After a two year break from teaching to comeback to the implementation of RISE was a little confronting. I questioned whether I still "had it" as the school, staff and teaching practices had changed so much. It was fine for others to watch and discuss my teaching with me but to watch myself and critique the cold hard realities of what I looked like and sounded like was a different thing altogether.
So, along I went for the ride. Term 2 was my first attempt at the process. I decided to focus on guided reading as I am teaching the Yr 2 Newman English group. Prior to my two years leave I had taught the support Kindergarten group for three years - so from one extreme to the other! The main question I had in mind was "Am I too Kindergarten?" I worried that I was going too slowly, repeating myself too much and needed to adjust my teaching in order to better meet the needs of these clever kiddies as opposed to the slow, repetitive nature of the early stage one learners.
So I videoed and observed - my goodness was I right - far too much Kindergarten! Peta my observer / partner also pointed out the repetition and length of my explanations which were too many and too long. So my focus has changed in order to fix this and adjust my teaching to cater for these children's needs - as I suspected :) What I would like to achieve is move a little bit faster, not to focus too long on the explanations, challenge these children at their level (lets focus more closely on my questioning a little bit later) and not to repeat myself so much - how far my teaching has to go in order to catch up with the students!!?!!
It was an interesting pairing of two teachers - both very experienced and looking to always better their craft. Peta is great with older students, Sally great with younger. Peta needs to explain more and Sally explain less. Throughout this process we will aim to help each other meet in the middle - to become more repetitive and less repetitive. Looking forward to the journey!