Reflecting on . . .

Reflecting on the Practising Teacher Criteria (PTC) and e-learning

This last activity is very practical in nature and as on line teaching portfolios look to be the way of the future one of my future goals will be to turn this blog into a working portfolio with individual pages where I can select resources to evidence each of the criteria. 

This year has been thrilling. There have been many days where I've walked into my classroom buzzing and my learners were buzzing and we buzzed together and work wasn't work.  At the heart of the teaching profession are our learners. They are the why in Simon Sinek's Golden Circle .  Mind Lab has given me many ways in which to develop effective professional relationships with akonga, colleagues and the community.

This year, my relationships are saturated with opportunities to establish and maintain effective professional relationships.  We are a Google Apps school; students in my 1:1 digital device classroom all have gmail accounts tied to blogs.  We are striving to make all of our learning visible.  This transparency lends itself to many opportunities to engage parents and to foster positive professional conversations. 

The feedback I received from DCL 1, stating that I needed to focus on co-construction, set off a series of self discoveries about me as a teacher.  I moved from expecting students to guess what I wanted them to achieve to incorporating them in their own learning, to co constructing what we saw as success, to allow them to design a programme around their needs. 

With a 5 of my 31 students officially being recognised as having processing difficulties (plus another 3 non diagnosed cases) my new stance on what qualifies as success opened new avenues for these students.  When they were engaged in taking charge of their learning, they started to take pride in themselves, they became less anxious, and they experienced success and became more confident.  Once they took on board ownership, they also had to be more accountable.  They stopped hiding.  I stop letting them hide. 

Parents looking for keys to unlock dyslexic learning or children with processing issues often place them in device laden rooms.  In the future I would like to delve into how these children best learn and their roads to success.   What are their needs?  What are things which create roadblocks for them? 5:31 is a high ratio and I think it is a poor indication that I as a classroom teacher have no training in how best to serve the needs of these learners.

I think that LDC has created several monsters at our school.  We are a staff of 30+ teachers, 4 principals and 7 teachers who have or are completing their Certificate in Applied Practice.  There is something different about the seven.  We consider how we can most effect change.  We contemplate and formulate.  We are stretching and pulling at the fabric of our school.  I've heard senior management complain about Mind Lab.  I like it.  Am I disruptive?  It is something I now strive for in my practice.

Unfortunately I've also heard two of my fellow Mind Lab attendees say “I’m not going to shift my pedagogy until next year.   I don’t have time right now.”  Like he has frozen his brain until a specifically selected date and one of my fellow Mind Lab attendees actively dissuades others from attending, stating “It won’t teach you how to run a digital classroom.”  

It’s been a big journey.  My brain is full of ideas and to be frank, I am tired.  My learners are tired.  We've worked hard this year and we deserve our break.  Together we've benefited from my professional journey. 

Next Steps

• ·         Creating a digital Practising Teacher Criteria portfolio with supporting evidence
• ·         Personal professional development on effective teaching strategies for children with processing difficulties
• ·         Planning and implementing using educational frameworks like : Universal Design for Learning, Assessment for Learning, and Design Thinking
•  collaborative planning with colleagues
•  team teaching

Reflecting on Cultural Responsiveness

Retrieved from : Core Events

I feel like the second half of this assignment has become about uLearn, but like Mind Lab, uLearn has given me a lot to think about,   In a very tangible way this has been a year of tremendous growth for me.

Pat Snedden's closing keynote speech from uLearn 2015 was inspirational.  Snedden asked "how might it be if we formed a society based on the principles of the Treaty of Waitangi"  Snedden challenges us all to develop a robust and practical relationship with the Treaty and to establish cultural coherence with clearly understood values with universal subscription.

Pat Snedden talked about the affirmation of rangitiratanga leading to kawanatanga which speaks to learner agency and self directed learning within a system which promotes collaboration and responsibility.  I don't believe my school has a strong grounding in the Treaty of Waitangi.  I searched through my policy documents and couldn't find a statement. There is nothing in our school website. We have not engaged with the Treaty in a robust and practical manner.

Yet my school has a bilingual unit.

