Personal Goals Heading Into Week Five

After completing my first week of full control, I have set three main goals in my teaching to focus on for this week.

Firstly, I aim to include roles within group activities. I believe strongly in collaborative group work and have begun including this in every learning area for discussions, inquiry, and formative assessment. I have discovered that especially in discussions, it is always the same students contributing ideas and that I do too much of the talking. I want them to initiate these discussions and feel confident in contributing. Through assigning roles, every student will have a responsibility within the group. It will be interesting to see how these discussions progress throughout the week, and I will reflect each day on how this strategy affects engagement and achievement.

Secondly, I want to focus on having strong conclusions at the end of each lesson. Assessment is one of my overall goals this practicum; reflective activities at the end of each lesson will provide an insight into students' views on their learning and will assist formative assessment. There will be a focus on peer and self-assessment. Learning intentions are expressed in a questions form, so at the end of lessons students will reflect on this question and answer as much as they can. They will discuss their learning with peers, assess each other's learning, and have specific roles in groups for what aspect of the learning they will assess for each group member (ie in writing one will edit language, another paragraphs etc). I often forget about the end of lessons and run out of time, this week I will aim to use the last 10mins for reflection.

Thirdly, I need to further progress towards my behaviour management goal. Some students can be quite disruptive and detract from other students' learning. I need to trial a few different strategies to see if I can grasp their engagement for longer periods of time. Enhancing roles within groups and giving them specific responsibilities may support this. I also need to remember to focus on the positive behaviours. If someone is being disruptive, do not let that become the spotlight. Quietly ask them to bring their work and sit next to me (if working with a group) or give them choice to have 'think' time about their actions and choose to come back and participate in the learning. This way I can ensure behaviours are managed without detracting from the learning.

I will reflect on these goals daily and at the end of the week assess how beneficial they have been, and whether it has improved my teaching practice to better suit the needs of my students.

E-Learning: Is It The Way Of The Future?

Yesterday was a teacher only day, whereby teachers partook in professional development around the benefits of e-learning in today’s society. Technology is a way children can be connected globally, not just to their immediate environment. The NZC’s vision for children is to be confident, connected, actively involved, lifelong learners. Through e-learning all children regardless of their backgrounds and privileges, are provided opportunities to experience things they would never even envisage as possible. They can connect to the world and be actively involved globally. Through doing this, they gain confidence in themselves and gain skills required to be lifelong learners in today’s technology driven world.

This idea reflects John Holt’s ‘Four worlds’; things inside my body, things we know from experience, have heard but not experienced, and lastly what we haven’t heard or envisaged. I believe education is supposed to involve who students are and the experiences they have had, to scaffold them towards learning about the things they have not yet experiences, and the infinite opportunities they may not know are possible. This is what will ensure all children regardless of their backgrounds, are supported towards being lifelong learners and reaching their highest potential. E-learning will facilitate this process, enabling them to connect globally and broaden their horizons.

A third aspect discussed today is the ‘Learning Pit’. We enter the pit when we have conflict with new knowledge and skills. We encounter confusion and frustration. It is important for students to be able to identify when they are in the pit and know strategies to construct meaning and return back to clarity. As a teacher I need to ensure my students know it is ok to enter the pit and realise that this is how we learn and grow as individuals. They need to know it is normal to feel frustrated and to fail; without perseverance we will struggle to learn. Teachers need to scaffold students through the pit through modelling and direct instruction. Constantly asking ourselves ‘Is it good? Is it true? Is it useful?’ will ensure all interactions are relevant and meaningful. Without meaning, motivation and self-resilience will be lacking and students will struggle to construct ideas and obtain clarity.

I obtained new skills in terms of e-learning today, mainly in terms of using Google Docs and Forms. I have always viewed technology as solely a research tool in the classroom environment. However this workshop has majorly turned this view. It is evident that using Google Docs in the classroom is an effective way to enhance collaboration. Documents can be shared so students can work with one another on the same thing, rather than replicating attachments and working independently. They can obtain skills in providing feedback, making suggestions, and knowing how to act upon feedback from others, all whilst developing technological skills alongside major curriculum areas. Teachers are also able to efficiently monitor what each student is doing and have access to how public these documents are. Furthermore, teachers can use Google Forms to create surveys to email to parents, students, and other staff members, to obtain important feedback and information in regards to their teaching or students’ learning. This workshop has influenced me to test out these tools and find ways to include them into my teaching practice. I have set two goals for myself to start out that include firstly using Google Docs collaboratively with my associate teacher for planning, and finding ways to bring this into the learning environment. There are not enough devices for one-to-one learning, however we can work towards finding ways for students to work collaboratively with the devices and using Google Docs. Secondly, I aim to use Google Forms to get feedback from my students in regards to their learning and my teaching. I usually do this through discussions, but I think it would be interesting to see if students are more honest through these forms.

Overall, this workshop has heavily shifted my view of e-learning from thinking of it as purely a research tool, to realising that it can in fact be the foundation of learning in our classrooms. With the right tools and knowledge, I now truly believe e-learning is hugely beneficial to both students and teachers. For us it was not a crucial life skill, however for our students they cannot be actively involved lifelong learners unless they gain confidence and the required skills to use technology effectively. Technology drives today’s society; it is the way of the future.

Registered Teacher Criteria

Below are the registered teacher criteria which I will be reflecting against continually.