Week 32 : Changes in Practice and Future Plans

Key changes in My Professional Practice:

I have used Rolfe reflection model to communicate just how much I gained from this course.

What:

Professional Learning: Our codes our standards Ministry (2017) 

Mindlab has offered me the best Professional Development I have ever had. While it was a sustained and involved commitment, alongside full-time work in the classroom, this in itself allowed me (or my brain) time to adjust to the new approach to 'Learning' for the 21 century.

The professional Learning strengthened my understanding of the Inquiry process as a teacher and allowed me to experience success with collaborative problem-solving skills and associated assignments.

Learning focussed Culture: 

Exposure to Digital tools opened up a whole new world for me and triggered off so many ideas to implement challenges and lessons in the class. The lesson readings gave me the ability to articulate ideas I had implemented in the past but could never explain to others. Being able to put into words these pedagogical thoughts empowered me to try new ideas and understand the need for collaborative spaces, teaching, and planning. I recognized the changing face of teaching and how the training I received last century needed to be upskilled to have relevance to the 'Digital Natives' I teach today. Working smarter not harder and recognizing the shift in my position from 'Teacher' to a 'facilitator of learning'  was empowering and yet I still believe in the importance of caring for the social and emotional wellbeing of the individual students. Being their advocate! 

So what:

Osterman and Kottkamp (2015)

Using this model: I identified my lack of confidence in Digital learning and not understanding the concept of working collaboratively with colleagues as areas that needed to be addressed.

A. Problem identification 
I was working in isolation and being swamped with the ongoing admin needs of teaching a class alone. I wasn't used to working with others and while I supported others and contributed in my team activities and planning I can see now on reflection I had learnt most of my skills from experience and doing the work alone, not sharing with others. I saw other teachers leave earlier, share planning, duties and resources and realised working together was smarter not harder.

B. Observation and Analysis
When the opportunity to go to Mindlab came, I joined the 2 younger teachers who were going and resolved to learn as much as I could about the digital aspect of learning. An area I hadn't grown up with or felt confident in. This despite my Principal saying "It was very brave of me taking that on at my age". I was determined to open my mind to an opportunity and not let anyone define me by my age, experience gender etc... You don't know what you don't know ....and I was becoming bored with the way my teaching was going.

C. Abstract Reconceptualization
Mindlab initially left me feeling inadequate, but as I opened up to the experience of sharing and working collaboratively with my colleagues the 'aha' moments began. My confidence in Digital use grew and the professional discussions and banter I really enjoyed at the in-class lessons. Sounding off ideas and collectively finding solutions seemed a no-brainer once I had opened myself to the experience.

Now What:

D.  Active Experimentation
I changed my planning in the New School Year and working with a new teacher began to plan collaboratively using google docs, shared groupings for reading, maths, and fitness initially. The shared Google docs were excellent to use, letting us tweak them as needed and allowing for communication 24/7 via the docs. Time spent initially setting up the planning formats and templates was worth the effort. Planning is now regular, accessible for team members, streamlined to the needs of the students and I have enjoyed the collaborative aspect. It does mean timetabling for the class is tighter, a minor inconvenience.We have also extended this to using different digital platforms for lessons in  Literacy and Maths in the class. With each teacher taking responsibility for setting up one curriculum area. In our team, we have also used the Google Doc for online team meetings freeing up even more time for class and resource prep. Because it is more convenient I often view these at home and just sign, to say I have viewed them. We see each other anyway during the day to help with specifics,  resources etc..
Final Reflection:
Without the exposure to Mindlab and the diverse July intake group in Rotorua, plus the wonderful Milla, I would never have experienced the professional growth I have had. It has begun a journey of discovery for me and an understanding of what it is to be a lifelong learner. I feel both excited and a little intimidated with the changes that will continue to happen in my lifetime and yet grateful knowing I am more equipped to help students become ready for their future.

References: 

Ministry of Education (nd). Our code, our standards. Retrieved fromhttps://educationcouncil.org.nz/content/our-code-our-standards

 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.   

