Emotional Intelligence reading

An interesting conversation and debate to have. I remember well my last year at Teachers College having similar conversations with my lecturer Jill and the late great John Dewey. I am reminded reading this of my firm belief that without emotional intelligence and identity having the chance to form and strengthen, we are not helping our students. Understanding who we are and how we react, problem-solving and social boundaries develops a greater understanding of what we are able to cope with or need help to cope with.
This following reading has reawakened an area I really want to delve into and perhaps my next TAI will be led in some way by this reading.
To be continued...

http://www.nytimes.com/2013/09/15/magazine/can-emotional-intelligence-be-taught.html?_r=1&pagewanted=all&

Week 32 - Changes in Practice

This is my last 'official' Postgrad blog for the course. After a long 32 week journey I have floundered through essay writing, research readings, deep and meaningful discussions on education, 21st Century learning, collaboration, digital technology and reading and writing blog posts. The biggest change for me throughout this process is my curiosity has been revived, my philosophy has been extended, evolved and solidified and importantly, I have made amazing connections both academically and professionally.
I have carefully considered the changes I am making, will make and how these will impact on my classroom culture, curriculum delivery and engagement of the learners. To write these down will take more than the 400-600 word blog permitted, however, I will try.

Research has informed my practice strongly in the areas of student voice and collaborative practice. I have found reading about, thinking about and discussing these two areas intriguing and interesting. Mainly due to the fact they have been around in education for so long and some of us today's classroom's are doing a great job while the rest of us, me included, don't think too much about these aspects. I feel my energy and momentum is in teaching core curriculum areas in a variety of ways with a mix of resources hopefully making connections for many learners. During the last 32 weeks it appears this really is only providing surface knowledge and being accountable to some higher entity that has a low trust and even lower level of understanding of research based practice. I have yet to figure out how I can be the teacher I want to be, teaching in a way I want to teach, making connections for learners on their journey while being held accountable to perform academic success above important 21st century and life skill attainment. My strong belief is effective learning happens and develops when the learner has the curiosity and the desire to learn something and therefore needs to learn the necessary skills experientially as part of the process. This has been the key for me and for many people like me. I had no buy in during my formal education, no desire to sponge knowledge from others therefore I was labelled lazy and not going to amount to anything, there was no reason to perform. Proof is in the knowledge I now have achieved academic success I would never have achieved had it not been about something I wanted to find out about.
How this impacts on me as an educator is I understand the need to be engaged, interested and motivated. I do understand about being in a classroom with a wide range of learning behaviours, learning experiences and levels of knowledge. Classroom environments can be inclusive, divisive, collaborative, singular or plain old school. Teaching is a small percentage about curriculum knowledge attainment, teaching is about showing learners there are many ways to build and seek knowledge. The teacher empowers learners to become confident seekers of knowledge with the necessary skills to access knowledge from a range of physical, emotional, academic and online sources.
We are currently being directed by the Ministry of Education to have Modern Learning Practices with the aim of being supplied with Modern Learning Environments or whatever the current 'in' term is. This has an ideology providing learners with what their future may look like i.e. the workplace. I'm not convinced this is an ideal situation for little learners to even consider let alone be a part of. I recently attended a professional development session with Nathan Mikaere Wallis. He spoke about the function of the brain in relation to learners and how relationships with a primary caregiver in the first 1000 days provides positive long-lasting successful outcomes for learners. Building safe connections and strong vocabulary with a primary parent, whanau, then a teacher in early years is crucial to the development of the frontal lobe of the brain. I also read a small amount about neuroplasticity and emotional connections with students. All of these small facets play a huge part in the daily life of a teacher. Building learners in my environment to have strong identities, strong voice and show curiosity and motivation is my next learning step. Ensuring they have access to a range of learning experiences, collaborative learning opportunities, digital tools and the necessary skills to critically think is the ultimate aim.

The next step in my professional journey is to seek a greater understanding in emotional intelligence in the classroom and incorporate this in my personal life too.

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

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

Phoenix

Today the phoenix ran out of steam, ran out of energy and wished to be young and strong again.
I gave in, I gave up. I ran out of energy, I ran out of hope.
Tomorrow I will arise from those ashes and build my strength and build my hope. 
I have courage and I have dignity. I am strong, I am peaceful once again.
The flame was almost extinguished and with the last thread of common sense, I understood. Enough is enough. I will regather and I will reappear with toolbox full.
Tomorrow is another day. Tomorrow is another opportunity. 

Week 31 - Interdisciplinary Connections

When starting to read about interdisciplinary connections I realised I had no idea what this really meant. To clarify my thinking and understanding of this I found a description when Mathison and Freeman quote Gozzer as stating discipline is a 'process in which learning finds expression' (p.286). This created more questions in my mind than answers. I then read about the interdisciplinary approach and how this relates to students and the curriculum. Jones (2009), compares the advantages and disadvantages with integrating curriculum areas and students needing to learn a wide range of life learner skills. Ensuring educators plan and execute high interest and authentic lessons in all curriculum areas while balancing the sometimes confusing contexts with areas  there may be confusion of integrated studies and time consuming preparation and planning with students and this is balanced with expanding curriculum understanding.
I created my own disciplinary connection map to show my teaching connections. This began as a simple visual to track the many roads to what I hope to be, an effective practitioner.

