Week 32: Applied Practice (Activity 8)
Key Changes in my Practice
Has Mindlab
made a difference to the way I approach my Teaching Practice? The simple answer
to this is Yes! Was it easy? No, it was not. I found myself navigating into a
journey that was new and constantly reflecting on what I could do better to
improve my teaching practice.
For this reflective
Blog, I will be using the Rolfe, et al (2001) model of reflection to speak
about the codes and standard of my practice. In ‘Our Code, Our Standard,’ MOE
(2017) teachers have a major impact in shaping futures and supporting children
and young people realize their potential and prepare them for their place in
society.
As teachers, we are entrusted with the
responsibility to guide the learning journey of our students and with this, we
are expected to act with high levels of integrity and professionalism.
The standards for the Teaching Profession are
made up of six standards that provide descriptors of high-quality teaching
practices. For this reflection, I
will discuss how Professional Learning
and Professional Relationships has
impacted on my practice.
What?
As a seasoned teacher, for two-thirds of my
teaching practice, I taught using a set syllabus and a prescribed text-book. I
was comfortable and my practice was routine. The only goal of my practice was
to prepare my students for their final external examination paper.
In the last decade or so, the educational
curriculum and teaching practice have changed. My practice had to be modified and
constantly reflected upon to teach;
- using an inquiry model
- problem-solving using collaboration and,
- to develop a positive growth mindset to support and improve learning
achievements.
Is it challenging? Yes, it is! Every aspect of
my practice is now based on constant reflection and feedback. If I am going to
make my teaching practice relevant, I need to;
- Ask for help when I do not understand something.
- Collaborating within a team. Sharing of ideas and supporting each other.
- Planning lessons that cater to all my students.
Now, what?
Osterman and Kottkamp (2015) speak about
"Reflective Practice for Educators" as a good tool. I have found that
the best feedback you can receive is when you allow for a student's voice. I
value the opinion of my students and this has helped guide me to make changes
to my practice. My students feel motivated and valued when my lessons are
designed around what their interests are?
In my practice, I have found that the
integration of modern technology with traditional teaching methods to be the
right balance to stimulate engagement and improve educational achievement.
Frequent communication with parents and whanau
to celebrate their children's achievement is a positive form of collaboration
and this further supports the vision of our school has an inclusive
institution.
What next?
There is no doubt my professional development
has been greatly influenced by doing the Mindlab postgraduate study. Constant
reflection and using a reflective model to guide my thinking has made a huge
impact on how I interact with my students. My lessons are now structured so
that, my students see the value in their learning. Reflective practice has now
become a functional habit, Osterman, and Kottkamp (2015).
Using a positive growth mindset in my teaching practice
as allowed my students to be motivated and develop a sense of self-belief that
they can achieve with hard work.
For my personal growth and professional
development to be evolving, I need to make the best of the opportunities that
are presented to me. Participating in Professional Development courses expands
my exposure to network with other professionals in the field of education.
Reference:
Osterman, K. F., & Kottkamp, R. B. (2015).
Reflective practice for educators: professional development to improve student
learning. (2nd ed.) New York: Skyhorse Publishing.
Ministry of Education (2017). Our code, our standards.
Retrieved from
