 mar掰掰 na hu� global? Mae man Maria tahi na ziru juni te kana ma, Ma, ma hun ma, ma11na shai ma11na shai ma11na shai ma11na shai ma11na shai ma11na shai theu Clapolaation. Pohat te sātawata ti ge술ikau.bianja ertu za smells. Te dabatai i kelet spoiled. Hawa поч messy te teo! Mareshenda putine rangatera. Ruówu anيلa te tualia a paranormal. Mub Center logo ka maxome. 진haen yevoir. It's about that spiral of inquiry and what's happening for this child, what is it that I need to be thinking about here, what learning do I need to do as a professional? Is it shifting that child's learning? And if not, well, don't keep doing the same thing and expecting a different result. It's about trying different things and monitoring the impact of those practices. I was able to go in and support and team-teach, so I was modelling some lessons, I was working with groups in the class, I was observing this teacher, this teacher was observing me. It was just about collaborative practice and being able to bounce ideas off each other at the time. Yes, it's S-U-R-V-I-V-E. Oh, thanks. We found that our targeted students would come into the writing lesson having a whole lot of mana around their knowledge and around their skills. The kids already knew what was going on. The children already had had a little practice with what it was they were going to be doing. They already had the vocabulary that's set underneath that. We would often use the targeted students' writing as an exemplar of what it could look like at the right level. It's about removing barriers to their learning.