As part of this process it becomes more apparent to me that I have not been following my true philosophy for some time and this is an area I will challenge myself to get back on track.
Two challenges and goals I want to address in the near future is digital technology and linking theorists into my teaching practice. In the past I felt that I wanted to follow Dewey's Experiential Learning model integrated with Vygotsky's Social Development theory in classroom practice. My biggest challenge now is to work out how I can implement or build concepts of these theory's into everyday learning in today's 'accountability' and national standard driven practice. I feel the curiosity and engagement for young learners is being lost in amongst the necessary coverage and perceived delivery opportunities. Possibly integrating experiential learning into lessons and activities will increase these skills and allow for student voice and 21st century learning skills to develop in authentic contexts. Creating Ako and Whanaungatanga opportunities fits with our school wide vision and is addressing an important aspect long left excluded in teaching practice. Making sure digital technology and online collaboration is part of purposeful and relevant learning experiences is another aim and fits well with Ako and with Whanaungatanga. My next learning step is to create learning opportunities to allow my deeper philosophy to be true and to become the teacher I want to be, not what others want me to be, is high on my agenda for the second half of this year.



Jones, C.(2009). Interdisciplinary approach - Advantages, disadvantages, and the future benefits of interdisciplinary studies. ESSAI, 7(26), 76-81. Retrieved fromhttp://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai

Mathison,S.. & Freeman, M.(1997). The logic of interdisciplinary studies. Presented at the Annual Meeting of the American Educational Research Association, Chicago, 1997. Retrieved from http://www.albany.edu/cela/reports/mathisonlogic12004.pdf: 

Week 30 - Professional Online Social Networks

Over the last three years I have found the online social network of Facebook and specifically the NZ Teacher's page contributing largely to my professional practice. This page provides a range of collaborative teacher led resources, sharing of ideas and experiences. I am regularly looking for interactions with peers to reinforce or extend my ideas, thoughts or experiences. I have found over the last eight months my interactions with and on Google+ in relation to my study has extended my curiosity to explore and to further develop my professional knowledge through meaningful discussions. I think the key areas of professional development in the past has been driven by leaders within the school primarily. I feel now that I am able to control, contribute or seek answers to questions at anytime, anyplace to develop professionally. I feel that social media has had an huge impact on the accessibility of professional development and the collaboration between teachers in the 21st Century. No longer is it necessary to travel and take time away from the classroom to attend professional development sessions, meet teaching staff from other schools or share experiences and resources. Steve Hargadon (2013), raises an interesting point when he speaks of how teachers learn, how learners learn and the underlying value of recognising learners no matter who, learn in a variety of ways and connecting with each other promotes learning from each other. I feel as an educator, and this is a generalisation, we forget that we are also learners. Responding to our learners needs in a meaningful and authentic context must require us to use forms of social media, technology and online resources with more confidence and teaching than we previously have. 
About six years ago I joined the VLN (Virtual Learning Network) in conjunction with our school professional development with ICT. It is only now that I am considering the value this could have to me daily practice and I am working on the everyday solution of password, username dilemmas that we now cope with to access it. The everyday constraints of planning, delivery of lessons, assessment, analysis, classroom management, classroom organisation and interactions with students, parents and colleagues leaves teachers in a constant pool of survival. It is only when we have a pressing issue or need that we seek intervention, resources, or advice that directs us to making a moment in time to look for answers either face to face or online. This access to personal communications electronically or access links to online research articles or journals is a great time saver. Interestingly, Seaman and Tinti-Kane show in 2013 staff were using social media personally 70% of the time and professionally 55%. Questioning and reporting on those same respondents again and comparing the percentages would be a useful exercise. I believe the percentages would be much higher now it is three years later. 
One of our greatest dilemmas in using social media for professional discussions is to remember complete confidentiality, non-specific situations or examples for discussion and to maintain a high level of professionalism. 

Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’ professional learning. Master Thesis. The University of Waikato. 
Retrieved on 19 June, 2015 from: http://researchcommons.waikato.ac.nz/bitstream/handle/10289/8482/thesis.pdf?sequence=3&isAllowed=y

Seaman, J., & Tinti-Kane, H. (2013). Social media for teaching and learning. Retrieved from http://www.pearsonlearningsolutions.com/assets/downloads/reports/social-media-for-teaching-and-learning-2013-report.pdf#view=FitH,0


Hargadon, S. Interview Source: Office of Ed Tech. (2013, Sep 18). Connected Educators. [video file]. Retrieved from https://www.youtube.com/watch?t=216&v=K4Vd4JP_DB8

Week 29 - Influence of Law and Ethics on Professional Practice.

This week's blog is about identifying an ethical dilemma in my own practice linked to digital or online access or activity. 

I have spent the last week considering my personal and professional ethics and instigated a conversation with a Principal about what would they expect in a particular scenario. 

