12/19/2010
12/17/2010
12/16/2010
12/13/2010
12/09/2010
12/05/2010
11/23/2010
In reading I am learning to be able to complete my work on time. And complete the task that is given to me.
The steps I need to take are:
• Finish on time
• To know what narrative means
• To get up to a higher level so get up to level 4
In maths I am learning to be able to know what statistics mean and to be able to do the worksheet by now I should know what statistic mean because we have been studying on it and doing the work in the book.
The steps I need to take are:
• To be able to know what statistical means
• To know how to draw up a bar graph, pie graph, strip graph.
• Some examples
A statistical is science of the collection, organization, and interpretation of data. It deals with all aspects of this, including the planning of data collection in terms of the design of surveys and experiments. Statistics is closely related to probability theory, with which it is often grouped.
In writing I am learning to use full stops and punctuation throughout my story so my story can make more so it’s clear to read.
The steps I need to take are:
• Use full stops in my story, and punctuation
• To know what narrative means
• To follow the steps that’s given to me
• To be able to achieve my goals by practicing at home, school
The steps I need to take are:
• Finish on time
• To know what narrative means
• To get up to a higher level so get up to level 4
In maths I am learning to be able to know what statistics mean and to be able to do the worksheet by now I should know what statistic mean because we have been studying on it and doing the work in the book.
The steps I need to take are:
• To be able to know what statistical means
• To know how to draw up a bar graph, pie graph, strip graph.
• Some examples
A statistical is science of the collection, organization, and interpretation of data. It deals with all aspects of this, including the planning of data collection in terms of the design of surveys and experiments. Statistics is closely related to probability theory, with which it is often grouped.
In writing I am learning to use full stops and punctuation throughout my story so my story can make more so it’s clear to read.
The steps I need to take are:
• Use full stops in my story, and punctuation
• To know what narrative means
• To follow the steps that’s given to me
• To be able to achieve my goals by practicing at home, school
11/02/2010
10/19/2010
GOALS
this weeks goals for induction
- Answer all minor question.
- To know what induction means.
- To complete all the work that the teacher has set.
10/14/2010
Writing a speech can be a daunting task for many people. Perhaps you're worried about the quality of your writing skills, you're nervous about your public speaking inexperience or maybe you just don't know what to write.
Reading your entire speech from a script may give you confidence and ensure that nothing is forgotten or omitted, however it is the least desirable option for delivering your speech. You will find it more difficult to see your audience, and make it harder for them to get emotionally invested in you. When reading from a script it is extremely difficult to deliver your speech to your audience, rather than just read it aloud.
Reading your entire speech from a script may give you confidence and ensure that nothing is forgotten or omitted, however it is the least desirable option for delivering your speech. You will find it more difficult to see your audience, and make it harder for them to get emotionally invested in you. When reading from a script it is extremely difficult to deliver your speech to your audience, rather than just read it aloud.
The Tips for public speaking
2.Practice. Practice. Practice! Rehearse out loud with all equipment you plan on using. Revise as necessary. Work to control filler words; Practice, pause and breathe. Practice with a timer and allow time for the unexpected.
3.Pick a topic you are interested in. Know more about it than you include in your speech. Use humor, personal stories and conversational language – that way you won’t easily forget what to say.
Begin by addressing the audience. It buys you time and calms your nerves. Pause, smile and count to three before saying anything. ("One one-thousand, two one-thousand, three one-thousand. Pause. Begin.) Transform nervous energy into enthusiasm
3.Pick a topic you are interested in. Know more about it than you include in your speech. Use humor, personal stories and conversational language – that way you won’t easily forget what to say.
Begin by addressing the audience. It buys you time and calms your nerves. Pause, smile and count to three before saying anything. ("One one-thousand, two one-thousand, three one-thousand. Pause. Begin.) Transform nervous energy into enthusiasm
Speeches
in speeches i have been learning how to write a speech and feel confident and stand up front of the whole school the three tips for doing your spech is fell confident, you can stand there and then start or you can entretain the audience never put the book in your face hold it up so the audience knows what you are saying. pick a topic that the audience will like for e xaple cars
10/12/2010
Describe situation represented by statistical data displays
For example:
The table shows scores for a class on a 10-point test. How many in the class scored 6 and
less than 6?
Click
Design and use a simple scale to measure qualitative data
For example:
This is part of an opinion scale. The opinions Very Like Me, Like Me and Not Like Me are
missing. What opinion would be best located at X?
For example:
The table shows scores for a class on a 10-point test. How many in the class scored 6 and
less than 6?
Click
Design and use a simple scale to measure qualitative data
For example:
This is part of an opinion scale. The opinions Very Like Me, Like Me and Not Like Me are
missing. What opinion would be best located at X?
I am learning to:
Make sensible statements about a statistical investigation
Description:
When given the statistical data from an investigation, you can make statements.
For example:
Make a conclusion from the investigation using appropriate statistics from the graph.
Evaluate others' interpretations of data displays
For example:
The graph shows the distribution of animals farmed in a certain country. According to the
information in the graph, which of these statements is TRUE?
More deer are farmed than sheep
Cattle make up more than one-half of the country's farm animals
Deer make up less than one-third of the country's farm animals
Click on the Back Arrow on the top left hand corner of this screen to go back to the
Individual Learning Pathway Report
Description:
When given the statistical data from an investigation, you can make statements.
For example:
Make a conclusion from the investigation using appropriate statistics from the graph.
Evaluate others' interpretations of data displays
For example:
The graph shows the distribution of animals farmed in a certain country. According to the
information in the graph, which of these statements is TRUE?
More deer are farmed than sheep
Cattle make up more than one-half of the country's farm animals
Deer make up less than one-third of the country's farm animals
Click on the Back Arrow on the top left hand corner of this screen to go back to the
Individual Learning Pathway Report
10/10/2010
9/23/2010
Term 3 Reflection
This term i have enjoyed doing my desk cover my desk cover isnt finish yet but i am going to finish while we are watching A movie. i havent enjoyed doing my writing because it sucks i have enjoyed hanging out with my mates i have learnt how to write an narrative story using picture and text, font, it was cool on wednesday because we was allowed to stay in for 4 blocks that was cool plus it was cold.
9/21/2010
• New students don’t always feel comfortable and welcome when they come to our school
• Our school website doesn’t give much information about what happen for new students
• New students can be scared of year 9+10 students
• New students don’t know where the facilities are when they start at SAMS.
• Induction is currently run by staff at sams as students would like to become more involved
• Sams does not have an effective induction transition programme.
New students don’t know where the facilities are when they start at SAMS.
BIG QUESTION
WHAT facilities are there at Sams and how can I use them as new students
Minor question
1. What facilities are there at SAMS?
2 Where are the facilities?
3 when are we allowed to use them
4 why do we have these facilities
5 how will I find each facilities
6 how are these facilities
7 who is going to help you find facilities
8 how will new students get this information
9 when will new students get this information
10 do parents get a copy of this information
11 how is the facilities going to work
12 how are we going to effect facilities
13. What an effective induction programme
14 do you think we need induction and why?
15 is induction important
16 is it important to have an effective induction programme?
17 will induction help students to settle in
18 who will help them?
19 who will run the induction?
20 why do we need induction
21 when would new students find facilities
22 can parents help in the induction
24 what can parents do to make induction interesting
Where can we find induction
• Our school website doesn’t give much information about what happen for new students
• New students can be scared of year 9+10 students
• New students don’t know where the facilities are when they start at SAMS.
• Induction is currently run by staff at sams as students would like to become more involved
• Sams does not have an effective induction transition programme.
New students don’t know where the facilities are when they start at SAMS.