Week 31; Cultural Indigenous Knowledge and Cultural Responsiveness

I have used Rolfe model of reflection.

What does it mean to have a culturally responsive pedagogy?

As stated by (Gay 2001 ) cultural pedagogy is defined by our response to life. In society, we interpret our world by our interaction with others and we use our own cultural lens(Milne 2013) to make sense of it. First, though we need to know our own cultural identity and intelligence. I  am an immigrant myself and have been shaped by my experiences and treatment by others along my journey. To have a sense of 'self' and belonging was the foundation that I built my life on here in New Zealand. My relationship with my family, the land I had come to and the people here all built this. As a teacher, I brought along my experiences and these have been constantly refined to meet the needs of my different students.  Evolving and evolving still, as I learn from their shared knowledge.

"Teachers who are culturally responsive and who use the cultural knowledge, prior experience, frames of reference and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them" (Ellerbrock, et al, 2016). I couldn't agree more today in our schools if a child is not encouraged to embrace and celebrate their culture, how can they identify with it and view the world through their cultural lens.

So what.
Relationships built on honesty and respect that acknowledge the uniqueness of the individual helps build the students cultural identity regardless of their cultural background. As teachers, we have such an influence on a child's learning experiences and their personal and social development with others. We need to model positive, empathetic attitudes. Expect and deliver respect to all students and acknowledge the different expertise that individuals have by providing opportunities for them to share these. This encompasses all cultures, however by being aware and valuing the input they bring to the class through their cultural lens you can provide a rich learning experience for everyone involved. While also validating the student's cultural identity for them. Some of my students come from 2 different cultural backgrounds and by encouraging them to share from both perspectives it develops their understanding of difference and tolerance. By providing opportunities in different learning styles that are accessible to the home it includes an important part of that child's life- their family! My experience in including and inviting home expertise has been one of healing for some and clearing of misconceptions about school. By being inclusive in this way, it provides an opportunity to strengthen relationships, build bridges and celebrate the wealth that we have in our family. 


Now What: 


The Unitec’s Poutama tool:

By using this tool I identify with being in the middle and still growing in confidence with my cultural responsiveness in my practice. As Anne Milne (2013) says we do work with a white colonial education model that is now beginning to change, to suit our students today in New Zealand. I continually work on removing barriers to learning and while as a nation we are bi-cultural, our education plan is an excellent framework to use and ensure our multicultural children also thrive with their cultural identity intact.
 Our goal as teachers is to be Agentic Teachers. Bishop (2012)  To empower the individual students so they are academically and culturally strong, have strong self-worth and belief in themselves. We can do this by being, consistent, fair and empathetic in our dealings with the students. By developing relationships based on trust and honesty. By being energetic and enthusiastic about their ability and building skills and challenges that are culturally relevant to them, that confirms their inner abilities and belief. Acknowledging their culture and providing opportunities for them to use it in rich learning experiences....Simply "Know Thyself"


References: 
 Milne, B.A. (2013). Colouring in the white spaces: Reclaiming cultural identity in whitestream schools. (Doctoral Thesis, University of Waikato, Hamilton, New Zealand). Retrieved from http://hdl.handle.net/10289/7868

Bishop, R., Berryman, M., Cavanagh, T. & Teddy, L. (2009).Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand.

Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved from https://vimeo.com/49992994

Ministry of Education (2007). The New Zealand Curriculum. Wellington:Learning Media

Teaching and Teacher Education, 25(5),734–742. Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved from https://vimeo.com/49992994

Week 30 : The Broader Professional Context

This week in reflecting on the Trends that have changed or affected my practice I will use Rolfe model of reflection.
What:
 As stated in National Intelligence Council. (2017) change is upon us, globally, with many of these changes bringing further problems that are difficult to address and resolve with a collective action, because Technology has brought its own dilemmas in trying to deal with the new order.  We have become more global and aware of others. While in New Zealand we see this in our workforce, demographic movement and our schools' intake, in a very short time we have become multi-cultural and a stage has been set for change. I think we as a nation are fortunate to be a 'young' country previously settled by immigrants and our bi-cultural awareness through our treaty has modelled how to be more accepting of new people. Demographically our population has also changed with shifts to new cities and areas of large population growth emerging in new areas to accommodate the influx of people.While it has affected and strained our existing infrastructure it has also brought opportunity for a rethink on the future and our future needs.
At our school, we have been witness to this influx and in the last decade addressed the changing educational needs of our students. 

