The ride
on the Mindlab bus over the last 32 weeks felt more like on a roller coaster to
me. There were moments of excitement as well as confusion and uneasiness, but
overall the ride has been amazing and worthwhile.
Three key actions in my teaching practice have occurred as a
result of the Mindlab course.
Giving things a go
Every year I would list all the amazing things I would to try in
my teaching that year and at the end of each Term that list remained mostly
unticked. I just didn't have the conviction to put them into practice. Well
that has changed. It started with the decision to do the Mindlab course, which
I knew would be a challenge with two young children (one at primary school and
the other in day care), a full time teaching load and a husband who works full
time as well. That decision set the wheels moving and I haven't looked back
since. Since the start of the course, I have tried out every idea I had and
implemented each plan I made. Some were successes, some not, which is
irrelevant. The learning that came out of them is priceless. I have realised
that I cannot advice my students to "give things a go" if I can’t do
the same myself.
Be the change I want to see
Change has been a part of my life for as long as I remember and
so I am comfortable with change. But in a professional setting, getting on with
change is sometimes difficult when you have to work alongside others who don't
support the change. What I have realised in the last year is to support the
change and be openly positive about it which hopefully will motivate others to
follow.
Reflect and review, again and again and again....
The power of genuine reflection (and review) has been proven to
me through the course. While I did practice reflecting on my teaching (in each
lesson) mostly as a thought process, the value of reflecting more openly (eg -
blog) has been new to me and it has made me more aware and also question my
practice at more depth.
Its all connected
I have felt for a long time the need for school curriculum to do
away with stand-alone subjects and instead have interdisciplinary/cross
curricular teaching and learning. While the current NZC does provide these
opportunities, the school structure has changed very little since I left
school, making the change very difficult to achieve long term. Today's learners
can access knowledge instantly, but unless they understand the processes and links
between the strands of knowledge, it is of little value to them. Knowledge for
the sake of knowledge with no purpose must change if we are to produce learners
who are capable of making connections and understanding the world through those
connections.
Considering the above mentioned points, it strongly indicates
Practicing Teacher Criteria 4: Demonstrate commitment to ongoing professional
learning and development of professional personal practice.
I have also made changes in my lessons to promote collaboration
and discussion at all ability levels. My senior physics classes consist of
highly motivated, academic students as well as those who are more hands-on and
just do the bare minimum academically. I have pushed both groups into
collaborating with each other using technology and digital tools to benefit
from each other's strengths and also to learn how to work effectively and
supportively in groups that are diverse. This aspect of my practice aligns with
Practicing Teacher Criteria 7: Promote a collaborative, inclusive, and
supportive learning environment.
My next dream is to play a leading role in introducing STEM
learning as a major component in the curriculum, alongside the NZC/NCEA
expectations. Currently there is no real backing from the science and maths
teachers to work together to promote the need for STEM education for girls. My
plan is to introduce activities, sessions that introduce our students to the
opportunities out there so they are better prepared to grasp them.