BIG QUESTION
WHAT facilities are there at Sams and how can I use them as new students
Minor question
1. What facilities are there at SAMS?
2 Where are the facilities?
3 when are we allowed to use them
4 why do we have these facilities
5 how will I find each facilities
6 how are these facilities
7 who is going to help you find facilities
8 how will new students get this information
9 when will new students get this information
10 do parents get a copy of this information
11 how is the facilities going to work
12 how are we going to effect facilities
13. What an effective induction programme
14 do you think we need induction and why?
15 is induction important
16 is it important to have an effective induction programme?
17 will induction help students to settle in
18 who will help them?
19 who will run the induction?
20 why do we need induction
21 when would new students find facilities
22 can parents help in the induction
24 what can parents do to make induction interesting
Where can we find induction
The Flood in Rangitikei
Konnichi WA Today is the 22nd of September 2010-09-22 the weather outside is cold and abit of raining. I am excited because my brother won’t be here he will be on camp for 7 days he’s going on the 2nd of October and will be coming back on the 9th of October and it will be peaceful as in the holiday I will be just sitting back and watching sky.
Who:Rangitikea
What: flood
Where: Rangitikea
Why: Rain Water had a flood
How: Fixing pump running to take away surface water
When: Tuesday 21st of September 2010-09-2010
On Tuesday 21st of September at Rangitikea had a big rain flood this was caused by heavy rain that had shocked a lot of people. There is one good sealed road that could lead people in and out of rangitikea. The citizens of Rangitikea are creating a pump so all the water covering the road could be drained away. But all the locals are trying there hardest to make everything workout. Rangitikea is the President that can get in/ out this never happened in 2nd time in 40years.
Who:Rangitikea
What: flood
Where: Rangitikea
Why: Rain Water had a flood
How: Fixing pump running to take away surface water
When: Tuesday 21st of September 2010-09-2010
On Tuesday 21st of September at Rangitikea had a big rain flood this was caused by heavy rain that had shocked a lot of people. There is one good sealed road that could lead people in and out of rangitikea. The citizens of Rangitikea are creating a pump so all the water covering the road could be drained away. But all the locals are trying there hardest to make everything workout. Rangitikea is the President that can get in/ out this never happened in 2nd time in 40years.
9/20/2010
reading goals?
in reading i am learning about narrative the things i have learnt about the font, layout, the walt, framing, colour, text i am learning about how to finish all my reading on time.
the steps i need to take are:
[ learn what narrative means
[finish my work on time.
date my work, write a walt, learning intention
the steps i need to take are:
[ learn what narrative means
[finish my work on time.
date my work, write a walt, learning intention
9/15/2010
Mr Sullivan
Today we had a man from the ministry of education and we asked him question.
On there first day they have a buddy that shows them around like shows them where the toilets are, the staffroom, where the car park is.
Who, ministry of education [M, O, B]
Where: he hasn’t told us yet.
When: 16/09/2010
Why he told us what he thinks about transition/induction means.
What: he is the boss of the whole of the schools, and the boss of the education.
How: because he earned it by going through schools, and high schools.
Today we had a man from the ministry of education and we asked him question.
On there first day they have a buddy that shows them around like shows them where the toilets are, the staffroom, where the car park is.
Who, ministry of education [M, O, B]
Where: he hasn’t told us yet.
When: 16/09/2010
Why he told us what he thinks about transition/induction means.
What: he is the boss of the whole of the schools, and the boss of the education.
How: because he earned it by going through schools, and high schools.
9/12/2010
9/09/2010
Christchurch was hit by two more strong aftershocks of 4.6 and 4.5 magnitude at 7.10am today -- one at a depth of 15km 20km west of Christchurch and the otago.
City streets aren't the only hazardous place in Canterbury. Trampers are being advised to keep clear of tracks in the region until they have been checked by the Department of Conservation (DOC).
There was concern fallen debris and damaged structures could pose a risk.
Two more aftershocks have hit Canterbury in the last hour.
A quake measuring 3.6 on the Richter scale hit at 8.14am and was followed 10 minutes later by a quake measuring 3.6.
Both quakes had an epicentre 30km south-east of Darfield with a focal depth of 5km, according to the GNS website.
City streets aren't the only hazardous place in Canterbury. Trampers are being advised to keep clear of tracks in the region until they have been checked by the Department of Conservation (DOC).
There was concern fallen debris and damaged structures could pose a risk.
Two more aftershocks have hit Canterbury in the last hour.
A quake measuring 3.6 on the Richter scale hit at 8.14am and was followed 10 minutes later by a quake measuring 3.6.
Both quakes had an epicentre 30km south-east of Darfield with a focal depth of 5km, according to the GNS website.
What's happening in the quake-ravaged region today?
christchurch polices inspectors john prices says 21 staff have lost homes in the earthquake and still are coming into work.
Schools in Christchurch are to stay closed until next week, a press conference has been toldSecondary school teachers have joined radiographers in calling off strikes in Canterbury following Saturday's earthquake.
The Post Primary Teachers' Association (PPTA) will hold a nationwide one-day strike in support of their pay claim on September 15 but has agreed to call off action in Canterbury as a gesture of goodwill.
Radiographers holding a one-day nationwide strike today have also called off striking in Canterbury.
Schools in Christchurch are to stay closed until next week, a press conference has been toldSecondary school teachers have joined radiographers in calling off strikes in Canterbury following Saturday's earthquake.
The Post Primary Teachers' Association (PPTA) will hold a nationwide one-day strike in support of their pay claim on September 15 but has agreed to call off action in Canterbury as a gesture of goodwill.
Radiographers holding a one-day nationwide strike today have also called off striking in Canterbury.
9/06/2010
how long its going to take before power?
It may be two to three days before power can be restored to some houses. Inextreme cases, where a single home or business is still without power in an area where power has otherwise been restored, it may up to five days. Orion is currently focusing on Avon side, Brighton and Halswell, as well as rural areas around High field, Greendale and Brook side.
The Ministry of Education has confirmed that three schools will be closed tomorrow - Kaiapoi Borough School, West Melton School and Hill Morton High. The Ministry is working with principals and boards to determine the extent of any damage to other schools
The Ministry of Education has confirmed that three schools will be closed tomorrow - Kaiapoi Borough School, West Melton School and Hill Morton High. The Ministry is working with principals and boards to determine the extent of any damage to other schools
Christchurch Earthquake?
In 100years this is Christchurch first earthquake for ages it all started when the ground was shaking that’s how they knew that there was going to be an earthquake then everything was destroyed like houses, town, then but this is the question how did john keys get involved because he owns the whole of New Zealand.
What happened to the buildings& houses and people?
There are a person that got destroy people are living in school halls because their house got destroyed it has to take 2 billion to just repair the house, town, city, and 2 years to take building the house and town back to normal.
People are crying because they lost there their toys, teddy, or dolls but the whole of town is flooded because underground there pipe drain they even got no toilets because the pipes they cant go to the toilets until Wednesday that’s when the pipes will be ready there was 4 more earthquake this morning this happened Saturday 4:35 in the morning when everyone was asleep nit never has happened in Christchurch Zealand
Is on the earthquake line so it can happened to us anytime.
What happened to the buildings& houses and people?
There are a person that got destroy people are living in school halls because their house got destroyed it has to take 2 billion to just repair the house, town, city, and 2 years to take building the house and town back to normal.
People are crying because they lost there their toys, teddy, or dolls but the whole of town is flooded because underground there pipe drain they even got no toilets because the pipes they cant go to the toilets until Wednesday that’s when the pipes will be ready there was 4 more earthquake this morning this happened Saturday 4:35 in the morning when everyone was asleep nit never has happened in Christchurch Zealand
Is on the earthquake line so it can happened to us anytime.