So what:
As stated OECD. (2016) Trends Shaping Education. The development of information and communication Technology is a Trend that has changed our world and lifestyle forever! While progress has brought benefits it has also brought its own problems that cannot be addressed with the old model of education. An awareness of the  21 Century skills, (advanced digital skills, innovation, effective communication skills and social and emotional intelligence ) was essential for the student to both utilise and understand this new order in their future. 
My school began to encourage and support innovative learning and allowed changes in the classrooms and curricular content along with the redesigning of our classroom spaces. It supported I.T. infrastructure development and associated P.D.and implemented support 'time' and fees for the Mindlab Course.  Over the last 6 years to try and provide an environment that addressed both the larger numbers and limitations of the old school classrooms. The refurbishment and purchase of flexible furniture, took into account the changing face of education as we began to teach and plan collaboratively. Dedicated Arts and Internet suites do still exist and we are now in the process of designing and building a STEAM  lab to provide a flexible space for innovative and creative projects to support the Inquiry approach to learning. 

Now what: 
Our school continues to provide support for new staff to attend the Mindlab Course on Digital Leadership and the implementation of the new Technology Curriculum and associated Key competencies and 21Century skills. Constant reflection on our practice through our Teacher Inquiry does help to keep us informed on digital practice and developments but the commitments to providing a child-friendly innovative learning space was an important trend for me in facilitating change, along with the ongoing upskilling and upgrading of personal devices for student learning in the classroom. 


References:
National Intelligence Council. (2017). Global trends: The Paradox of Progress. National Intelligence Council: US. Retrieved from https://www.dni.gov/files/images/globalTrends/documents/GT-Main-Report.pdf

NMC and CoSN Release the Horizon Report: 2017 K-12   Edition [Video]. Retrieved from https://www.youtube.com/watch?v=m-rPhEltg9o

OECD. (2016) Trends Shaping Education 2016, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/trends_edu-2016-en

week 29 : Professional Online Social Networks

I have experienced and used Social Media networks for 10 years now and as they have evolved so as my use and discernment of them and their content. In my own teaching practice, I have used several educational groups to find solutions, inspiration and even collaboration in developing ideas in writing, artistic projects and for professional Study. Having access to a network of professional peers that is not time-dependent has allowed me to utilise my time to develop my own learning and be exposed to a wider group of individuals and ideas. Facebook group NZ Primary Teachers and the offshoot Art teachers and Big Life Journal, has broadened my view on learning with exposure to innovative ideas that have sparked other personal ones. This usually is a two-way process and I also contribute to discussions and the blogs.  A bonus is this knowledge/experience can be shared with people in a network allowing the individual to access knowledge without having to invest time, a conventional relationship would need. The learner also remains in control of their input and learning, being able to exit when needed without any social pressure.

As stated by Melhuish (2013) a framework for change in education is supported by the Online Social Networks. The New Zealand Ministry recognised that technology is the enabler for change, and as an incentive provided our 'In School Laptop schemes' and fast-tracked internet fibre connections to facilitate this growth. Worldwide people have access to and use social networks. As stated by Seaman&Tiniti-Kane (2013) an increase in social media use in teaching has occurred and since then growth has continued exponentially. Through this interaction, knowledge has been shared and learning occurred (for better or worse) depending on the content and understanding. It can support, inform, create and entertain. This media platform can allow the person's mind to be exposed to deeper levels of knowledge. However, having a sound pedagogy established first, is important to ensure this tool is used appropriately. Misinformation can create both problems and inhibit personal growth. Think of propaganda, cyberbullying or fabricated stories used, which confuses the unenlightened or uneducated. Social media can be innovative however because loyalty can't be demanded, quirky and sensationalism has crept into some sights which undermines the value of its content. Education in informed, responsible use will avoid a child becoming caught up in these sights, participating in unethical practise, wasting time, or flicking through images with no intended purpose other than entertainment.

