Week 32 -
Activity 8: Key changes
in my professional practice.
Step 1 (What): I came into the Mind Lab with some preconceived
ideas; It will be fun, some hands on learning, make a model- take back idea to
the classroom and apply the into an Inquiry learning group. That was the idea
but things changed slowly I saw that; teachers need to have a sound
understanding of where it comes from, what they’re doing, and why are they
doing it.
By researching the information and having knowledge on the
subject, I am assured of what I present to my students or when I speak to a colleague,
I know what I am talking about. Research
is a key for a professional teacher.
The others key points are the kakahu (cloak), we teachers put on our students and awhi ( embrace / hug – and to stand by) them, to make the student accepted in our classes and schools.
Week 31’s reading and video’s spoke very loudly to me and
resonated deep within – it’s time for the Te Tiriti o Waitangi to fulfil its obligations
and to assist and impart all that the Crown- (Ministry of Education) can do for
our students of indigenous descant, - ‘all
the rights and privileges of a British subject ’.
Therefore, one key change in my
professional practice is - Whakamana – the empowerment of the students in my
learning sphere.
Step 2 (Now what): Evaluate the identified change.
“Reflective
practice fosters learning by creating opportunities to become more aware of our
practices.”
After many years of teaching in a single cell classroom, it lost its
shine for me, I felt like I was alone and teaching in isolation. When I began
to reflect on this, I found several areas I could address myself and one area
where I would need the cooperation of another teacher. We / I, often as the
reading from, “Reflective Practice for Educators” by (Osterman & Kottkamp, 2015) says, look for the fix instead
of looking for the root cause. What I was teaching was correct, how I was
teaching it was at fault. This was the opportunity needed to make positive
changes in my professional practice
Using the Osterman & Kottkamp model, I approach a colleague who had a similar teaching style, behaviour management application and teaching pedagogy, we discussed how this would benefit the students and ourselves. After a six-month trial period, the collaborative teaching style worked for both of us. It was actually very successful and easy to adapt and it’s been working well for the last three-four years. Yes, there are difficulties, this is where we reflect on the issue and look for the root cause and deal with it or seek assistance. We have learnt to become good recorders of the facts not the feelings.
Step 3 (What next) Share your next plan(s) regarding your future professional development or your future practice.
My future
professional development plans are simple – to encourage my colleagues to adapt
the process of collaboratively teaching (Team Teaching), using digital technologies
and applying this into their professional practice. This is out- lined in the last
collaborative paper ‘Assessment 2 - Teacher Inquiry into Student Learning’.
For me, having a started out with collaborative teaching at
the heart of my reason for being part of the Mind Lab’s post-grade paper, it
would be ashamed to not share this with my colleagues. I am encourage that this
change in their teaching style will empower Whakamana, their students and give each of them a successful path
into the future of learning.
Finally to Awhi (embrace)
the students and teachers into the knowledge of article three of Te Tirirti O
Waitangi so that the indigenous students would be imparted all the rights and privileges
of a British subject.
And that's education also.
And that's education also.
Nga mihi koutou
Paul
References
The Three articles of the Treaty of
Waitangi
Bolstad, R. & MacDonald,J.(2016). An analysis of participant blogs supplemented by teacher interviews. Wellington:New Zealand Council for Educational Research.
Osterman, K. & Kottkamp, R.(1993). Reflective Practice for
Educators.California.Corwin Press, Inc. Retrieved on 7th May, 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files.
Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for
educators : professional development to improve student learning.(2nd ed.) New
York: Skyhorse Publishing.
Ministry of Education (nd). Our code, our standards. Retrieved from
By reflecting upon your practice using the four values of Whakamana, Manaakitanga, Pono and Whanaungatanga you have certainly imbedded your core values Paul. Spending the time to deeply reflect upon the "why" we do something the way we always do something means that we won't always get the same result. Challenging yourself to collaborate for the benefit of your students, and your own practice, has meant change has occurred. A powerful way to benefit all. Now what Paul? You have certainly embraced all opportunities over the past couple of years to be a truly reflective teacher/leader!
ReplyDeleteThank you - values are and practice take some time to build up and make them part of your professional and personal understanding and the way you work. This has been a learning journey. My nexts step into the future are to continue with these values and promote them in my sphere. Thank you for having given up your time to read and make comments.
ReplyDeleteKia ora Paul
This was a great reflection on your journey Paul, the growth you have made along this learning journey has really come to the fore front and your confidence and self belief has just grown.
ReplyDeleteI have loved the journey we have been on and our collaborative experiences. We have grown together as teachers, as learners, as people.
Looking forward to the continuing journey - nga mea pai katoa