8/30/2010
we are learning
in maths i have been learning how to put fraction in order from smallest to largest.
and i have ben learning to to the wooksheet fast so i can go on the computer to do some jobs. and i have been learning to do some equalation easier to answer
and i have ben learning to to the wooksheet fast so i can go on the computer to do some jobs. and i have been learning to do some equalation easier to answer
8/29/2010
tips for teachers cybersafety
Get to know the various issues to do with Internet safety before you enter the classroom. Get familiar with all applications children use on the Internet. “Staying Safe in a Wired World” by Rob Nickel to help you gets up to speed with the different applications and ways
to keep children protected online
Make sure you are prepared by knowing what the computers are capable of doing within your school. Understand what applications, filters and child protection software is installed the school computer systems.
Dedicate one class to what is expected when going online from the school before you even go online. What activities are allowed and which activities are not. Remind the students of any Acceptable Usage Policies they have agreed to.
Avoid letting students search and wander - they could end up entering areas that are unsafe, and may see things that they should not be viewing. Select a few sites of interest and stay focused.
Look out for students turning off monitors quickly, switching screens when you walk by, laughing at something on the screen, grouping around someone else's computer or looking embarrassed. These are all warning signs for potential trouble.
Reward students who are acting responsibly in the class when on the Internet. Make them a positive role model for the rest of the class.
Display positive messages around the classroom to reinforce the importance of Internet safety.
Instead of banning everything that the students enjoy (chat rooms and email for example), investigate ways in which you can use these technologies to enhance the teaching and learning experience
Dedicate one class to what is expected when going online from the school before you even go online. What activities are allowed and which activities are not. Remind the students of any Acceptable Usage Policies they have agreed to.
Avoid letting students search and wander - they could end up entering areas that are unsafe, and may see things that they should not be viewing. Select a few sites of interest and stay focused.
Look out for students turning off monitors quickly, switching screens when you walk by, laughing at something on the screen, grouping around someone else's computer or looking embarrassed. These are all warning signs for potential trouble.
Reward students who are acting responsibly in the class when on the Internet. Make them a positive role model for the rest of the class.
Display positive messages around the classroom to reinforce the importance of Internet safety.
Instead of banning everything that the students enjoy (chat rooms and email for example), investigate ways in which you can use these technologies to enhance the teaching and learning experience
Make sure you are prepared by knowing what the computers are capable of doing within your school.Understand what applications, filters and child protection software is installed the school computer systems.
Dedicate one class to what is expected when going online from the school before you even go online. What activities are allowed and which activities are not. Remind the students of any Acceptable Usage Policies they have agreed to.
Avoid letting students search and wander - they could end up entering areas that are unsafe, and may see things that they should not be viewing. Select a few sites of interest and stay focused.
Look out for students turning off monitors quickly, switching screens when you walk by, laughing at something on the screen, grouping around someone else's computer or looking embarrassed. These are all warning signs for potential trouble.
Reward students who are acting responsibly in the class when on the Internet. Make them a positive role model for the rest of the class.
Display positive messages around the classroom to reinforce the importance of Internet safety.
Instead of banning everything that the students enjoy (chat rooms and email for example), investigate ways in which you can use these technologies to enhance the teaching and learning experience
Make sure you are prepared by knowing what the computers are capable of doing within your school.Understand what applications, filters and child protection software is installed the school computer systems.
Dedicate one class to what is expected when going online from the school before you even go online. What activities are allowed and which activities are not. Remind the students of any Acceptable Usage Policies they have agreed to.
Avoid letting students search and wander - they could end up entering areas that are unsafe, and may see things that they should not be viewing. Select a few sites of interest and stay focused.
Look out for students turning off monitors quickly, switching screens when you walk by, laughing at something on the screen, grouping around someone else's computer or looking embarrassed. These are all warning signs for potential trouble.
Reward students who are acting responsibly in the class when on the Internet. Make them a positive role model for the rest of the class.
Display positive messages around the classroom to reinforce the importance of Internet safety.
Instead of banning everything that the students enjoy (chat rooms and email for example), investigate ways in which you can use these technologies to enhance the teaching and learning experience
Get to know the various issues to do with Internet safety before you enter the classroom. Get familiar with all applications children use on the Internet. “Staying Safe in a Wired World” by Rob Nickel to help you gets up to speed with the different applications and ways
to keep children protected online
Make sure you are prepared by knowing what the computers are capable of doing within your school. Understand what applications, filters and child protection software is installed the school computer systems.
Dedicate one class to what is expected when going online from the school before you even go online. What activities are allowed and which activities are not. Remind the students of any Acceptable Usage Policies they have agreed to.
Avoid letting students search and wander - they could end up entering areas that are unsafe, and may see things that they should not be viewing. Select a few sites of interest and stay focused.
Look out for students turning off monitors quickly, switching screens when you walk by, laughing at something on the screen, grouping around someone else's computer or looking embarrassed. These are all warning signs for potential trouble.
Reward students who are acting responsibly in the class when on the Internet. Make them a positive role model for the rest of the class.
Display positive messages around the classroom to reinforce the importance of Internet safety.
Instead of banning everything that the students enjoy (chat rooms and email for example), investigate ways in which you can use these technologies to enhance the teaching and learning experience
Dedicate one class to what is expected when going online from the school before you even go online. What activities are allowed and which activities are not. Remind the students of any Acceptable Usage Policies they have agreed to.
Avoid letting students search and wander - they could end up entering areas that are unsafe, and may see things that they should not be viewing. Select a few sites of interest and stay focused.
Look out for students turning off monitors quickly, switching screens when you walk by, laughing at something on the screen, grouping around someone else's computer or looking embarrassed. These are all warning signs for potential trouble.
Reward students who are acting responsibly in the class when on the Internet. Make them a positive role model for the rest of the class.
Display positive messages around the classroom to reinforce the importance of Internet safety.
Instead of banning everything that the students enjoy (chat rooms and email for example), investigate ways in which you can use these technologies to enhance the teaching and learning experience
Make sure you are prepared by knowing what the computers are capable of doing within your school.Understand what applications, filters and child protection software is installed the school computer systems.
Dedicate one class to what is expected when going online from the school before you even go online. What activities are allowed and which activities are not. Remind the students of any Acceptable Usage Policies they have agreed to.
Avoid letting students search and wander - they could end up entering areas that are unsafe, and may see things that they should not be viewing. Select a few sites of interest and stay focused.
Look out for students turning off monitors quickly, switching screens when you walk by, laughing at something on the screen, grouping around someone else's computer or looking embarrassed. These are all warning signs for potential trouble.
Reward students who are acting responsibly in the class when on the Internet. Make them a positive role model for the rest of the class.
Display positive messages around the classroom to reinforce the importance of Internet safety.
Instead of banning everything that the students enjoy (chat rooms and email for example), investigate ways in which you can use these technologies to enhance the teaching and learning experience
Make sure you are prepared by knowing what the computers are capable of doing within your school.Understand what applications, filters and child protection software is installed the school computer systems.
Dedicate one class to what is expected when going online from the school before you even go online. What activities are allowed and which activities are not. Remind the students of any Acceptable Usage Policies they have agreed to.
Avoid letting students search and wander - they could end up entering areas that are unsafe, and may see things that they should not be viewing. Select a few sites of interest and stay focused.
Look out for students turning off monitors quickly, switching screens when you walk by, laughing at something on the screen, grouping around someone else's computer or looking embarrassed. These are all warning signs for potential trouble.
Reward students who are acting responsibly in the class when on the Internet. Make them a positive role model for the rest of the class.
Display positive messages around the classroom to reinforce the importance of Internet safety.
Instead of banning everything that the students enjoy (chat rooms and email for example), investigate ways in which you can use these technologies to enhance the teaching and learning experience
to keep children protected online
Make sure you are prepared by knowing what the computers are capable of doing within your school. Understand what applications, filters and child protection software is installed the school computer systems.