Used well social Media can give virtual experiences without the time, geographical or social restrictions.We can take learning outside the classroom, to query, find answers or solutions to real-world problems without the associated risk of being there physically. Language adaptations can be used to remove any barrier for learning and reflective posts can provide rich empathetic answers from people who have experiences in the first person. These can be saved for future generations and allow rich conservations to emerge about events that occurred not in their living memory. Social Networks provide a platform for new age growth in future learning. As educators balance, discernment and relevance can be modeled to grow independent inquiring minds.

NZ Education Council. (n.d.). What is social media . Retrieved June 16, 2017 from http://teachersandsocialmedia.co.nz/what-social-me...

Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’ professional learning. Master Thesis. The University of Waikato. Retrieved on 05 May, 2015 from http://researchcommons.waikato.ac.nz/bitstream/han…

Seaman, J., & Tinti-Kane, H. (2013). Social media for teaching and learning. Babson Survey Research Group. Retrieved from http://www.onlinelearningsurvey.com/reports/social-media-for-teaching-and-learning-2013-report.pdf

Week 28 - Legal and ethical contexts in my digital practice

I have chosen an incident, which triggered an ethical dilemma in a past incident that I became involved in and will reflect using Rolfe et al's (2001) ethical decision-making model, which has 3 parts.

What is the problem? In this incident I was working with a small group of troubled teenagers at a Girls High School who I had established a positive working relationship and understanding with.  Cell phones were becoming a necessity in their lives they thought ..however with no means of purchasing one they often "borrowed " friends one. 
Unexpectedly we had an addition to the class one day who was disruptive and had been removed from mainstream for her 'safety'. Unbeknown to me during a morning break she managed to get my cell phone from my locked drawer and summoned her "sisters" from outside the school to deal to some other student. 
The situation got ugly, the police became involved and I was accused by her of ringing the girls on my phone. The "sisters" confirmed my phone number.
(It was the police who managed to get my phone back some 3 hours later.) It had been used to order drugs, bully the targetted girl and photos taken and sent out of the ensuing fight.  

So What?
Those impacted by the incident were apart from myself the new girl who had stolen my phone, the targetted girl and my class. As stated in our "Our code our Standards" (2017) Manaakitanga the creation of a welcoming, caring and creative learning environment that treats and respects everyone with dignity is the foundation of our schools. Allowing this incident to go on unchallenged would have condoned the actions of a few who hadn't respected the belongings and rights of others. As the teacher I was responsible for the wellbeing of my charges to model Pono Our code our standards (2017) by showing integrity and fairness in my actions to everyone. I challenged the sisters who arrived in the class and became abusive and called for support from Truancy officers and management.The use of Digital media escalated a situation that needed police involvement. A situation that could have possibly been diffused with time.

Now what?
The targetted girl needed support and protection and this was done later through the counsellor and some senior students and friends. Enforcing school rules for the safety of everyone was needed and this was dealt with from management.  Mediation discussions took place with the 2 girls to ensure full and frank communication took place to remove any misunderstanding that may have been present. Consequences for the theft and use of my phone resulted in a stand down and the girl returned, spending 2 weeks in our room getting to know us as a group. Mediation wasn't formal but she participated in all activities and resulted in a positive response from the student when returning to her class. For myself, I changed my number got a phone that could be locked and traced and became very aware of how the spoken word on media is irretrievable.  A digital phone is a wonderful tool that in the uneducated and unethical hands, can cause such harm and often anonymously. Education in digital Etiquette is so essential today and can't start early enough in schools.   








