Ua usiusi faʻavaʻasavili. To obey like a canoe before the wind.

Full Definition of OBEY
transitive verb
1: to follow the commands or guidance of
2: to conform to or comply with <obey an order> <falling objects obey the laws of physics

"She/he just doesn't listen...others children do but this one"...if we want to be frank...'they don't obey'.   This can often be said when experiencing the student who is not 'doing what they're told'.
You stop, take a second and a third look - what is it really that's causing this student to not 'obey'. Let's look at it differently - solo taxonomy for ourselves
- to say does not obey/listen/follow/do what I say...
is a stand alone idea we may have which lands us and our strategic thinking at 'Uni-structural or Multistructural' levels.  Not good enough for a teacher is it?

Let's look at it a different way -  a good teacher would - what am 'I' doing to cause this outcome...sometimes - time and time again????  

A Samoan proverb ' Ua usiusi fa'avaasavili' can be used in this context.   'To obey like a canoe before the wind'.  We can picture a canoe in the vast sea, at the mercy of the winds, the current and tides.
We can go further and add the weather, oars and skill of the canoeist.   Back to our classroom
OUR SET OF CANOEIST
- what's in their wind that we individually and collectively contribute to?
- is the environment(wind) one which draws students into wanting to obey and accept your guidance?

The following presentation is an example of what winds have contributed to the directions a canoe has travelled so far.  You will see a list of important factors contributing to the wind.  Then you will remember the many students in our care who don't have the same, maybe more or less...This is where our thinking needs to be when dealing with our next 'Difficult/challenging/non-compliant/defiant/disobedient student'...

At the relational level (Whanaungatanga), the aspects are linked and integrated, and contribute to a deeper and more coherent understanding of the whole. At the extended abstract level (Waitara Whanui), the new understanding at the relational level is re-thought at another conceptual level, looked at in a new way, and used as the basis for prediction, generalisation, reflection, or creation of new understanding</i> (Hooked Solo Taxonomy)

This is where I am now challenged to push my thinking and practice when faced with behaviour that varies from the majority of their peer groups.   What is the new way to take?  What is in the winds for this child?   What generalisations can I make?  What can I predict from what I provide?  Is there a contribution to the winds I need to diminish?  Increase?

Being ready to learn...SOLO Key Competencies

Peer to peer notice, key competencies

Establish personal goals/ plan my work/ set high standards/ act appropriately in a range of settings/become aware of my actions and words on others/ set high self expectations/ developing a range of strategies to become a successful learner/ make well informed choices. These goals are outlined in Pam Hook's description of SOLO in action through Key Competencies for learners.

 I have been a little stuck in my inquiry in deciding what to be recording and sharing. Given that I am a new team leader I have spent the majority of my time, effort and goal setting around the tone, culture and expectations in the year 7 & 8 team. I have felt stuck in that I hastily decided on this inquiry thinking purely curriculum - as in literacy and numeracy. I however found it challenging as this curriculum for me in regards to numeracy and literacy has captured very little of my time and efforts. With a team just established, students having to change with the new team - a whole lot of focus was to be devoted to the building of a culture and set of expectations. One where the key competencies would be visited daily, daily goals outlined across the team. The expectations from uniforms through to positive interactions set and consistently revisited. What has this meant for us? A whole lot of positive reinforcement of things that our team of teachers believe effect the big picture of learning. If we look good, sound good and even smell good - we're ready to learn!

 Our efforts team wide, follow on from the previous years of learning at PES - have produced the following in the senior school:
 -Students arrive prior to 8.30am start, actively preparing for day of learning
-Students in full school uniform for class and PE is the norm
-Students are disappointed when a member of the class forgets their PE shirt/swimming gear.
-Students are eager to share with teachers when they achieve -Students desire to be praised and named in class and team gatherings
-Students point out what is appropriate...right place, right time and right attitude
-Student's positive, respectful and considerate behaviour is 'normal'
 There is more to list - so expect another post soon.  I am planning to work on SOLO within the context of key competencies for the year 7 & 8 students of PES. Given this is my most urgent priority to be maintained for this exciting part of the school!