Retrieved from : Core Events

And then I listen to Russell Bishop who states that it is agentic teachers with appropriate support who will bring about the biggest changes for Maori students.  These are teachers who have agency, who understand themselves. This makes me think more and more about my own practice. 

Wow.  I wonder how I am weaving things together in my classroom to create a learning context for Maori because my understanding of what it is to be Maori is not the one shared by most Maori. I am Maori, born to two Maori parents. I don't claim other ethnicities in my gene pool. I was born in Canada, I speak with a North American accent.  I am highly educated. 

I connect with learners through making sure that they understand that their knowledge and their cultural understandings, the way they make sense of the world, what they bring to the learning conversation is legitimate and valid. As Bishop states it’s that level of engagement that brings about engagement and further engagement.  

But how are the learners at our school being valued if I can't find anything that anchors us to the Treaty of Waitangi.  How are we engaging with the document which underpins Aotearoa?  No wonder Pat Snedden calls Maori refugees within their own country.  

References

Bishop, R., Berryman, M., Cavanagh, T., & Teddy, L. (2009). Te kotahitanga: Addressing educational disparities facing Māori students in New Zealand.Teaching and Teacher Education, 25(5), 734-742.

Edtalks.(2012a, May 30). Mike Hogan: Culturally responsive practice in a mainstream school. [video file].Retrieved from https://vimeo.com/43097812

Pat Snedden's keynote address at uLearn15 retrieved from goo.gl/3GL4Bx

Reflecting on Ethical Dilemmas

Social Media map infographic:

Image from www.teachersandsocialmedia.co.nz

In my practice, I am lucky to be a junior member of an established larger cluster of professionals.  I have two colleagues in their second year of a 1:1 digital device learning space and we belong to the Ako Hiko cluster that is committed to establishing a robust digitally capable learning ethos.  I am well supported and have a number of competent professionals to draw upon when I need guidance. 

As set out by the Education Council, we are clear about the purpose of our social media interactions and have clear boundaries when it comes to the privacy of our learners.  We have done extensive ground work to build cyber smart individuals who are pre-emptive rather than reactive when it comes to potential issues. 

This year we have avoided most issues and our students have stayed within established guidelines but these guidelines have been very firmly created, discussed and debated.  Our community has been engaged with and parents and children have all signed Kawa of Care contracts.  These contracts talk about the use of school email addresses, the purpose of the devices, appropriate choices and engaging online in ways to limit risk. 

The Education Council’s video on commitment to parents / guardians and family / whanau is a real issue.  When students are enrolled at my school, each family is asked to sign an image consent form. If you enrol at 5, you are never asked about this consent again. 

Five years ago, my students wouldn’t have had a school based online presence.  Today, my year 5/6 class has a class blog, a class twitter account, personal blogs, personal email addresses, a Studyladder account, a weVideo account, a Kizoa account, a booktrack account plus numerous other online accounts.  They are everywhere in ways which five years ago I doubt their parents, their teachers or their community could have pictured

The Education Council outlines that in regards to parents and family teachers need to :

• involve them in decision-making about the care and education of their children
• establish open, honest and respectful relationships
• respect their privacy
• respect their rights to information about their children, unless that is judged to be not in the best interests of the children.  

I don’t think we are fulfilling this as well as we could be.  Part of an answer definitely dwells within the responsibility of the school to make sure that the educator is aware and is cyber smart in their approach to the online presence of the learner.  I've had a lot of professional development but non digital teachers have not so we lack continuity across our school. Perhaps we need a clarity regarding the dos and don’ts of online behaviour.

We need to engage in more than one conversation about permission for our student’s images and work to be posted online.  We also need to be more transparent in how images, documents and students are being used and are using the internet.  

When parents give image consent, what does this mean to them ? What does it mean to the school?  This definitely needs to be understood completely so that the situation in the video does not become a reality.

Reference

Education Council 2015, Code of Ethics.  Retrieved from http://www.educationcouncil.org.nz/sites/default/files/coe-poster-english.pdf

Collste, G. (2012). Applied and Professional Ethics. Kemanusiaan. 19(1). Retrieved from http://web.usm.my/kajh/vol19_1_2012/KAJH19_1_2012_2.pdf

Reflecting on Social Media

On 26 February 2015, 8 years after Twitter first began I opened my first Twitter account.  I resisted, I couldn’t see that point.  Most educators at my school are not engaged with Twitter.  It just looked like Facebook status updates.  I didn’t get it.   I didn’t want to get it.  

