Interdisciplinary Connections

Activity 8
Changes in my practice


I have really enjoyed the last few weeks as part of the Mind Lab programme. Writing reflections each week, and being able to read and comment on other blogs, has helped me understand the value of self-reflection and personal growth.  


I have often commented on how professional development needs to be more personalised to the individual needs of each teacher. I did not realise the importance of taking responsibility for my own PD through learning to reflect in a way that promotes positive development. The article by Osterman and Kottkamp (1993), where they compared reflective practice to the traditional professional development model, made sense. How many times have we come away from a PD session feeling overwhelmed, exhausted, brain dead?? Too much information in one session, and then we are expected to go away and implement some of what we have learned!


We learn better through an awareness of our own needs rather than through a professional sharing a new idea that may, or may not, be of use to us. True reflective practice recognises that there is always room for improvement. The cycle of reflective practice can support us in functioning fully in our teacher role and reaching our goals.


I have always looked at my practice in a critical manner, and tried to find ways to make changes for me, and the learning of my students. Mind lab has helped me to reflect in a way that has significantly altered my thinking. I can see the relevance and importance of being more aware of current trends, expert opinions, and ways to improve teaching practice. I have learned the importance of true collaboration, though making this real is still an on-going goal.

Professional relationships and professional values

Criteria 1: Establish and maintain effective professional relationships focused on the learning and well-being of all ākonga.

Mind Lab has made this into an experience that has benefitted me in many ways. The relationships made with class mates, colleagues, and teachers from other schools has really impacted on my confidence. A colleague first encouraged me to become involved in the programme as he could see my effort to improve my knowledge of technology options in the classroom and my own practice. Online connections are growing, the use of Edmodo to work with other teachers with similar interests to my own, Google+, and more.

Criteria 2: Demonstrate commitment to promoting the well-being of ākonga.

I chose this as my second criteria as I believe I am committed even more to promoting the well-being of my students. Through cultural responsiveness readings, I have become more aware of how I have not been looking at students as individuals with their own values and beliefs outside of the classroom. An example is realising that in some cultures children are great teachers for younger children and respond well to being able to verbalise learning to others as a result. My commitment to my learning is also evidence of my desire to do the best I can for my students.

My goal:

Finishing Mind Lab is only the start of the next part of my learning journey. I have only just started to introduce new ways of learning, and I am still experimenting and gathering more student voice. I plan to become competent in as many aspects of google classroom as I need to help develop motivated, self-directed learners ready to make their way in an ever changing world. Maintaining and developing my professional connections is really important also. The future is exciting – bring it on!!

References

Ministry of Education (nd). Practising teacher Criteria and e-learning . Retrieved from http://elearning.tki.org.nz/Professional-learning/

Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators. California: Cornwin Press, Inc. Retrieved on 7th May, 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files.