Dedicate one class to what is expected when going online from the school before you even go online. What activities are allowed and which activities are not. Remind the students of any Acceptable Usage Policies they have agreed to.
Avoid letting students search and wander - they could end up entering areas that are unsafe, and may see things that they should not be viewing. Select a few sites of interest and stay focused.
Look out for students turning off monitors quickly, switching screens when you walk by, laughing at something on the screen, grouping around someone else's computer or looking embarrassed. These are all warning signs for potential trouble.
Reward students who are acting responsibly in the class when on the Internet. Make them a positive role model for the rest of the class.
Display positive messages around the classroom to reinforce the importance of Internet safety.
Instead of banning everything that the students enjoy (chat rooms and email for example), investigate ways in which you can use these technologies to enhance the teaching and learning experience
Dedicate one class to what is expected when going online from the school before you even go online. What activities are allowed and which activities are not. Remind the students of any Acceptable Usage Policies they have agreed to.
Avoid letting students search and wander - they could end up entering areas that are unsafe, and may see things that they should not be viewing. Select a few sites of interest and stay focused.
Look out for students turning off monitors quickly, switching screens when you walk by, laughing at something on the screen, grouping around someone else's computer or looking embarrassed. These are all warning signs for potential trouble.
Reward students who are acting responsibly in the class when on the Internet. Make them a positive role model for the rest of the class.
Display positive messages around the classroom to reinforce the importance of Internet safety.
Instead of banning everything that the students enjoy (chat rooms and email for example), investigate ways in which you can use these technologies to enhance the teaching and learning experience
Make sure you are prepared by knowing what the computers are capable of doing within your school.Understand what applications, filters and child protection software is installed the school computer systems.
Dedicate one class to what is expected when going online from the school before you even go online. What activities are allowed and which activities are not. Remind the students of any Acceptable Usage Policies they have agreed to.
Avoid letting students search and wander - they could end up entering areas that are unsafe, and may see things that they should not be viewing. Select a few sites of interest and stay focused.
Look out for students turning off monitors quickly, switching screens when you walk by, laughing at something on the screen, grouping around someone else's computer or looking embarrassed. These are all warning signs for potential trouble.
Reward students who are acting responsibly in the class when on the Internet. Make them a positive role model for the rest of the class.
Display positive messages around the classroom to reinforce the importance of Internet safety.
Instead of banning everything that the students enjoy (chat rooms and email for example), investigate ways in which you can use these technologies to enhance the teaching and learning experience
Make sure you are prepared by knowing what the computers are capable of doing within your school.Understand what applications, filters and child protection software is installed the school computer systems.
Dedicate one class to what is expected when going online from the school before you even go online. What activities are allowed and which activities are not. Remind the students of any Acceptable Usage Policies they have agreed to.
Avoid letting students search and wander - they could end up entering areas that are unsafe, and may see things that they should not be viewing. Select a few sites of interest and stay focused.
Look out for students turning off monitors quickly, switching screens when you walk by, laughing at something on the screen, grouping around someone else's computer or looking embarrassed. These are all warning signs for potential trouble.
Reward students who are acting responsibly in the class when on the Internet. Make them a positive role model for the rest of the class.
Display positive messages around the classroom to reinforce the importance of Internet safety.
Instead of banning everything that the students enjoy (chat rooms and email for example), investigate ways in which you can use these technologies to enhance the teaching and learning experience
Get to know the various issues to do with Internet safety before you enter the classroom. Get familiar with all applications children use on the Internet. “Staying Safe in a Wired World” by Rob Nickel to help you gets up to speed with the different applications and ways
to keep children protected online
Make sure you are prepared by knowing what the computers are capable of doing within your school. Understand what applications, filters and child protection software is installed the school computer systems.
Dedicate one class to what is expected when going online from the school before you even go online. What activities are allowed and which activities are not. Remind the students of any Acceptable Usage Policies they have agreed to.
Avoid letting students search and wander - they could end up entering areas that are unsafe, and may see things that they should not be viewing. Select a few sites of interest and stay focused.
Look out for students turning off monitors quickly, switching screens when you walk by, laughing at something on the screen, grouping around someone else's computer or looking embarrassed. These are all warning signs for potential trouble.
Reward students who are acting responsibly in the class when on the Internet. Make them a positive role model for the rest of the class.
Display positive messages around the classroom to reinforce the importance of Internet safety.
Instead of banning everything that the students enjoy (chat rooms and email for example), investigate ways in which you can use these technologies to enhance the teaching and learning experience
Dedicate one class to what is expected when going online from the school before you even go online. What activities are allowed and which activities are not. Remind the students of any Acceptable Usage Policies they have agreed to.
Avoid letting students search and wander - they could end up entering areas that are unsafe, and may see things that they should not be viewing. Select a few sites of interest and stay focused.
Look out for students turning off monitors quickly, switching screens when you walk by, laughing at something on the screen, grouping around someone else's computer or looking embarrassed. These are all warning signs for potential trouble.
Reward students who are acting responsibly in the class when on the Internet. Make them a positive role model for the rest of the class.
Display positive messages around the classroom to reinforce the importance of Internet safety.
Instead of banning everything that the students enjoy (chat rooms and email for example), investigate ways in which you can use these technologies to enhance the teaching and learning experience
Make sure you are prepared by knowing what the computers are capable of doing within your school.Understand what applications, filters and child protection software is installed the school computer systems.
Dedicate one class to what is expected when going online from the school before you even go online. What activities are allowed and which activities are not. Remind the students of any Acceptable Usage Policies they have agreed to.
Avoid letting students search and wander - they could end up entering areas that are unsafe, and may see things that they should not be viewing. Select a few sites of interest and stay focused.
Look out for students turning off monitors quickly, switching screens when you walk by, laughing at something on the screen, grouping around someone else's computer or looking embarrassed. These are all warning signs for potential trouble.
Reward students who are acting responsibly in the class when on the Internet. Make them a positive role model for the rest of the class.
Display positive messages around the classroom to reinforce the importance of Internet safety.
Instead of banning everything that the students enjoy (chat rooms and email for example), investigate ways in which you can use these technologies to enhance the teaching and learning experience
Make sure you are prepared by knowing what the computers are capable of doing within your school.Understand what applications, filters and child protection software is installed the school computer systems.
Dedicate one class to what is expected when going online from the school before you even go online. What activities are allowed and which activities are not. Remind the students of any Acceptable Usage Policies they have agreed to.
Avoid letting students search and wander - they could end up entering areas that are unsafe, and may see things that they should not be viewing. Select a few sites of interest and stay focused.
Look out for students turning off monitors quickly, switching screens when you walk by, laughing at something on the screen, grouping around someone else's computer or looking embarrassed. These are all warning signs for potential trouble.
Reward students who are acting responsibly in the class when on the Internet. Make them a positive role model for the rest of the class.
Display positive messages around the classroom to reinforce the importance of Internet safety.
Instead of banning everything that the students enjoy (chat rooms and email for example), investigate ways in which you can use these technologies to enhance the teaching and learning experience
special tips for parents
I am always surprised during my lectures at how many parents have a computer in their child’s bedroom connected to the Internet. Computers hooked to the Internet should always be in an area where it can be monitored by adults. My wife and I built a home 3 years ago and when designing it we made sure there was a desk area between the kitchen and the family room for a computer to sit. This is where my children can access the Internet and it is always in view of us whether we are in the kitchen or family room. We had the luxury or designing our house to accommodate this but no matter how your home is set up it is always possible to put the computer area in a place where it can be monitored, especially in this day of wireless networks in our homes.
Other homes have the computer in the basement, but I have to ask - is that a place where parents frequent? Usually not, and it is not a great place to have the computer hooked to the Internet either. We have to be able to see what our children are doing online. We have to monitor activity to make sure they are staying safe.