We discussed how education in New Zealand has become considerably different to even ten years ago with the huge impact Facebook has had on society. Many people are connected through this social media and this can create many issues for a wide range of professionals. We have Facebook pages for many reasons some of which are to connect with family, friends or to share activities and resources with fellow professionals. Ensuring you are protected from public access and securing yourself as a teacher is important. This led to a discussion on the risks some younger teaching staff, newly registered teachers or more senior teachers with limited knowledge may unknowingly put themselves into. 

Hall (2001) speaks about teachers 'knowing their decisions are more likely to be publicly challenged and publicised than they were in the past.' This is something strong mentoring programmes such as tutor teachers, associate teachers and mentors must explain and support the guidance of any teacher beginning or returning to the profession. It is also an important guideline for all staff to discuss and be aware of and consequences set out. 

Part of this discussion with the principal was around what would they expect as the leader in a school setting to happen should a staff member discover or be made aware of something that was online and considered either illegal or immoral. I found this an interesting and honest reflection of my own personal and professional ethics as the expectation is to take the knowledge to a leader for them to have a conversation about with the person concerned. 

I believe if a staff member has an honest and open relationship with the leaders in a school setting, the expectation would be to follow all of the guidelines and adhere to the Code of Ethics for Certified Teachers set by the New Zealand Teachers Council.

The Code of Ethics clearly states in point three, teachers have a commitment to society. They will strive to teach and model those positive values which are widely accepted in society.  This code also clearly says as the last point of commitment to the profession that teachers will strive to speak out if the behaviour of a colleague is seriously in breach of the Code of Conduct. This is probably the most important point in the document guiding teachers to follow the previous points ensure teachers are committed and striving to the highest attainment of the highest standards of the profession of all learners. 

References:

Education Council. (nd). Code of Ethics for Certificated Teachers. Retrieved from https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0

Hall, A. (2001). What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. Paper presented at the IIPE Conference, Brisbane. Retrieved from http://www.educationalleaders.govt.nz/Culture/Developing-leaders/What-Ought-I-to-Do-All-Things-Considered-An-Approach-to-the-Exploration-of-Ethical-Problems-by-Teachers

Week 28 - Indigenous knowledge & Cultural responsiveness

Living in a bicultural country with multicultural diversity requires open mindedness and basic understanding of many cultures. Developing caring and interactive relationships with a wide range of cultures is an important and relevant issue in an evolving cultural climate. Understanding and learning about Māori culture is important for all New Zealanders. This shows respect and Manaakitanga (caring) towards our indigenous people. History shows us European settlers and immigrants did not show respect for the Māori in the 1860's with the influx of Pakeha to New Zealand. There was a major decline in te reo Māori and in tikanga. 

Prior to that, Māori language was learned and used by Pakeha adults and children with fluency as they assimilated into evolving communities. With the large numbers of immigrants from Great Britain and other European countries, people did not understand that the Māori language was the main form of expression and crucial for the indigenous people of New Zealand in keeping their identity and preserving their pride. This led to Māori language being discouraged and the people were left floating in a sea of Pakeha language, ideals and values. 

Today we understand the importance of all people being proud of who they are, where they come from and what they have to offer. We are responsible as educators to make decisions in partnership with our communities on how we deliver, what we deliver, where we deliver and to accept our learners, have experience and knowledge to share and teach too. Bishop (2012) identifies educational disparities having an impact on our country and as a society we need to understand and address these disparities. He also states the educational achievement gap between Māori and non-Māori as accumulated economic, social and academic deficits. 
Ensuring Māori students learning needs and approaches are respected is significant in classroom programming at our school. We consciously look for opportunities for all students to take leadership and teaching roles while staff support these students or learn alongside the students. We are also mindful of core values in the planning and delivery phases of our curriculum and learning activities.

Our school-wide planning documentation is currently under review and we are ensuring we address Whānaungatanga, Ako, Manaakitanga, Tangata Whenuatanga and Wānanga in all areas. Embracing and making conscious decisions about these important values is an area we are beginning to feel connected to and consider on daily basis. We are developing documentation to support  a programme, belief, philosophy and ethos at our school to show and celebrate our student achievement which interestingly has been for some time, higher in our Pasifika and Māori students. Our current concern is addressing social and economic cultures in our community and encourage and support continued relationships and positive communication with all cultures. We as a staff use, and consider Tātaiako (2011) cultural competencies. We think about and consider our own personal values and beliefs and how our relationships with students and our community can be developed, as well as learning new customs and languages.

References:

Bishop, R. (2012, September 23). A Culturally responsive pedagogy of relations. 

Source: Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved from https://vimeo.com/49992994

Bishop, R., Berryman, M., Cavanagh, T., & Teddy, L. (2007). Te Kõtahitanga Phase 3 Whānaungatanga: Establishing a Cultural Responsive Pedagogy of Relations in Mainstream Secondary School Classrooms. Report to the Ministry of Education. 

Retrieved on 6 June 2016 from: 

https://www.educationcounts.govt.nz/publications/series/9977/9454

Ministry of Education (2011). Tātaiako: Cultural Competencies for Teachers of Māori Learners. Ministry of Education. Wellington.