Since my reluctant beginning, Twitter has since had a huge impact on my professional development. I had no idea what I was doing but I became curious so I went on the ride to becoming more connected.  I soon discovered a rich treasure trove of likeminded educators.  It has opened up a worldwide community.

I agree with Bridget Mahoney who says

“Twitter has enabled her to connect daily with hundreds of people.  These interactions have enriched her understanding of classroom practice, the politics surrounding education, and the potential of technology”

Twitter has lead me off on broad and transformative paths, I get lost reading blogs, talking to others and extending my learning through collaboration with other passionate educators.  These detours and lost minutes have lead to many engaging learning experiences for myself and the learners I work with.    

For example, interested in Carol Dweck’s Growth mindset I dove into some relevant hashtags.  I discovered and used the work done by Steve Mouldey  Through discussions with my professional learning network I've been able to access the collaboratively created slides based on Carol Dweck’s Growth Mindsets shared with me by James Hopkins of Core Education - Collaborative Growth Mindset Slides.  My own initial learning led to class wide learning which we then posted  on our class blog and to videos which we shared more widely.  We have now shared our ideas within the Ako Hiko cluster, Core Education and so on. 

During uLearn15 I actively tweeted. Tweeting was a really simple way in which to connect with other educators.  For example, during the keynote speeches I could listen and ask questions and answer questions.  I was able to celebrate our community.  It was really cool and impactful.  I was able to really flesh out my understanding of what I was listening to as it was happening and later when I was able to reflect on the things I’d heard. Twitter and apps like Show Gizmo have opened up a new realm for me to exist in. 

On the downside, I wonder if Twitter is creating a new elite.  There seems to be a difference between the highly connected and vocal who are seen to be cutting edge and innovative versus those not on Twitter but perhaps highly effective all the same.   Twitter has created the “Educelebrity” people like John Hattie or Carol Dweck.  There are kiwi educators we all follow those at Hobsonville Point Secondary School or Point England or Core Education. 

References

Dweck, C. (2006). Mindset: The new psychology of success. Random House. NYC.

Mahoney, B. ( 2013). Hashtags, mentions and following: Creating a PLN with Twitter. Middle Ground, 16(4), 22.

Steve Mouldey's blog retrieved at : https://stevemouldey.wordpress.com/2015/03/28/growth-mindset-activities-for-students/

Reflecting on Contemporary Issues

Talk about mind blowing! In October, I attended uLearn 2015.   

Steve Mouldey pointed out that it was possible to play buzz word bingo listening to Claire Amos’ talk on learner agency as she named many of the trends in education for 2015.  The uLearn conference is all about the current issues in education.

Two inspiring educators, Steve Mouldey and Sarah Martin both talked about learner agency in two different ways and both gave me a lot to think about and reflect on.

Sarah Martin is the foundation Principal of Stonefields School in Auckland. She has a particular strength in collectively building change momentum, enabling collaborative high functioning teams, future visioning, embracing student voice and re-imagining what learning matters.  (Retrieved from: https://my.showgizmo.com/conferences/1320/users/236571)

Martin really made me think about learning directed by students through breakthroughs, passion hour or project based learning. I can see that the shifts I've made in my own learning and teaching such as co-construction of success criteria or creating more opportunity to control their environment will help me move into breakthroughs or passion projects but I'm not quite there yet.  

What is overwhelmingly true of most schools presenting at uLearn is that staff, leaders and educators all share a vision.  They are all moving on the same path and this has not been achieved at my workplace.  I have spoken formally and informally to colleagues about uLearn.  I've shared everything I've picked up; hoping to inspire others to questions, delve and develop.    

Sarah Martin pointed out her students are able to see what success looks like, they have an embedded process which allows her students to build upon a framework which is build upon capacities.  I am not there yet, but I can see the day.  But like those learners at Stonefields, I too need to see what success looks like.