3. Learn enough about computers so you can enjoy them together with your kids.
You have read this book so now you are learning! Again I suggest you sit down with your children and let them teach you more. You will be surprised at how eager they will be to show you their abilities. We all like to brag a bit and children are no different.
If you have to search for something for work or find an interest or hobby on the Internet, ask your kids to help. Have them show you the best way to search for things and locate them. Spend some quality time with them, and let them teach you.
4. Teach them never to meet an online friend offline unless you are with them.
Although this sounds like common sense, so many children have met with people in person that they met online as a stranger. I explained how easy it is to build rapport with children, but unfortunately children don’t really understand this concept. Children are very trusting and don’t think there are people in this world who will harm them. It is up to you to let them know they do exist. There are too many children who have gone missing because of these types of meetings. We see them in the news every week. If there is one rule in this whole book you remember, remember this one; children should never, I repeat NEVER meet with someone in person they have met online unless accompanied by a parent, not another older friend, A PARENT!
5. Watch your children when they’re online and see where they go.
Now that your computer is out in the open (Rule Number 2) keep an eye on what sites they like to visit, or what chat programs they like to use. Knowing what your children are doing online will help you determine how much time they should be spending online as well as give you an idea of why they use the Internet. You may see them going to sites that are not really appropriate for them and when you see this you can now discuss this with them, and advise them why it is not appropriate. You can also see how many people are on their chat list, or what chat rooms they are going into and what the topic of that room is. Remember, POS means “Parents over shoulder!”
6. Make sure that your children feel comfortable coming to you with questions and don’t over react if things go wrong.
Communication is the key and your children have to know that they can come to you with any problems and not get the third degree. I explained a past investigation in this book where the young girl did not want to get into trouble for having a virus on the computer so she complied with a boy’s request to take naked pictures of herself. This is a perfect example of being afraid of going to your parents with a problem, and I don’t have to tell you how much worse that outcome was. Sit down with your children and let them know they can come to you with any problem that arises from not only their Internet use, but any problems they encounter in life.
7. Keep kids out of chatrooms or IRC channels unless they are monitored.
This sounds like a definite rule and to a certain extent it is. I am not a big fan of chatrooms because of all the nonsense that occurs within them. I have entered teen chatrooms during investigations to find that children can use foul language and they use these arenas to spout off (flame) and bully others. I don’t feel they are a healthy place for children to hang out, but if your child feels they just have to be in them, then they should be monitored at all times. Links to inappropriate sites are posted in these rooms and in the IRC (Internet Relay Chat) channels, files are traded to occupants that are not only inappropriate but illegal as well. There are certain websites that have monitored chatrooms for children but again these should be approved by the parents. Instant messaging with friends is common for most youth, but the need for chatrooms where many unknown individuals hang out is not a necessity.
8. Encourage discussions between you and your child about what they enjoy online.
Again keeping that line of communication open with your children about their likes and dislikes on the net enhances online activity for the child, and gives you some peace of mind as the parent.
9. Teach them what information they can share with others online and what they can’t (like telephone numbers, address, their full name and school)
No information about your child should be given out over the Internet no matter what. I know that as children get older they will want to do things like having a blog site where they can do a daily journal but for the very young, absolutely no information should be given out whatsoever. Giving out this information is just giving ammunition to predators. Just a name could be enough to gather information about your child, not to mention what school they go to, phone number and address. Let your children know that this is one rule that must be abided by no matter what.
10. Get to know their “online friends” just as you get to know all of their other friends.
Just like we like to know who our children are hanging out with at school, we should know who they are chatting with online. Have your child explain who these friends are, where they met them and why they like talking with them. Signs that they may be speaking to people they should not would be a sudden shutdown of the computer when you walk by, or switching screens on the computer. You might also note if your children are getting phone calls from people you don’t know or they are getting gifts from people you do not know in the mail. This is a very common occurrence with predators over the Internet.
11. Warn them that people may not be what they seem to be and that people they chat with are not their friends, they are just people they chat with.
Even though the majority of children on the net have pretended to be someone else, someone older or even a different sex, they seem to think everyone else tells the truth online. As a parent you have to drill into them that a lot of people pretend and are not who they say they are online, even if they know the lingo, or have sent a picture of themselves.
I recently received a call from an adult who had sent money overseas to have his girlfriend fly here to Canada to visit. She never arrived and had a story that she needed more money because they would not let her on the plane for a bunch of different reasons. My first response was, “sorry to say it but you have been taken”. He said “but she sent me pictures of herself and everything.” That was all it took; a picture to say “this is me” and he believed it. Now he is out a bunch of money all because someone pretended to be someone else. I found in most of my investigations, the majority of people you speak with online are not really who they say they are, especially in the younger chatrooms.
12. Discuss these rules, get your children to agree to adhere to them, and post them near the computer as a reminder.
One thing I have learned as a motivational speaker is that posting things around my office helps me not only remember but to adhere to them. When I see affirmations every day, it keeps me on track and the same goes for rules. If they are discussed and posted, chances are your children will abide by them. Included in the CD in the back of this book is also the list of rules from this chapter. You can print them out and post them at your computer so everyone in your house knows the rules.
Other homes have the computer in the basement, but I have to ask - is that a place where parents frequent? Usually not, and it is not a great place to have the computer hooked to the Internet either. We have to be able to see what our children are doing online. We have to monitor activity to make sure they are staying safe.
3. Learn enough about computers so you can enjoy them together with your kids.
You have read this book so now you are learning! Again I suggest you sit down with your children and let them teach you more. You will be surprised at how eager they will be to show you their abilities. We all like to brag a bit and children are no different.
If you have to search for something for work or find an interest or hobby on the Internet, ask your kids to help. Have them show you the best way to search for things and locate them. Spend some quality time with them, and let them teach you.
4. Teach them never to meet an online friend offline unless you are with them.
Although this sounds like common sense, so many children have met with people in person that they met online as a stranger. I explained how easy it is to build rapport with children, but unfortunately children don’t really understand this concept. Children are very trusting and don’t think there are people in this world who will harm them. It is up to you to let them know they do exist. There are too many children who have gone missing because of these types of meetings. We see them in the news every week. If there is one rule in this whole book you remember, remember this one; children should never, I repeat NEVER meet with someone in person they have met online unless accompanied by a parent, not another older friend, A PARENT!
5. Watch your children when they’re online and see where they go.
Now that your computer is out in the open (Rule Number 2) keep an eye on what sites they like to visit, or what chat programs they like to use. Knowing what your children are doing online will help you determine how much time they should be spending online as well as give you an idea of why they use the Internet. You may see them going to sites that are not really appropriate for them and when you see this you can now discuss this with them, and advise them why it is not appropriate. You can also see how many people are on their chat list, or what chat rooms they are going into and what the topic of that room is. Remember, POS means “Parents over shoulder!”
6. Make sure that your children feel comfortable coming to you with questions and don’t over react if things go wrong.
Communication is the key and your children have to know that they can come to you with any problems and not get the third degree. I explained a past investigation in this book where the young girl did not want to get into trouble for having a virus on the computer so she complied with a boy’s request to take naked pictures of herself. This is a perfect example of being afraid of going to your parents with a problem, and I don’t have to tell you how much worse that outcome was. Sit down with your children and let them know they can come to you with any problem that arises from not only their Internet use, but any problems they encounter in life.