 The following is an example from Pam Hook's rubrics based on managing self - being responsible to start school day well. It relates to our efforts of teacher's meeting every morning at 7.45am, ready to open our space at 8am for our students. In the aim of our students being in the extended abstract level of consistently being ready ahead of time for school day and assisting others along the way. The great news is that over 70% of our students are doing this!
  Managing Self:
Being responsible to start the school day
Extended Abstract: I can consistently get all things ready for my school day and can assist others in this process
Relational: I can consistently be ready ahead of time for the school day I need reminding to get some things organized for the school day Multistructural:I can do many things to be ready for the school day Unistructural:I can do one thing to be ready for the school day
Prestructural: I need support to be ready for the school day. I cannot pack or unpack my school bag, I do not have a pencil ready.

The following rubric is another of Pam Hook's examples. We have just arrived back from our year 8 leadership camp. A big part of this was devoted to the realisation of their roles of leadership and the need to be self motivated to maintain this. During camp we gave many examples of how to move from relational to extended abstract of reflecting on their leadership.
  Managing Self: Self motivation Yrs 4-8 Extended Abstract: I can reflect and evaluate factors that influenced my self motivation
Relational: I can accurately apply the correct skills learned to new independent tasks with consistent effort
Multistructural: I can describe a purpose of the task, and can willingly maintain the effort required to complete the task
Unistructural: I am willing to put in limited effort to complete a task independently Prestructural:I am not willing to put in the effort required to complete a task

I am very happy to share that our students are sitting mostly at the Relational level of personal organisation and time management. It would be a great challenge for our students to move into the Extended Abstract levels for this. A great way to introduce high school and tertiary education life to them!
  Managing Self: Self Management: Personal Organisation and Time Management (Intermediate Level)
Extended Abstract: I can apply what I have learnt from the timetable to design other timetables. Eg other timetables, rosters I can evaluate what would happen if there were no timetable or structure to the day.
Relational: I can understand the consequences of not getting my correct gear for a class. I can interpret the timetable to support others.
Multistructural: I can list the classes I have on any given day and bring the correct gear I know all my teachers and what they teach I can move to the correct class at the correct time
Unistructural I know the school operates a timetable I can find my home room, hall and identified locations I know the staff I usually remember to bring the correct gear to class Prestructural I need help to · interpret the timetable · Locate rooms · Identify staff · Understand blocks · Bring appropriate gear to class

SOLO TAXONOMY FITS INTO THIS?

This year as staff we are carrying out our own inquiry to best practices that impact the student achievement in our classrooms.   My inquiry involves the research and practice of the SOLO taxonomy.   How to use SOLO (for teaching and learning) to get cognitive engagement in a Learn Create Share pedagogy.   Are we doing it already?  In parts or whole?  How can we scaffold learners in learn, create and share as part of using SOLO taxonomy.  Does it match or does it differ?

I am the new team leader for the year 7 and 8 students and staff of Pt England School.  I have selected this inquiry as it supports our vision of 'Year 9' readiness.   SOLO is used by Tamaki College.  Participating in last years lead teachers of Manaiakalani PLD days shared the need for this.   The need to be better prepared in the year 7 and 8 levels for college life.  One part in particular was that by way of being able to have students not simply identify and find information - but be able to explain clearly, hypothesise, create, predict, generalise and create new understanding.  I hope to learn and practice best ways of scaffolding our learners to the higher order thinking.

Snapshot of my place now:

What are my students doing now? Behaving awesome - develop the cognitive engagement further. They need and ready for it now!

What am I doing now?  Re-structure of mindset to match that of SOLO taxonomy. Mind to travel from 'Unistructural' level to 'Extended Abstract' level.

What am I wanting to change? My practice informed through knowledge in this area

What am I going to try that I think will impact my students’ learning? SOLO in the different curriculum areas - in my conversations, task setting - site EVERYTHING students get from me - acting as prompts etc to promote the higher order thinking..

Micro teaching: what are the questions I’m going to ask?  SAMR model - variety and balance!