Faces of Change - My Refection of 32 weeks of Study

Activity 8 - Faces of Change - My Reflection on 32 Weeks of Study 
 Key Change in My Practice 





So much has changed during my 32 week Mindlab journey. 

As a recent immigrant, I had progressed from full-time teacher, to relief teacher, to part-time teacher. Everything is about to change as I again become a full-time teacher, in our modern learning environment at my school.
In the beginning, I just wanted to introduce more appropriate technology into my classroom

http://facesofchange.themindlab.com/#/grid/user-story/97 

I thought the course was going to be more about exploring the 'new' digital curriculum and making fun and exciting projects for the students. Although there was an element of this, what has emerged is an opportunity to examine and challenge my practice as a teacher. Despite having taught in the UK for more years than I care to remember, it has been quite a steep learning curve engaging in a new curriculum and quite different pedagogy. 
At times, the act of reflection has been very challenging. It is all too easy to look at the 'problem' rather than examining why there is a problem in the first place. So, by reflecting on the what? so what? and now what? of Rolfe et al (2001) theory and considering the reflective cycle of Osterman and Kottkamp (1993) I am in a position to consider the next steps of my journey and how I can best support my students.

The What?  The Teaching Standard I have opted for is Teaching :-

• Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.

As a colleague has managed this class for practically the whole of three terms, it is going to be a challenge to fit into her shoes, so - I'm not going to try to. 

I have a heap of strategies and approaches to help them engage with a new teacher's style as well as a different accent. I am going to come at things with the eyes of an actor who is having to critically evaluate her craft. Together with ample data on each child and the programmes explained for my additional needs students, I am confident of forming a relationship with the class based on their needs. 

 We have camp in week 9 which is the best opportunity to get to know students in a different environment to the classroom. 

So What? During the holidays I will have time to reflect upon what went well and what needed attention. Awareness is key to behavioral change and I will  take a critical look at my 'performance' - to help understand and evaluate my practice.

The Reflective Cycle of Osterman and Kottkamp (1993)

Disseminating the knowledge and experience of the colleagues on our team will also help me to move forward. I am not teaching in isolation and much can be learnt from discussions and feedback. Kolb (1984) proposed that learning is a dialectic and cyclical process with 4 stages - experience: observation and reflection: abstract conceptualisation and experimentation.
I don't expect to get everything right, but regarding this as a learning situation for me as much of my students, an honest relationship should offer firm foundations for the final term.

Now What? 

Experience is the basis for learning and learning cannot take place without reflection. Although reflection is an important part of the process, reflection must be linked to action. Reflective practice which encompasses theory, practice, thought and action is as Schon (1987) described as " a dialogue of thinking and doing through which I become more skillful".

As for the future? I am starting the next year in the Big Space. I will be setting the scene for my classroom and beginning with a new set of challenges and individuals. I am looking towards addressing my second Teacher Standard, Learning Focused Culture :-

• Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

The Mindlab course has provided opportunity to question both my own practice and that of our Education System . I am  more aware of the importance of an inclusive setting, not just offering  help to our additional needs students or non-English speakers, but to create a community that acknowledges difference and challenges the status quo of the European culture which is still at the heart of education in New Zealand. 

As I said previously, I don't expect to create a perfect learning environment overnight, but I am willing to address aspects of my practice which need to be reviewed, both in terms meeting the needs of 21st century learners but also embracing the rich culture and experiences of our New Zealand heritage. It really will be a case of 'watch this space'.

References:-

Ministry of Education (2017). Our code, our standards. Retrieved from
https://educationcouncil.org.nz/content/our-code-our-standards

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.

Rolfe et al (2001) retrieved fromhttps://my.cumbris.ac.uk/media/MyCumbria/Documents/ReflectiveModelRolfe.pdf