Rolfe, G., Freshwater, D. and Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide. Basingstoke: Palgrave Macmillan.

Education Council. (2017). Our Code Our Standards.
Retrieved from: https://educationcouncil.org.nz/sites/default/files/Our%20Code%20Our%
20Standards%20web%20booklet%20FINAL.pdf

Part 3 Community of Practice.

On viewing the video (Bruce Knox 2009) I can think of many groups that I am involved in from Quilting, Gardening to The Learning Connexion. all driven by a personal passion and a need to communicate with like minded individuals. These individuals as (Wenger 2000) states you have a 'shared repertoire' to generate energy and growth; and of course community. So I understand and have experienced the value of shared visions and community in achieving goals.

However  for the purpose of this discussion I am thinking of the Professional groups I am presently involved and in correspondence with. I am part of the Primary Teachers group on facebook, an Art / Primary Teachers group also on Facebook. These I have found invaluable to query, find solutions and offer support and ideas though despite meeting very few of them in person. It's accessibility to suit my varied life has been ideal and allowed me to utilise the expertise and energy of others when mine has waned or hit a brick wall.Also of course the Rotochats from MindLab and Otonga Google+ community.

Closer to my immediate professional circle I would say the team I presently work with are an excellent C.O.P. We have shared vision, shared needs. shared resources and collegial support to ensure our team runs smoothly. As (Cambridge,Kaplan & Suter 2005) state Communities provide an environment for people to connect, interact, and build shared resources when they have a shared Learning goal. The idea of a community providing a concrete organisational infrastructure for realising the dreams of a Learning organisation (Wenger2002) is definitely our Year 2 team.

I propose to work collaboratively with the team, in planning, organisation, and shared resources through a Flipped Learning approach. We have a new First Year teacher joining us also and this will enable her to not only begin her teaching career in a Future Orientated, collaborative way, but be supported by  the expertise found in all of the team. This will be a first for us and I have already trialled 'Flipped Learning' with my class this term, to understand better the requirements needed. As (Sweeney 2015) states there is a lot of benefit in building collaborative Inquiry projects together, even if we are still physically in our own classrooms.Hence this will also be our Teacher Inquiry for next year.

However excited as I may be, this has pushed me out of my comfort zone working so closely with others. I enjoy having my own room and group of students to bond with. I don't mind sharing responsibilities or resources but there is unknown territory I need to go through to make sure I am fully collaborative. That is the next challenge and part of my "growth" journey to ensure I am best equipped for the tasks at hand in The Knowledge Age.

Knox, B. (2009, December 4).Cultivating Communities of Practice: Making Them Grow.[video file]. Retrieved from https://www.youtube.com/watch?v=lhMPRZnRFkk

Wenger, E.(2000).Communities of practice and social learning systems.Organization,7(2), 225-246 (Link to the article in Unitec Library)

Cambridge, D., Kaplan, S. & Suter, V. (2005). Community of practice design guide: A Step-by-Step Guide for Designing & Cultivating. Retrieved fromhttps://net.educause.edu/ir/library/pdf/NLI0531.pd...

Assessment part 2 Future-Oriented Teaching and Learning.

Why did I make this change to my Practise?
I've been a Teacher long enough to recognise and agree change is part of the Teaching /Educational arena as we try to keep up with changes in our society. Coming through the Industrial, then Technology and now the Knowledge Age. I have to admit being once again excited by the possibilities of the future, yet honest enough to feel at times daunted by the process. To cope and  to achieve, I feel you have to at first, move forward one step at a time. Mindlab is one of those steps! Since July, I have now included Technology in "Flipped Learning' for my class, revisited the Key competencies and used augmented  reality in a discovery based format, and Class Dojo for videos to frontload ideas for class work. This also prepared a pathway for Parents to see, and begin to understand more of why education needs to change for their children

