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.