J9 Mindlab Reflections 2017

Changes in My Practice “...reflective practice is viewed as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development. ( Osterman, K. & Kottkamp, R., 1993 ) My 32 week learning journey This 32 week learning journey has covered many aspects of teaching and learning I have read about or trialled in the last few years.  Revisiting many aspects with a more critical eye has given me the language to describe and reasons to support what I do.  I have discovered more ICT tools to add to my teaching toolkit, and have reflected on the leadership styles evident in many of the institutions I have worked in, as well as my own.  My learning through Mindlab has also made me more aware of the need for an evidence-based approach to teaching and learning.   Two key changes in my own research informed practice There are ...

Interdisciplinary Connections Andrews (1990) defines interdisciplinary collaboration as occurring "when different professionals, possessing unique knowledge, skills, organizational perspectives, and personal attributes, engage in coordinated problem solving for a common purpose" (cited in Berg-Weger &. Schneider, 1998). Marilyn Stember (1991) outlines three arguments for an interdisciplinary approach that resonate with me: Intellectual - any learning area is enriched by other areas; Practical - connections are strengthened when they have a real world context; Pedagogical - separating subjects hinders learning. As a primary and intermediate school teacher, I work with the other teachers in my syndicate to teach across most subject areas, integrating them wherever possible to create thematic contexts that my students can apply to real life.  Therefore, my interdisciplinary connections, as discussed here, will focus on the professionals who I work wi...

Professional learning development (PLD) via social networks has been one of the most inspiring things I have engaged in as a teacher.  Connected to the Virtual Learning Network (VLN), Twitter, Google Plus communities and a NZ Primary teachers Facebook page, I rely on the wealth of knowledge, varying opinions and sharing of resources from other passionate educators. When I began teaching, 20 years ago, we viewed a professional development booklet each year, to identify courses we would like to attend - several courses, every year.   Advisors were also available to come into school to support us with identified areas for development.  At some point, both the professional development booklet and the advisors disappeared. In some schools I worked in, there were forward-thinking teachers to inspire and challenge my practice; but not so much in others. A few years ago, with three children under the age of four, I spent a year at home with my kids.  Unsure of ...

Identifying an ethical dilemma A recurring ethical dilemma in the last two intermediate schools I have taught in is that of negative online interactions between students or groups of students, usually occurring off-site and out of school hours; significantly impacting students’ emotions, interactions and learning at school. Distressed parents and students often look to the school to try to ‘solve’ the problem, directing their angst at the school (as students involved typically all attend the same intermediate school). The issue is further complicated by the fact that is is usually not a straightforward ‘bullies vs victim’ scenario, as there are often multiple perspectives to the given scenario.  Often the ‘victim’ has played a significant part in negative online interactions; but has found that they are unable to cope emotionally with an escalation of the issue.  Students and families are often distressed, students tend to feel victimised despite their own role in t...

“Caring for students as culturally located individuals within a framework of positive student–teacher relationships is considered beneficial for all students, but particularly so for Māori" (Bishop et al., 2003; Hall & Kidman, 2004). ERO cites ‘ Educationally Powerful Connections ’ - agency, ubiquity and connectedness - as being critical to achievement of all NZ students.  I would argue that this concept also links strongly to being culturally responsive in the classroom, with strong and positive relationships with students and whānau being key to the concept of connectedness.   My own practice Connectedness: Having taught in primary, intermediate and secondary school environments, I find that at primary and intermediate it is easier to get to know your students and their whānau well. Building positive relationships with students in a secondary school environment, where it is usual to teach several different classes in the course of each day, provides more challe...