How was this change triggered?
The existing delivery of Learning wasn't working for me at school and certainly not meeting the needs of the students I taught. Over the last 10 years the exponential growth in knowledge I have witnessed in society and now in schools has been the catalyst I feel, for the changes we are beginning to see. Technology has never been so accessible and I'm fortunate to work in a school that supports this move, with most homes having access to devices. However I found the exposure to Technology has been (especially in the homes) a form of babysitting, without any consideration of content their children were being exposed to. Bad habits were forming and social skills were weakening...
Another thing I have also seen is the "diminishing time lapse" we have as individuals to answer, process, reflect  or consider issues before commitment is expected.  The essential skills to function as a Team player, be a supportive / positive individual  and yet still hold onto Identity and self belief have also diminished.  However this is being addressed in the revisiting of competencies in the  21st Century skills and this was one of the drivers for me when talking to colleagues who had completed Mindlab previously.

Literature that supports Change.
“A future-oriented learning system requires that all those involved in education are involved in continuous learning” (Bolstad et al., 2012). When reading this article and in particular this quote, it made me realise just how different my role in the classroom is now. Where once I was the Teacher, giving and planning the knowledge delivered. Now we have become the Facilitators of our students learning, by being there to promote, support and offer guidance in their personalised learning.   If we  don't continually upskill and learn alongside them,  we will become irrelevant in our contributions in the classroom. We need to model to our students being  " life long learners,"  by having an open mindset to change and embrace new pedagogy to support this. We can empower the student by modeling how to embrace change, and being solution orientated when faced with Real World Problems as covered in this article.edutopia.org/practice/real-world-problem-solving-project-based-
solutions Nov 10,2015. 

The Change for Me.
My Journey with Mindlab has made me more aware of the changes in Society and the momentum technological change has given it. I'm more attuned to media (as the referenced article from the New Zealand Herald) showed me change is becoming more mainstream and discussed. Still challenged by Twitter, but I do use Whats App groups personally for groups, facebook for educational groups and google+ for sharing with colleagues. I feel more confident about future moves in education and optimistic about it catering for future generations coming through.

"While we can't be part of their future , we can help them be prepared for it "

www.nzherald.co.nz/index.cfm?objectid=11948171&ref=twitter
https://www.edutopia.org/practice/real-world-problem-solving-project-based-
solutions Nov 10,2015. 
Ministry of Education.(2012). Supporting future-oriented learning and teaching: A New Zealand perspective. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306

Further reflections on Reflective Practise....

Now having completed my end of year reports, and associated assessment commitments.....
 I have returned to reflect again on my teaching Practise.
Am I as reflective as needed? to address the needs of my students and myself in the  Learning process?
As mentioned in a survey adapted by  Zeichner and Liston’s (cited in Finlay, 2008, p.4)  the five levels of reflection are listed below.

This is how I relate presently to them....As mentioned previously- Rapid Reflection I think I use internally almost on auto - pilot. I find myself making judgements, assessments and reflections on activities and student engagements continually in the teaching day. However these are monologues with my own thoughts, and values so while they can give some direction and clarity to my next plan or activity they don't offer reflections to resolve or renew ideas.

Repair Reflection I recognise for me as the times I may react to a students' specific needs. This can be  socially, emotionally, physically or academically. Where I have received  a signal, sensory reaction or even dialogue where the planned activity has not met my expectations for that child. By developing relationships with students you become more attuned to the needs of that child as an individual , their perceptions, cultural beliefs, sense of self eg: I think of how each student deals differently with death, sorrow, loss....
Space and time can't be planned for, but can be given instantly as needed in these times and the reasons remembered later and brought forward in conversations with colleagues (or for myself a mentor who I trust to sound out ideas, concerns and receive counsel on, as an impartial colleague.)

Review
As I have written my final end of year student reports very recently.  I have used my reflective notes I have written throughout the year in a diary ( usually daily, sometimes weekly) where I have written my thoughts about units of worked completed, activities completed and the responses and abilities of individuals. Frequently reread during the year, these notes and observations have  allowed me to self reflect on my practise and delivery styles. Regroup children as needed to suit their learning needs and provide different modes of learning to establish a non threatening environment of learning . Interestingly I noticed how my teaching content and style began to expand with the contact with  the  Mindlab course and the collegial work I did with colleagues. Also the Professional Development with I.Y. which opened my mindset to certain readings and pedagogy that opened further gates of learning.

