Learners taking ownership of their learning/success

Straight after junior exams, our school embarked on what we call "Jumpstart"  where year 10 students were given their NCEA L1 timetables and began working towards their NCEA L1 certificate.

For the first few periods I deliberately chose not to teach the curriculum as I needed to focus on the 3 R's - ROUTINES, RELATIONSHIPS, RESPECT.

After initial introductions, my goal was to learn each students name so I modelled a repetition technique where I shook hands with student number 1 and welcomed them by name. I did the same for student number 2 and then repeated names 1 and 2 before moving onto student number 3. By the time I went around the room I had mentioned names up to 10 times. Students saw me as a learner and when they laughed at me for mispronouncing a name, I had an opportunity to teach them about expectations and acceptable behaviours when in class; otherwise known as the DUNN way and it was an ideal opportunity to practice our school RISE values and the Key Competencies with a few fun challenges thrown in.

Once we began focusing on the curriculum, students had access to a CHEAT SHEET, LITERACY STRATEGIES and LEARNING STRATEGIES and the learning programme with resources for the standard. The expectation had been set, so success was our goal and for each learner success started by setting an achievement goal which they have been working towards. After 2 and a half weeks of Jumpstart, a student had completed her learning programme, practice test and student voice survey and felt confident enough to sit her first NCEA L1 assessment. Her goal was to get excellence and that is what she got. She has now moved onto her second standard.

Another student who has been away on a regular basis has just sent me this email:

Hi Ms Dunn, 

I was wondering if I could come in today at interval (6/12/18) and practice for the maths assessment? 

I will keep you posted about the outcome.