Evidence Of Meeting Goals

I helped ākonga in doing their 'pepeha Kakahu' . I share my pepeha as well representing my culture and interests.

These are the screenshots from the schools' Facebook page. Here I am communicating with whanau, teachers, and students introducing myself and talking about my whanau, culture.

These are evidence showing feedback from my AT based on my lessons. She discusses with me all the points mentioned in the feedback. This shows that I am continuing to build a professional relationship with my associate teacher.

These are evidence of rewards, easter gifts received by me and AT. I received the certificate on completion of two weeks of practicum. I gave some gifts to associate easter for Happy Easter. This shows positive relationship building between me and the associate teacher.

This is a card made for me by a child. All the ākonga made cards for me describing myself. I received cards reflecting different types of children's writing work. This shows that I have built some form of positive relationship with ākonga.

This is an example of an assessment that required ākonga to work individually. After a couple of lessons were taught on addition and subtraction, this was done.

This is an example of a Maths lesson I conducted that required ākonga to work collaboratively with buddies. the group used 'think pair share' to challenge their buddies in creating the problems based on subtraction

This is an example of a writing lesson I conducted on writing simple or compound sentences. Children's work has been marked.

These are examples showing observations of ATs lessons on different learning areas of focus. I have taken notes of lessons to understand talk moves, launch, and other pedagogical practices.

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This is a photograph of me reading 'Big Book'. Every day the same book is been read to ākonga. LI will be vocabulary, punctuation, predictions, and comprehension. Students use their prior knowledge and thinking skills to develop an understanding of focus. I stressed talk moves and social participatory norms.

This is a science lesson based on an experiment. I model the steps for akonga along with explaining the steps. Children were allowed to test the objects by themselves and come to conclusion.

These are examples of associate teacher weekly planning that she shared with me. She highlights the lessons which I need to teach.

These are the screenshots of the school's Facebook page. I am posting daily activities of children to whanau and receiving comments from parents and teachers.

These are the pictures of including te reo Maori in teaching practice. Here I am teaching ākonga in practicing the waiata.

I have gathered important information about the school, curriculum health, and safety protocols by navigating the school's website, newsletter, and from the school, principal Miss turner by jotting down notes.

Here I have gathered information about students' language and cultural backgrounds in my classroom.

These are evidence of my lesson where ākonga are working collaboratively such as reading their story to buddies, and explaining the strategy of a maths problem.

This photograph shows I co-lead my AT in doing nga mihi mihi o te ata/karakia as a daily morning routine.

Observe and teach in a new entrant classroom.

This is a screenshot of the email between my AT discussing planning and teaching different learning areas. This shows our ongoing relationship outside working hours.

This is the evidence of weekly syndicate meeting minutes which I attend after school hours.