Research
I have had a personal interest in the Personalities of Students and how this effects the learning process for them in all areas of life. Reading books such as "Personality Plus" by Florence Littauer  and  "The 5 Love Languages of children" by Gary Chapman has reinforced to me just how individual children's needs are when relating to others and feeling valued and heard. I feel exposure to these books  has really made me more sensitive to the needs of individuals in my room and another "tool" to be aware of when planning learning activities and environments for them to learn in .

Retheorizing and reformulating Reflection This final step I have just really  begun to be aware of formally and is an area I need to address more and has made me realise that the The training I have received previously (eg: last century!)  in no way at all does it provide for me the tools to educate children of today or of the future. So therefore to stay relevant to the future needs of students I need to continue my own journey of Learning.

Zeichner and Liston’s (cited in Finlay, 2008, p.4)  the five levels of reflection.

Source: SkillsTeamHullUni. (2014, March 3). Reflective writing.[video file]. Retrieved from https://www.youtube.com/watch?v=QoI67VeE3ds

First Reflection Blog...On reflective practise.

Reflecting on teaching today...Time to Reflect?
As the clock ticks , deadlines or timetables loom who hasn't been in the position of just thinking just keep going, nearly there. Bowing down to the norms or procedures expected in your establishment and then having to live with the expected outcomes. Yes I've been there often.
 I think as teachers this can all too often be a reality, the days aren't any longer just more expected within them. I'm sure we all practise rapid reflection somewhere throughout the day as teachers, as we think on our feet constantly. Having 30 eager little minds, engaging, questioning, and assaulting your senses .....if you didn't you 'd be swamped.
However after working collaboratively more with new colleagues I can see the benefit of rewarding  myself (yes I said rewarding because in this 'Time' poor job, it is a reward to get some quality), reflective time with peers to nut out, reflect and question in a bid to get some specific ideas and suggestions to issues. Solutions and reassurances, that only come from having another personality, brain and outlook to help make sense of the community you are working in.
(Boyd & Malis 1983) mention Reflective practise builds an idea of self awareness of your everyday practice and this practise of critical reflection in itself  builds on the expectation of you as a "lifelong Learner" If Dewey(1933) identified and mentioned Reflecting as a specialised form of thinking-Today 80 years later I feel it's even more important and the one thing that will allow us to digest , process and reflect on the knowledge boom we presently live with.
Am I a reflective thinker?
Yes..Well I thought so! However I looked at it previously as ongoing problem solving , evolving my practise to meet the needs of the class at the time. It is only in recent years that I have really reflected more in depth with colleagues, and read to help enlighten situations.
I still go home and mull over events, incidents, pupils at night to 'sleep' on it to try and find solutions retrospectively as mentioned by (van Manen 1990)...
My Journey has hardly begun.

July, 2017 intake Mindlab:

Week 16 behind me and I realise now, just how quickly the time went and how much we have covered so far.  All assignments completed so far and although a stretch 'time wise' with school and life commitments etc I found them really worthwhile . Each and everyone stretched me and made me reflect on my journey so far. My mindset has changed definitely about teaching which I always thought of as a vocation, but now I feel energised and far more relevant to the future of Teaching. I can articulate far better to colleagues ideas and apply these within the classroom with a positive attitude , not always successful the first time (especially with some digital aspects ) but it soon works out and there is always someone out there who knows, if you take the time to ask.
Having started 40 years ago in teaching, like others I have seen change. Not always smooth or better, however this is the first Professional Development I've experienced, where I feel it has given me both  understanding and support to stay relevant in helping future learners.
Thanks to the great team I worked with at Rotorua and Tutors I'm feeling optimistic and excited  about ideas and collaborative plans for next year.