Mouldey is a Specialised Learning Leader at Hobsonville Point SecondarySchool. He is passionate about developing curiosity and active citizenship in students. (Retrieved from: https://my.showgizmo.com/conferences/1320/users/235794)

Mouldey spoke about tapping into and encouraging curiosity.  If students can generate worthwhile learning questions, they can also take ownership of their learning.  Quality questions can create windows to further thoughts or ideas.  Questions can be a way to tease out more understanding, to see where the learning needs to go or to develop into a project. 

Mouldey had students question storm and then to develop their next steps from the questions they created.  I’ve tried this in my class and the students have pushed past surface questions and in to questions of depth.  They then used the questions as the basis of their own inquiries.  The creativity can spark off the learner’s own learning path. 

References 

Steve Mouldey's uLearn presentation - https://stevemouldey.wordpress.com/2015/10/16/agency-and-ownership/

Sarah Martin's uLearn 2015 presentation - https://docs.google.com/presentation/d/1jMMZtzlr7HEQzuGsu8ut8NVqj6Qx29yv3fWXFhnAvRU/edit#slide=id.g64284c3f0_0_149

Sam Sherratt's blog - 

https://timespaceeducation.wordpress.com/2015/08/10/why-passion-projects-should-be-mandatory-but-arent/

Reflecting on Professional Connections

Professional Connections

The weekend I first discovered Twitter I stayed up all night reading; jumping from blog to blog and looking and discovering things I never even realised were going on in Education.  I felt enthused by the buzz.  I walked around Countdown Manurewa the ping of Twitter notifications sounding and I thought is anyone else engaged in professional reading as they gather their supplies?

I love making connections with others.  I enjoy gathering knowledge that will enrich my experience and the experience of my learners.  I like to see the big picture slot together in a way that benefits many people.  I contacted Sanitarium to see if they’d like to sponsor our school camp knowing that their ethos includes community service.  I saw a plug for free theatre tickets for classes and contacted TaPAC theatre and said yes please.  Tristan Pang is coming to talk to my class because I met Andrew Patterson at the Mind Lab.

My Map

As a teacher I am embedded into my workplace.  But the workplace needed be based on a singular location.  Through the selective use of tools I can practice within a classroom without physically being present.  My links help me to learn and help the learning of others within and without.

The more connections I have, the more connected my class can be, the more interwoven we are the great potential there is for increased ubiquity.  As a class and as an individual I’ve spent 2015 improving and building and expanding on these relationships.  This year I am working in a 1:1 digital classroom which is working within the Ako Hiko cluster.  As such we are lucky enough to be coming under the umbrella of James Hopkins.  James Hopkins is a primary school teacher who is now working for Core Education and has taken on a three year contract working with the Ako Hiko Cluster.  He is a jack of all trades.  James is all about connections.  James has supported us on our Twitter journey, he’s helped us be connected to the other schools in our cluster, he shares our learning with other professionals, he increases our visibility and lets us see what others are doing.  When he talks I listen because he is driven by a desire to empower students and teachers learn, create and share their learning.  

Mind Lab has spawned a plethora of supportive connections.  Every week I would see familiar faces and we would commiserate over assignments, discuss learning in each other’s classrooms, glean knowledge from one another, share anecdotes and laugh at our shortcomings.  I’ve built some amazing relationships which I feel confident to call on and ask for support or try something new or gain some guidance.  I hope to solidify these relationships and draw on them in the future.  

Working in a More Interdisciplinary Environment

The Benefits

The Challenges

Many points of view Opportunities to draw on the knowledge of others Can lessen the workload as skills vary You learn from one another Offers many chances to delve into real world problem solving and innovation Very active as you need to communicate well with one another Teamwork and co construction High level of engagement

Many points of view Takes more time to find a consensus Personalities and learning styles takes effort to gel and work cohesively Can increase the workload as things may slow down Underdeveloped leadership skills means can result in an unbalanced situation Debate could be seen as negative without enough practice at sharing, discussing and critiquing Accountability, who will be responsible for what?

Goals For Extending Professional Connections

• Use Twitter and blog more effectively to participate rather than observe

Working full time, being a mother and studying means that my time is precious.  I enjoy reading and independent personal professional reading but I’m also really tired and worn out when the day closes.

