Reader Profile Survey Reflection: Knowing My Learners

The survey on reading provided me with valuable insights into the characteristics and preferences of my students, offering a deeper understanding of their learning needs.

 

After conducting a student survey, I've uncovered fascinating insights about my students, which I've incorporated into this blog post to share with you.

The results indicate that a significant portion of the students surveyed have a positive attitude towards reading. About a third really love reading, another third like it sometimes, and another third only read when they have to. None of the students said they don't like reading at all. So, it looks like most students have at least some interest in reading, which is good news! Overall, these findings suggest that while a considerable number of students have a positive attitude towards reading, there is still a portion of students who may benefit from additional support or encouragement to foster greater enjoyment of reading.

Another interesting result was this one as well. The majority of the respondents, 57.9%, indicated that they generally like the way reading activities are organised each week. On the other hand, 42.1% mentioned that they sometimes like it. This suggests that there is a generally positive sentiment towards the way reading activities are structured, with a larger portion of students expressing consistent satisfaction compared to those who occasionally find the activities agreeable. Overall, it seems that the majority of students are content with the setup of reading activities.

Last year my students enjoyed extended discussion so this suggests that my year 6's are looking forward to having extended discussion during the reading class. 

Inquiry 2024 - Planning for an Effective Teacher Inquiry with my Senior Leadership Team (SLT).

Reconnaissance -  student inquiry foci 

Collaborate with your school’s leadership team and colleagues to identify areas where your inquiry will make a powerful contribution to wider school and cluster goals.

From what you know already about your classes and your school’s profile and leadership goals for the year, share a possible inquiry focus.

Frame your focus as a desired change in student learning NOT a change in teaching (as yet!)

I have chosen  The Achievement Challenge 3 as an area of focus.  -Lift the achievement in Reading for all students, with a particular focus on boys and Māori students (both genders) in years 1-13

I’m also considering my Inquiry focus question to be around:  Will a focus on reading stamina and increased reading mileage, lead to improved performance/outcomes in e-asTTle reading comprehension/PAT assessments?

Planning an effective teacher inquiry around reading for the Year 6 level in my classroom is a rewarding endeavour.  I’m in the process of understanding my student's needs. Term 1 testing has been completed. Currently, I am analysing the marks but at the same time, I have successfully placed them in the groups with their cohorts.

Priority Student Baseline Data 2024 Term 1

I have a variety of effective interventions planned for Term 1 to support my students' reading development and engagement. Here's a breakdown of each intervention that I discussed with my SLT:

Student Survey Form: Conducting a student survey form is an excellent way to gain insights into my learners' interests, preferences, and reading habits. This information will help me tailor my reading instruction to better meet the needs and interests of my students.

Reading Challenge: I had a meeting with the Across CoL Teacher - Christine Tupou. She suggested that I implement a reading challenge that can be a fun and motivating way to encourage students to read more. It promotes a culture of reading within the classroom and fosters a sense of competition or achievement among students.

National Library Week Celebration: I’m planning to have a Library Week celebration at our school. I will discuss with ZP regarding this.

Utilising events like National Library Week to celebrate reading can further emphasise the importance of literacy and the value of libraries. It's a great opportunity to engage students in various reading-related activities and promote a love for reading.

Video Recording Reading Lesson: Recording my reading lessons allows me to observe my teaching practices and student engagement more objectively. It can help me identify areas for improvement and reflect on my instructional strategies.

Collaboration with the Deputy Principal:  ZP has reviewed my reading plan and brainstormed ideas for improvement.  It provided an opportunity for peer feedback and support, fostering a culture of collaboration and professional growth. I have also spoken to my principal (JH) about my inquiry focus. He is very much in support of this inquiry as this will certainly lead to improved performance /outcomes in e-asTTle reading comprehension/PAT assessments.

Tuakana–Teina Relationship:  (I discussed with PW the possibility of organising buddy reading sessions between my students in Room 10 and the Tamariki from Room 3, aiming for a frequency of once per week.

Organising buddy reading sessions between students in different classes (Room 10 and Room 3) is an excellent way to promote peer learning and collaboration. It allows older students to serve as mentors or "tuakana" to younger students ("teina"), fostering positive relationships and supporting literacy development for both groups.

Overall, these interventions demonstrate a proactive approach to promoting reading engagement and literacy development in my classroom.