7. Keep kids out of chatrooms or IRC channels unless they are monitored.
This sounds like a definite rule and to a certain extent it is. I am not a big fan of chatrooms because of all the nonsense that occurs within them. I have entered teen chatrooms during investigations to find that children can use foul language and they use these arenas to spout off (flame) and bully others. I don’t feel they are a healthy place for children to hang out, but if your child feels they just have to be in them, then they should be monitored at all times. Links to inappropriate sites are posted in these rooms and in the IRC (Internet Relay Chat) channels, files are traded to occupants that are not only inappropriate but illegal as well. There are certain websites that have monitored chatrooms for children but again these should be approved by the parents. Instant messaging with friends is common for most youth, but the need for chatrooms where many unknown individuals hang out is not a necessity.
8. Encourage discussions between you and your child about what they enjoy online.
Again keeping that line of communication open with your children about their likes and dislikes on the net enhances online activity for the child, and gives you some peace of mind as the parent.
9. Teach them what information they can share with others online and what they can’t (like telephone numbers, address, their full name and school)
No information about your child should be given out over the Internet no matter what. I know that as children get older they will want to do things like having a blog site where they can do a daily journal but for the very young, absolutely no information should be given out whatsoever. Giving out this information is just giving ammunition to predators. Just a name could be enough to gather information about your child, not to mention what school they go to, phone number and address. Let your children know that this is one rule that must be abided by no matter what.
10. Get to know their “online friends” just as you get to know all of their other friends.
Just like we like to know who our children are hanging out with at school, we should know who they are chatting with online. Have your child explain who these friends are, where they met them and why they like talking with them. Signs that they may be speaking to people they should not would be a sudden shutdown of the computer when you walk by, or switching screens on the computer. You might also note if your children are getting phone calls from people you don’t know or they are getting gifts from people you do not know in the mail. This is a very common occurrence with predators over the Internet.
11. Warn them that people may not be what they seem to be and that people they chat with are not their friends, they are just people they chat with.
Even though the majority of children on the net have pretended to be someone else, someone older or even a different sex, they seem to think everyone else tells the truth online. As a parent you have to drill into them that a lot of people pretend and are not who they say they are online, even if they know the lingo, or have sent a picture of themselves.
I recently received a call from an adult who had sent money overseas to have his girlfriend fly here to Canada to visit. She never arrived and had a story that she needed more money because they would not let her on the plane for a bunch of different reasons. My first response was, “sorry to say it but you have been taken”. He said “but she sent me pictures of herself and everything.” That was all it took; a picture to say “this is me” and he believed it. Now he is out a bunch of money all because someone pretended to be someone else. I found in most of my investigations, the majority of people you speak with online are not really who they say they are, especially in the younger chatrooms.
12. Discuss these rules, get your children to agree to adhere to them, and post them near the computer as a reminder.
One thing I have learned as a motivational speaker is that posting things around my office helps me not only remember but to adhere to them. When I see affirmations every day, it keeps me on track and the same goes for rules. If they are discussed and posted, chances are your children will abide by them. Included in the CD in the back of this book is also the list of rules from this chapter. You can print them out and post them at your computer so everyone in your house knows the rules.
safety tips for cybersafety
I will never give out personal details that would identify who I am, such as my name, address, phone number, school or photographs.
I will tell a parent or teacher if I see any bad language or pictures on the Internet, or if anyone writes me anything I don’t like
I will not reply to any messages or bulletin board items that are suggestive, obscene, aggressive, or distressing
Will not use bad language online, neither will I take part in arguments or fights online.
I will not accept any offers of money or presents, even free offers.
I will never order anything online or give out credit card details
I will not enter chat rooms and websites that I have agreed with my parents are off-limits.
I will not arrange any face-to-face meetings with anyone I have met on the Internet unless my parents consent and they accompany me
I will tell a parent or teacher if I see any bad language or pictures on the Internet, or if anyone writes me anything I don’t like
I will not reply to any messages or bulletin board items that are suggestive, obscene, aggressive, or distressing
Will not use bad language online, neither will I take part in arguments or fights online.
I will not accept any offers of money or presents, even free offers.
I will never order anything online or give out credit card details
I will not enter chat rooms and websites that I have agreed with my parents are off-limits.
I will not arrange any face-to-face meetings with anyone I have met on the Internet unless my parents consent and they accompany me
8/26/2010
cybersafety bullying?
NetSafe provide information and advice to help New Zealanders stay safe online.
This cyberbullying website contains dedicated guidance for young people, parents and caregivers and teachers and principals who want help to understand and deal with bullying that takes place in cyberspace.
This cyberbullying website contains dedicated guidance for young people, parents and caregivers and teachers and principals who want help to understand and deal with bullying that takes place in cyberspace.
what is cybersafety?
Cybersafety is the safe and responsible use of Information and Communication Technologies (ICT). NetSafe's approach to cybersafety is founded on:
•Maintaining a positive approach about the many benefits brought by technologies
•Encouraging the public to identify the risks associated with ICT
•Putting in place strategies to minimise and manage risks
•Recognising the importance of effective teaching and learning programmes.
•Maintaining a positive approach about the many benefits brought by technologies
•Encouraging the public to identify the risks associated with ICT
•Putting in place strategies to minimise and manage risks
•Recognising the importance of effective teaching and learning programmes.
8/24/2010
There once was a strange family they had a special secret but I have 2 try to figure it out and I have to discover it they were moving beside me. I never seen them before it was strange family but all I want to know is the secret I walked up the path my secret was to them is where your hiding spot I never told me because it was a secret the secret was a roomful of magic take this magic and don’t give this to anyone I reply I said saw but I ran home and I said look mum I’ve got magic she reply who did you get this from take it back I said no mum but I need this so if we want to go overseas I can teleport us there. I got this a strange family the magic said to me but give this to anyone whoever you want I can use it my wish was so I can disappear to another strange family they said to me what do you want? I only came here because I wished for it what a kind person you are what magic do you I want to be a billionaire if you want this magic you have to earn by doing jobs, like house sweep picking up the rubbish or doing the lawn I found this hole it was deep I went down there it was ghost fall of it I said to myself hell do I get out I here they reply you cant you are trapped we caught you you’re the person who tried to jump through the window.
There was a alien with 2 heads and 7 legs it was creeping me out I ran outside and it followed me I was scared it was looking at me for ages and it was looking at me weird I sneaked through the door there was a alien looking at me I screamed my lungs off.
the end
There was a alien with 2 heads and 7 legs it was creeping me out I ran outside and it followed me I was scared it was looking at me for ages and it was looking at me weird I sneaked through the door there was a alien looking at me I screamed my lungs off.
the end
Percussion/ Purpose
Percussion
purpose
In most orchestras, bands, ensembles, whatever, the percussion section establishes the beat of a song. It also adds a kind of "feel" to the beat. Like, for example, the bass drum. The sound of the base drum is lost because the other instruments overpower it so instead, you kind of "feel" the bass drum rather then hear it.
1) Q. Where did the percussion originate?
The percussion originated from France around 25,000 years ago.
2) Q. What is the purpose of the cymbals?
Crash cymbals are conventionally played by a standing player
3) Q. how has the cymbals evolved?
The cymbals haven’t evolved since they where made.
purpose
In most orchestras, bands, ensembles, whatever, the percussion section establishes the beat of a song. It also adds a kind of "feel" to the beat. Like, for example, the bass drum. The sound of the base drum is lost because the other instruments overpower it so instead, you kind of "feel" the bass drum rather then hear it.
1) Q. Where did the percussion originate?
The percussion originated from France around 25,000 years ago.
2) Q. What is the purpose of the cymbals?
Crash cymbals are conventionally played by a standing player
3) Q. how has the cymbals evolved?
The cymbals haven’t evolved since they where made.
Newsboard for 25/08/2010
Hola today is Wednesday the 25th of August 2010-08-25 the weather is Sunny but cold and cloudy I am excited because on Friday it is Kathy’s party theirs going to be heaps but algood. .
Who: Caroline Holden
What an Earthquake
Where whanganui south east
Why because it was quite intense.