I hope to next focus on participating more fully on Twitter and blogging in a more participatory nature.  I am moving to a new school which has a less visible online profile and I hope that with the professional connections I’ve grown this year, that next year I will be able to lead the way in this field.

• Participate more in the professional conversation between contacts to increase the bonds between the connections.  
• Seek more opportunities to create connections with professional in other fields, especially in areas outside my expertise perhaps through social media or professional development.

References

ITL Research & Microsoft Partners in Learning. (n.d.) 21CLD Learning Activity Rubrics.  Retrieved from http://www.itlresearch.com/itl-leap21

Mathison, S. & Freeman, M. (1997). The Logic of Interdisciplinary Studies. Retrieved from http://www.albany.edu/cela/reports/mathisonlogic12004.pdf

Reflecting on my Teaching Practice

The Stakeholders

Learners

The learners in my classroom, Room 15 have the biggest impact on my practice.  This year my class is very self-directed and engaged. Last year my class was not.  The learning, the engagement, the behaviour all differs greatly and it is based on the individuals with whom I interact. I have to be responsive to the needs of the learners in Room 15.

There are 600+ students enrolled at my current school.  I take dodgeball at lunchtime because our school roll is so large and we have limited spaces available for constructive play. The sheer number of our learners affects how and what I do.  Things need to be relevant and applicable.

Families

Parents and families impact my practice.  This year I have a number of parents who watch their children closely. They are constantly at school monitoring the school, their children and myself.  They are highly involved and engaged. 

Parents email, call and visit with their concerns.  They are highly vocal and active participants in the needs and wants of their children.  They influence me as I empathise with them as a parent.  I can see both points of view and try to remember that they have a vest interested in the wellbeing of their children.

Management

Control.  Our management team, as a transactional leadership model, controls most aspects at school which directly influence my practice.  Things are beginning to change as more collaboration becomes evident but overall they control common structures and processes at school. 

Colleagues

Colleagues uplift and enrich my practice.  I am blessed with some very dedicated and talented educators around me.  I am able to learn from their practice to enhance my own.   These colleagues have different cultures, backgrounds and levels of experience and offer insights, problem solving skills, and support. 

The Ako Hiko Cluster

I have had a lot of professional development through the Ako Hiko cluster this year.  Once a fortnight a consultant comes to run through things with my class to accelerate their learning utilising 1:1 devices.  They are helping to shape my current pedagogy.

Problems

This week. . . .  My school hosted an evening for the parents of year 4 students who might be interested in entering their child into the digital class in 2016.  The meeting was very poorly advertised. There were about 20 families present out of a potential 60. Only two of the three digital teachers were present. The two teachers present were very poorly dressed. The principal and lead digital teacher communicated very poorly and did not ‘sell’ the idea of digital and collaborative learning to the parents present. The two digital teachers failed to engage with the community and have alienated some families.

Solutions

In order to create interest I believe the current year 4 teachers should have been engaged in talking about and helping their learners become more digitally able.  The current year 5 / 6 classes should have been working collaboratively with students in year 4, so that those students could have been exposed to 1:1 learning in new and fun ways.

The year 4 classes should have been taken to the Mind Lab for a day to experience different types of learning experiences. 

The meeting about the digital intake should have been in multiple newsletters, in the school app, in our inter school notices and in each class’s homestudy sheets over a number of weeks in anticipation. 

A plan needed to be in place in term 2 addressing how families could be encouraged to make the commitment to join the digital classrooms so that when the third term came it would be easy to meet with the teachers who would be forming the digital cohort.

I am one of the current digital teachers and I resigned five weeks ago but the school does not have an adequate plan in place to replace me.  The families need reassurances that their children will be looked after.  There are many capable teachers within the school who could take over this position.  Mothers are now more reluctant to enter their children into the digital classrooms.  Within five weeks, I feel like the school could have created a solution.  Even if the staff appointment depended on options they might have outlined that to the families.

A father commented, why do the teachers dress so badly?  They are a bad advertisement for their school.  They obviously have no pride in this school and it’s like they don’t even like it here.  Is it necessary for a school to have a dress code? 

