Final Reflection - where to next?

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.