How by the tectonic plate rubbings and sliding.
When at 10:17 of whanganui
On Wednesday the 25th of august 2010 there was a major earthquake this happened because the tectonic plate rubbing and sliding. Why did this happen? This happened because it was quite intense. This happened in whanganui of south east the name of the person is Caroline Holden this happened at 10:17 it was pretty loud to start with and it rolled towards the end. The earthquake was damaging happened over 340 reported feeling the quake just half of the people..
I learnt that to annotate, and to put full stops and to right longer sentences
Who: Caroline Holden
What an Earthquake
Where whanganui south east
Why because it was quite intense.
How by the tectonic plate rubbings and sliding.
When at 10:17 of whanganui
On Wednesday the 25th of august 2010 there was a major earthquake this happened because the tectonic plate rubbing and sliding. Why did this happen? This happened because it was quite intense. This happened in whanganui of south east the name of the person is Caroline Holden this happened at 10:17 it was pretty loud to start with and it rolled towards the end. The earthquake was damaging happened over 340 reported feeling the quake just half of the people..
I learnt that to annotate, and to put full stops and to right longer sentences
8/23/2010
The Tinkering School
Kia ora Today is Tuesday the 24th of august 2010 today is sunny but cold and abit of windy I am excited because on Friday because it is Kathy birthday and there is going to be heaps on little kids.
Who Ted school
What so people can learn?
Where At school
Why people didn’t trust them using the tools
How little children using adults tools
When Friday 20th of August
Who Ted school
What so people can learn?
Where At school
Why people didn’t trust them using the tools
How little children using adults tools
When Friday 20th of August
My Rap all about my life
I was up in h-town presenting my hood
When I misunderstood and its algoods
Living my life when I strife at war
And my mum went to jail and got bailed
I came back and I turned black
I was playing the game when the game went on flames
I went 2 the gate but I was late
When I misunderstood and its algoods
Living my life when I strife at war
And my mum went to jail and got bailed
I came back and I turned black
I was playing the game when the game went on flames
I went 2 the gate but I was late
goals for this week
my goals in maths this week is to practise naming my fraction in order smallest to largest.
the steps i need to take
rename fraction as decimals
practise at home to become good
find fraction that is the same all almost the same.
the steps i need to take
rename fraction as decimals
practise at home to become good
find fraction that is the same all almost the same.
8/15/2010
MY GOALS IN READING?
MY GOALS IN READING IS TO LEARN ABOUT CONJUNCTION HEADING AND SUBTRACTING.
THE STEPS I NEED TO TAKE:
IS TO FIND OUT THE MEANING OF THE WORD IN THE DICTIONARY ORV CREATING A RESTOR.
THE STEPS I NEED TO TAKE:
IS TO FIND OUT THE MEANING OF THE WORD IN THE DICTIONARY ORV CREATING A RESTOR.
MY GOALS IN MATHS
IN MATHS I HAVE BEEN LEARNING HOW TO SOLVE FRACTION AND EQUALL THEM TOGETHER AND IHAVE BEEN LEARNING TO SOLVE MULTIPICATION, DIVISION, TIME TABLES TO GET THE RIGHT ANSWER. I HAVE TO FIND FRACTION LIVE AMONGEST WHOLE NUMBER.
MY STEPS I NEED TO TAKE:
RECORD MY SELF ON A FLIP VIDEO WORKING OUT A PROBLEM AND UPLOAD IT TO MY BLOG AS EVIDENCE OF MY LEARNING.
MY STEPS I NEED TO TAKE:
RECORD MY SELF ON A FLIP VIDEO WORKING OUT A PROBLEM AND UPLOAD IT TO MY BLOG AS EVIDENCE OF MY LEARNING.
7/01/2010
penpall
Dear pen pal I like sports the kind of sports I like is basketball, volleyball league rugby soccer and badminton and love watching people play tennis I have 2 brothers and 3 sisters and I watched the chipmunks perform.
I am a brave and have got a lot of strength I have a twin brother called mark that’s in room 6 my hit is crash I am so famous that it is in town and even in terapa straight.
I have a personality I reckons but people don’t believe me. I am skuxx I wear lower clothes and wear skinny I get my skinny form jay jays or Helen stein I’m tall and funny.
I am the worst funniest in my class I am good at maths reading and even p.e I have a big nose I go to a middle school I am a year 9 my sister is 21-289 and my youngest is 13 years old and she has a lot of mates that likes me as a friend.
There are things about me that people get mad with me and they are I getting cheeky I am sneaky im fast that’s when I want to be- KRASH 2010.
THE END
I am a brave and have got a lot of strength I have a twin brother called mark that’s in room 6 my hit is crash I am so famous that it is in town and even in terapa straight.
I have a personality I reckons but people don’t believe me. I am skuxx I wear lower clothes and wear skinny I get my skinny form jay jays or Helen stein I’m tall and funny.
I am the worst funniest in my class I am good at maths reading and even p.e I have a big nose I go to a middle school I am a year 9 my sister is 21-289 and my youngest is 13 years old and she has a lot of mates that likes me as a friend.
There are things about me that people get mad with me and they are I getting cheeky I am sneaky im fast that’s when I want to be- KRASH 2010.
THE END
6/22/2010
The Eagles
After the thriller is gone
All night long
All she wants is to do is dance
Already gone
Best of my love
Bitter creek
Born to boogie
Dirty laundry
Early birds
Disco stranger
Funky New Year gets over it
Donald William "Don" Felder (born September 21, 1947; Gainesville, Florida) is an American musician and songwriter, best known for his work as lead guitarist for the Eagles from 1974 until 2001.
Eagles hotel California
Eagles’ life in the fast lane
Eagles of death metal I only want you
Eagles get over it
Prawie jak the eagles
Theocracy on eagle’s wings
All night long
All she wants is to do is dance
Already gone
Best of my love
Bitter creek
Born to boogie
Dirty laundry
Early birds
Disco stranger
Funky New Year gets over it
Donald William "Don" Felder (born September 21, 1947; Gainesville, Florida) is an American musician and songwriter, best known for his work as lead guitarist for the Eagles from 1974 until 2001.
Eagles hotel California
Eagles’ life in the fast lane
Eagles of death metal I only want you
Eagles get over it
Prawie jak the eagles
Theocracy on eagle’s wings
Northland Reggae Band, 1814, whose members live in the hill’s surrounding the beautiful Whangaroa Harbour, have been thrilling crowds around the country and abroad with their live up beat skanky shows.
• JAH RASTAFARI
• JAH RYDEM
• SHACKLED
• 4UnUnInI
• MY DEAR FRIEND
• INSOMINIA
• LET MY PEOPLE GO
Northland Reggae Band, 1814, whose members live in the hill’s surrounding the beautiful Whangaroa Harbour, have been thrilling crowds around the country and abroad with their live up beat skanky shows.
Patu Colbert (guitar/vocals) formed the band with sons, Shaun (drums) and Jimmy (bass), in 2004 while supporting various community events and festivals around Northland. The band now travels around the country performing their take on kiwi flavoured reggae.
The name “1814” was taken from the year the Gospel arrived at Oihi, in the Bay Of Islands. Missionary Samuel Marsden held the first sermon there on Christmas Day, 1814. This is the inspiration behind delivering a message of peace, love and unity to all people throughout the world.
Jah Ryder, the bands debut album has been well received around the country since its release.
Patu describes the sound as having an up beat, funky, r’n’b, roots reggae feel to it. Song writing for the album was shared between band members with Darren Katene (lead vocals), writing lyrics for several of the songs.
Patu said, "If you love skankin, you'll love the live shows, full of energy, up beat grooves, wicked sax and sweet soulful vocals”.
