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Week 32 - A key change in my professional practice

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Week 32 Key change in my professional practice This week I reflect on my 32 week learning journey in which I critically evaluate one key change in my professional practice in relation to a theme from the Hack education research. I have documented and discussed this journey using Rolfe’s (2001) reflective model. What? My Mindlab journey has been a life-absorbing, life-changing, exciting and fast-paced ride, but a ride I have thoroughly enjoyed and would recommend to next in line. It’s hard to pinpoint one key change in my professional practice as there have been so many. Really. However, the one key change that stands out from the rest would be collaboration, and the many platforms and mediums used to collaborate with both my learners, peers and colleagues. Using the Hack education starting statement ‘In the future education will be…’, as a prompt, I reflected on the changes I had made in my classroom that had really made a difference for not only myself in m...
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Week 31 - Indigenous knowledge and cultural responsiveness in my practice

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Week 31 Indigenous knowledge and cultural responsiveness in my practice I have created a reflective entry demonstrating my own critical understanding of indigenous knowledge and cultural responsiveness. I have discussed these understandings using Rolfe’s (2001) reflective model. What? The more I read, the more it appears that we are teaching in a 'white space' and not doing enough for our indigenous learners. I, myself, identify as both NZ European and Maori ethnicities, however, if I’m to be truly honest with myself, I really only identify with my NZ European identity. I know of and understand parts of my maori identity but I don’t relate to the ‘intangible’ (Teaching Tolerance, 2018) and cultural side of things such as language, values and beliefs as I was raised and schooled in a eurocentric environment. The school I currently teach at has a diverse range of cultures; 6% NZ Maori, 39% NZ European, 2% Pacific, 47% Asian and 6% Other (Sunnyhills, 2018). Our scho...
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Week 30 - Trends Influencing New Zealand

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Week 30 Trends Influencing New Zealand For this weeks blog I am going to analyse a trend that is influencing and shaping NZ education, that is relevant to my current practice. I will then, critique and evaluate my practice in the context of different audiences (local, national and/or international) and their perspectives and I will discuss these implications using Rolfe’s (2001) reflective model. Image from Core-ed.org, (2018) What? A trend that is highly relevant to my daily practice and influencing and shaping NZ education in schools is Digital Learning and bring your own device (BYOD) programme. I teach Year 5 and since beginning my Mindlab journey, I have found that I am incorporating digital technologies into almost every subject where and when relevant and appropriate. This has opened up a whole new world of learning and experiences that has allowed my learners to work collaboratively and choose and show their learning through a variety of mediums and platfo...
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Week 29 - Using online networks in my professional development

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Week 29 Using social online networks in my professional development In this weeks post I will be using the Jay and Johnson’s (2002) reflection model to reflect on how social media is being used in my professional development. Descriptive I have been using social media tools such as Facebook, WhatsApp and Instagram for the past 12 years to connect to family and friends around the world. I have also used limited, various social media as a teaching tool in the classroom, however it wasn’t until this year, when I changed levels from year 1 to year 5 students that I have that I truly realised it’s potential and started using social media to inform my teaching practice and connect to social networks. This has opened up a whole new world for me and I now connect daily to see what’s happening  globally in the ‘teaching world’, ask questions and find new ideas to bring into the classroom. Comparative After filing out the social media survey, it got me thinking about h...
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Week 28 - Influence of Law and Ethics in Practice

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Week 28 Influence of Law & Ethics in Practice This weeks post relates to the Influence of Law and Ethics in Practice.  I will be reflecting on an issue I faced with Blurred personal and professional boundaries in electronic communication.  I will discuss the implications of the above using Rolfe’s (2001) reflective model. What? The dilemma: Blurred personal and professional boundaries in electronic communication I teach at a school that my own children attend and had (previously) befriended some of my children’s friends mums through various social networks. This year I have changed levels and I am now teaching some of my daughters friends and they are now contacting me via social communication networks in regards to classroom issues and other school-related issues. I feel that my position as friend and Teacher at the school is becoming blurred and being taken advantage of and that the means of communication they have chosen ie; Facebook, text and Messeng...
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Deep level Conversations

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Deep level conversations in Collaborative Inquiry Groups Teacher Inquiry Assessment 2 (Research 2) Last night at our Staff Meeting, our Principal shared a reading about Leading Deep Conversations in Collaborative Inquiry Groups by Tamara Holmlund Nelson, Angie Dueel, David Slavit and Annie Kennedy. The article raised some good points and questions about how we collaborate and communicate with our colleagues within our Collaborative Inquiry Groups. It's hard to find the time to focus specifically on and have professional and deep level discussions about our students learning. It highlights some good points and raises some further questions; Do we need a tool to guide the way in which we engage with our colleagues and the way we talk about student learning/teaching? How can we foster, support and engage in deeper level collaborative conversations? Do we need outside help to achieve this?
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Week 20 - RESEARCH AND COMMUNITY INFORMED PRACTICE

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What would I like to improve? My kids confidence in themselves What am I perplexed by? Why do my children not see their worth? - they ‘give-up” instead of trying! What am I really curious about? How you can encourage leadership for the lower-level learners What do I think would really make a difference? Growth Mindset What is something I would like to change? Leader and followership - all kids having a go! What would happen to my students’ learning if I did _______? How can I implement A growth mindset (Rather than just talking about it with the kids ? Trust/collaborative games? How can I improve My students growth mindset ? Look up John W Creswell for Research informed practice. I think I have chosen… Growth Mindset/Mana potential - Sarah Growth Mindset/Leadership/Followership - Susan The potential of Kaupapa Māori Levels most suited to “Growth Mindset” Tino Rangatiratanga - The Principle of Self-determination The principle of tino r...
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