A mother told me that our principal hardly talked and that the two teachers were passive and reluctant to fully answer question or assuage fears for the families.  Are they sabotaging future digital classrooms? Perhaps there needs to be a reshuffle of teachers in these positions.  The principal needs to offer greater leadership to these teachers.

References

Wegner-Trayner. (n.d.). Communities versus networks. Retrieved from

             http://wenger-trayner.com/introduction-to-communities-of-practice/

Wegner-Trayner. (n.d.). Introduction to Communities of Practice. Retrieved from

             http://wenger-trayner.com/introduction-to-communities-of-practice/

Responding to Finlay

Captivated

Overall, what I am most captivated by in the Finlay article are the deficits I can see within my own practice.  I am a very reflective teacher but I feel as if so many opportunities are missed within my school. 

For example, at the close of each term, I am asked to reflect before planning for the term ahead.  As Finlay writes I “engage in solitary introspection” (p. 2) which is then handed into management and never spoken about again.  We are asked to reflect on action as outlined by Schon but we never share these reflections.  Reflecting in isolation, I am alone with my thoughts.  There are no opportunities to reflect with colleagues, to gain their insight or expertise. 

Off the top of my head, I can think of 5 wasted opportunities where we could have built in some processes to gain insight through reflection in action.  For example, we trialled new report cards which developed through a number of models, we missed the opportunity to create a shared doc where teachers could have shared thoughts, ideas or comments as we proceeded.  No one can remember what insightful observation they made Tuesday last week.  I find it difficult to reflect in action and have enough time to process what is happening without feeling ineffective or unsettled. I prefer to be over prepared but I am flexible to stop if something is not working well I just need a pause in order to do that. 

As a staff when we began the undertaking to develop the report cards, I reflected upon how useful it would be to collect all of our thoughts as we worked on reporting back to parents.  I shared this idea with other staff and we all nodded our heads in agreement and then none of us did anything about it.  I did not record my findings as I went along, management did not inquiry about any issues  until months had passed, no one recorded reflections in action and as a consequence when the second development phase loomed we could not recall what we wanted altered on the final report.  We had missed another opportunity to use reflections in a practical application. 

Mirror Mirror

Holding up the mirror to myself I would say that I am most comfortable reflecting post action. I think most teachers retrace their day and examine what went well and what didn’t.  Most reflection I would suppose is singular.

I relish the opportunities to reflect with others as well.  We use to have mixed level teams where we could reflect and talk to one another and hash out the wherefores.  Those days are few and far between as the term comes to a close yet again.  This circle of colleagues was safe and everyone had the opportunity to speak honestly and our group had a collegial way of working out problems.  This is not true of all staff.  Levels of professionalism vary. 

I hope that each teacher would have a colleague which they could turn to and talk with who offers sage advice and a touch of reality.  I have that and I exercise my right to reflect with her whenever I need to examine, critique or develop my own practice.  I hope that I do the same for her. I think the majority of my reflection involves looking inward and conversation or venting.  

Whilst in the thick of it I find it difficult to remember the reflections at a later time.  Reflections in action feel more like reactions and adjustments to actions than reflections. 

References

Finlay, L. (2008). Reflecting on ‘Reflective practice’. Open University, Practice-based professional

learning centre. Retrieved June 16, 2015, from http://www.open.ac.uk/opencetl/files/opencetl/file/ecms/web-content/Finlay-%282008%29-Reflecting-on-reflective-practice-PBPL-paper-52.pdf

Reflection on Learning and Practice

Collaboration is difficult  

Collaborating on assignments increased my stress levels, it made me feel ill at ease and it caused me some anxiety.  This experience opened my eyes.  My learners work in teams, groups or situations in which, upon self-reflection, I identify that they have little or no control over.

Taking a step back, it becomes evident that my learners need more scaffolding into successful collaboration and in understanding that the “group--whether it be the whole class or a learning group within the class--can accomplish meaningful learning and solve problems better than any individual can alone” (Tinzmann, Jones, Bakker, Fine, & Pierce, 1990, p.1). 

