both teachers to different ways of resourcing a play classroom and we looked at ways to timetable the day to allow a good balance between interventions academic grouping and play based learning teacher guidance.
The focus that I wanted both teachers to work on without me was the reflecting in action of the play. We set up weekly plans that allowed for the reflections to happen.
Reflection
As I read through the reflections I could see the focus on resourcing beaming off the page from both teachers. I also saw that they were beginning to narrate learning and working together to have a growing understanding of the individuals in the class.
Next step
Teachers to start writing up a learning story for a body of play from the day they are teaching.
Evidence
Kate has captured Arama's play with photos and taken this as a great opportunity to let it inspire Arama's writing. This story was then shared with the students and Arama's whānau which lead to this being the catalyst for a very big learning story later on.
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