With the coming of the new-year, 1814 will also be introducing a new member to the band, Harmony Tepania who will be replacing Katherine Te Haara Atama who has left to spend more time with her young family.
Stay updated with our upcoming shows around the country and Australia and keeps an eye out for our latest video ‘Insomnia’ soon to hit the air waves.
• JAH RASTAFARI
• JAH RYDEM
• SHACKLED
• 4UnUnInI
• MY DEAR FRIEND
• INSOMINIA
• LET MY PEOPLE GO
Northland Reggae Band, 1814, whose members live in the hill’s surrounding the beautiful Whangaroa Harbour, have been thrilling crowds around the country and abroad with their live up beat skanky shows.
Patu Colbert (guitar/vocals) formed the band with sons, Shaun (drums) and Jimmy (bass), in 2004 while supporting various community events and festivals around Northland. The band now travels around the country performing their take on kiwi flavoured reggae.
The name “1814” was taken from the year the Gospel arrived at Oihi, in the Bay Of Islands. Missionary Samuel Marsden held the first sermon there on Christmas Day, 1814. This is the inspiration behind delivering a message of peace, love and unity to all people throughout the world.
Jah Ryder, the bands debut album has been well received around the country since its release.
Patu describes the sound as having an up beat, funky, r’n’b, roots reggae feel to it. Song writing for the album was shared between band members with Darren Katene (lead vocals), writing lyrics for several of the songs.
Patu said, "If you love skankin, you'll love the live shows, full of energy, up beat grooves, wicked sax and sweet soulful vocals”.
With the coming of the new-year, 1814 will also be introducing a new member to the band, Harmony Tepania who will be replacing Katherine Te Haara Atama who has left to spend more time with her young family.
Stay updated with our upcoming shows around the country and Australia and keeps an eye out for our latest video ‘Insomnia’ soon to hit the air waves.
I think I won a Prize
I think I won a Prize
My prize would be a spray can so I can use it to hit up on the wall or school wall. It is famous because there are different colours for example red, black, gold and or sorts
It means a lot to me because so I can hit up my tag and others tag I like tagging on picture and word, wall display
c
We chose graffiti can because it has colours because if you have a normal can it will look dumb. I also have magic spray colour it also has the colour size of the can.
People do there graffiti on the train tracks on the wall bus stops and even I town that’s where people do there tagging it is easier for people get famous because of their cool mates and everyone will look at your tag and reckons you that’s how you can get famous fast.
There are different spray can sizes the easier one would be a big spray can so it can make it easier to tag upon high wall or train tracks people graffiti on paper or school books to practise to be good I chose a spray can for my to start bombing you out to get famous fast because of your cool
By Matthew
My prize would be a spray can so I can use it to hit up on the wall or school wall. It is famous because there are different colours for example red, black, gold and or sorts
It means a lot to me because so I can hit up my tag and others tag I like tagging on picture and word, wall display
c
We chose graffiti can because it has colours because if you have a normal can it will look dumb. I also have magic spray colour it also has the colour size of the can.
People do there graffiti on the train tracks on the wall bus stops and even I town that’s where people do there tagging it is easier for people get famous because of their cool mates and everyone will look at your tag and reckons you that’s how you can get famous fast.
There are different spray can sizes the easier one would be a big spray can so it can make it easier to tag upon high wall or train tracks people graffiti on paper or school books to practise to be good I chose a spray can for my to start bombing you out to get famous fast because of your cool
By Matthew
6/21/2010
MY SELF ASSESSMENTS
My goal in reading was to get better and better so at high school. They give me hard reading work I should be able to complete the task. I can complete all the worksheets that the teacher gives me
I have achieved my goal because by practising at home and at school so if the teacher asks me have I read at home I can say yes because I had been practising every night.
My next goal for reading is to complete all the work that has been set for me. I can get better and be in the top group for now I am in purple. Now I am in rose.
My goal in writing was to put full stop and punctuation in my story so my story can make sense so everyone can say it make sense instead of people saying put full stops and punctuation in.
My next goal in writing is to put other words to make it sense so put in other words and not put any mistakes and put grammar and give examples through my story.
My goal in numeracy was to add up my entire question and equal it up so my answers will be right and my answer will equal my question.
I am working towards this goal by listing the right answer and instead of using a calculator I can work it out in my head or in my maths book.
My next goals in numeracy is learn my times table off by heart so instead off using a calculator I can work it out in my head or in my book.
By Matthew
My goal in reading was to get better and better so at high school. They give me hard reading work I should be able to complete the task. I can complete all the worksheets that the teacher gives me
I have achieved my goal because by practising at home and at school so if the teacher asks me have I read at home I can say yes because I had been practising every night.
My next goal for reading is to complete all the work that has been set for me. I can get better and be in the top group for now I am in purple. Now I am in rose.
My goal in writing was to put full stop and punctuation in my story so my story can make sense so everyone can say it make sense instead of people saying put full stops and punctuation in.
My next goal in writing is to put other words to make it sense so put in other words and not put any mistakes and put grammar and give examples through my story.
My goal in numeracy was to add up my entire question and equal it up so my answers will be right and my answer will equal my question.
I am working towards this goal by listing the right answer and instead of using a calculator I can work it out in my head or in my maths book.
My next goals in numeracy is learn my times table off by heart so instead off using a calculator I can work it out in my head or in my book.
By Matthew
5/24/2010
3/16/2010
3/10/2010
How is Learning structed in Room 5
WALT: Write better, explanation s. My specific goal for today was to put full stop and punctuation in my stories.
How is Learning structured in Room 5?
In room 5 there are 3 blocks the blocks are breaks, interval, lunch sometime we even have to do rubbish duty. And they even tell us to do the whole school..
Next I will tell you about sports we have different lots of sports like touch rugby that’s if the teacher let us soccer or we do a sport as a class.
First I will tell you about the rules for touch the main rules is you need 6-12 player
6 are only allowed on the field the rest are subs.
Today I really like the way that I just got on with my work however I need to ask for help tomorrow I will finish my work.
Next I will tell you about the kind of trips we go on a trip every year and we have green points if you reach 180 you go on a trip to a mystery trip with Mrs Thompson Mr Jackson.
And I am going to talk to you about kakahaka after intervals we have kakahaka and if the person that’s running it we stay in class doing wor3k or what ever we do Maori and even we have a whaea.
in school we have a lot of rules that most of us have to follow and the rules are consequence good and bad or if we break the rules we get in we deep trouble.
How is Learning structured in Room 5?
In room 5 there are 3 blocks the blocks are breaks, interval, lunch sometime we even have to do rubbish duty. And they even tell us to do the whole school..
Next I will tell you about sports we have different lots of sports like touch rugby that’s if the teacher let us soccer or we do a sport as a class.
First I will tell you about the rules for touch the main rules is you need 6-12 player
6 are only allowed on the field the rest are subs.
Today I really like the way that I just got on with my work however I need to ask for help tomorrow I will finish my work.
Next I will tell you about the kind of trips we go on a trip every year and we have green points if you reach 180 you go on a trip to a mystery trip with Mrs Thompson Mr Jackson.
And I am going to talk to you about kakahaka after intervals we have kakahaka and if the person that’s running it we stay in class doing wor3k or what ever we do Maori and even we have a whaea.
in school we have a lot of rules that most of us have to follow and the rules are consequence good and bad or if we break the rules we get in we deep trouble.
3/07/2010
Individual Writing Goals
| Level | 1P | 1A | 2B | 2P | 2A | 3B | 3P | 3A | 4B | 4P | 4A |
| My Sublevel | | | | | | | | | | | |
| Year 9 Expectation | | | | | | | | | | | |
My Goals are:
• To learn how to write a story• To put full stops and punctuation
•
To reach my goals I will:
• Listen
• Fid help form teacher
• To do well in writing
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