To collaborate successfully students need to be active participators and collaborators there needs to be a greater level of buy in.   

Co Construction

The outcome from in class discussions and DCL 1 feedback was that I/we needed to co construct our learning.  Student voice and student led learning was absent from my room.

“Collaborative teachers differ in that they invite students to set specific goals within the framework of what is being taught, provide options for activities and assignments that capture different student interests and goals, and encourage students to assess what they learn. Collaborative teachers encourage students' use of their own knowledge, ensure that students share their knowledge and their learning strategies, treat each other respectfully, and focus on high levels of understanding”. (Tinzmann, Jones, Bakker, Fine, & Pierce, 1990, p.3).

This has been a major change in my practice. 

Collegial Discussion

It is easy to be isolated in a single cell classroom.  There are rare opportunities to engage in professional learning communities.  Mind Lab has given me food for thought and likeminded people who are purposefully seeking to improve the landscape of learning for everyone.

In my practice, I have a learning circle that gives me a sounding board for my ideas and thoughts.  My personal learning network is made up of educators on many different paths.  I am able to learn from a diversity of people in a positive and constructive way.  My learning has gained more ubiquity as I am able to gain understanding from many sources. 

References

Clifford, M. (Jan 2013). 20 tips for creating a professional learning network. Retrieved from

http://www.opencolleges.edu.au/informed/features/20-tips-for-creating-a-professional-learning-network/#ixzz2HaWJm6DB

Tinzmann, M.B., Jones, B.F., Fennimore, T.F., Bakker, J. Fine, C., & Pierce, J. (1990). What Is the

Collaborative Classroom? NCREL, Oak Brook.

Reflecting on the Who and the Why

Mum First
                  
First and foremost I am a mum.  My daughter is my number one priority. My daughter, Inez has had a profound effect on who I am as a person and especially who I am as a teacher.  I had no idea what she would add to my perspective as a teacher.  I had no idea the insights she would bring.  

I empathise when I hear mothers arguing with stroppy daughters outside my room because I’ll admit, in my pre Inez years, I use to feel superior.  I use to think, be consistent don’t let her get away with that attitude. Give her consequences. Don’t let her boss you around. 

Those days are gone. I know my daughter rules our roost and now I steel myself for battles which I've already lost. Now I recognise my comrades and I smile to those other sleep deprived parents who like me are slaves to cherished tyrants.     

A Trip Down Guilt Lane
Teacher guilt vs mommy guilt
Mother's Day and Teacher Appreciation Day
A letter in defence of teachers

Finding the WHY

Like many people I have that teacher who made me feel important. I can’t remember most of what I learnt in primary school but I remember LOVING school.  I felt safe.  I felt valued and I was happy.  I cannot guarantee that my memory at 45 is accurate but I don’t think that that actually matters.  What matters to me is that feeling that at school I was happy, I was safe and that I was valued.

According to Simon Sinek's model of The Golden Circle 'why' should be at the core of what we do. The 'why' should be our driver. For me, the 'why' is about creating a safe place where learners can explore, examine, make mistakes, discover, have a go and take risks.

In the Classroom
I can say that coming to school has ceased being about coming to work.  This year teaching doesn’t feel like work.  Yes, my class is amazing! When I talk, they look at me and they listen – what a novel experience.  They are ready to learn  . . . and therefore they learn.  They are engaged and so am I.  

Teaching approach and style

This year I am in Room 15.  Room 15 is a 1:1 digital classroom with 31 Year 5s and Year 6.  My school is a contributing primary finishing at year 6.  We are at the senior end of our 600+ school.

Late last year my principal whispered in my year, “Have you thought about attending Mind Lab?”  I hadn’t but here I am now finished the Certificate in Applied Practice (digital and collaborative learning).  Besides my daughter, the Mind Lab has had a profound impact on my teaching.  

I lead from a participatory standpoint.  I like to be within rather than out in front.  I love when my students become the teacher and lead the way.  I’m keen to lend support, to offer ignition and to keep things on track with some words of encouragement but I love it when the learner is in control and takes us off on a journey. I want to explore, to go forth into uncharted territories.  I am curious and hope to instill that in others.  I am becoming more comfortable with the unknown.