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New Entrants in a Year 1-4 MLE

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Started by Catherine Lynagh 22 Apr 2015 7:12pm () Replies (5)

Our full primary is opening up 8 single cell classrooms into two MLE spaces.  We will have Year 1-4 students in one space, and I am trying to envision how we will work with the new entrants.  I'd love to hear from other teachers in mixed-age MLEs.  Do your new entrants have their own area within the larger space?  Does one of the teachers in your team have primary responsibility for the new entrants?

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  • Keryn Wilson (View all users posts) 22 Apr 2015 11:07pm ()

    :):)weWe set up a MLE from NE - Y4 last year. We have 3 teachers working collaboratively, but when we consulted with our community they were concerned that the specific needs of children as they enter school would not be met in the 'big' setting. We put a lot of thought into how to maintain the things that were working for us in terms of settling our newest learners into the school setting as well as reaping the benefits of a collaborative approach. Our physical environment helped with this. The building, while not intentionally built as a classroom was most definitely crying out to be used as a MLE with its large open area, two break out rooms and two offices and attached kitchen and toilet area. We set up the 'Sooty' room in one of the break out rooms in the TLC (Toroa Learning Community) which easily housed a smaller group of children new to school.  Because of the close proximity to the main room, the newbies felt Sooty was their space but also developed confidence in the larger space where we meet each morning. One teacher (me) is responsible for their programme including pre-entry visits, parent and pre-school liaison etc. It is a bit like a single cell classroom with literacy and numeracy taken there. I have a strong focus on establishing routines and developing relationships. The ceiling is lower in these spaces too so it feels quite intimate. It's attached to another breakout room with a sliding door - we often spill out into this space during reading and maths. The older children in the TLC like to look after the younger children during activities we do together like fitness etc. We have a shared timetable which all 3 teachers plan together and we (as in the above post) group for everything so the spread is reduced. For some topic activities, we work together and sometimes we rotate groups around the 3 teachers. It depends on what we're doing. We have found that having a degree of separation, allowing children to join in with the larger group gradually when they are ready has been successful. We have a blog that might let you see us in action www.toroatimes.blogspot.co.nz. We really love working together and feel that including the NE group can be done provided their needs are planned for. As in the post above, our children stay in this environment for several years and it allows us to build strong connections with them, but they do tend to not get sick of us (or vice versa) because each of us have our own strengths and work with slightly different age groups in the MLE.

    All the best! :) K

     

     

     

  • Keryn Wilson (View all users posts) 22 Apr 2015 11:07pm ()

    :):)weWe set up a MLE from NE - Y4 last year. We have 3 teachers working collaboratively, but when we consulted with our community they were concerned that the specific needs of children as they enter school would not be met in the 'big' setting. We put a lot of thought into how to maintain the things that were working for us in terms of settling our newest learners into the school setting as well as reaping the benefits of a collaborative approach. Our physical environment helped with this. The building, while not intentionally built as a classroom was most definitely crying out to be used as a MLE with its large open area, two break out rooms and two offices and attached kitchen and toilet area. We set up the 'Sooty' room in one of the break out rooms in the TLC (Toroa Learning Community) which easily housed a smaller group of children new to school.  Because of the close proximity to the main room, the newbies felt Sooty was their space but also developed confidence in the larger space where we meet each morning. One teacher (me) is responsible for their programme including pre-entry visits, parent and pre-school liaison etc. It is a bit like a single cell classroom with literacy and numeracy taken there. I have a strong focus on establishing routines and developing relationships. The ceiling is lower in these spaces too so it feels quite intimate. It's attached to another breakout room with a sliding door - we often spill out into this space during reading and maths. The older children in the TLC like to look after the younger children during activities we do together like fitness etc. We have a shared timetable which all 3 teachers plan together and we (as in the above post) group for everything so the spread is reduced. For some topic activities, we work together and sometimes we rotate groups around the 3 teachers. It depends on what we're doing. We have found that having a degree of separation, allowing children to join in with the larger group gradually when they are ready has been successful. We have a blog that might let you see us in action www.toroatimes.blogspot.co.nz. We really love working together and feel that including the NE group can be done provided their needs are planned for. As in the post above, our children stay in this environment for several years and it allows us to build strong connections with them, but they do tend to not get sick of us (or vice versa) because each of us have our own strengths and work with slightly different age groups in the MLE.

    All the best! :) K

     

     

     

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