Standard Six
Graduating Teachers develop positive relationships with learners and the members of learning communities
a. recognise how differing values and beliefs may impact on learners and their learning
b. have the knowledge and dispositions to work effectively with colleagues, parents/caregivers, families/whānau and communities
c. build effective relationships with their learners
d. promote a learning culture that engages diverse learners effectively
e. demonstrate respect for te reo Māori me ngā tikanga-ā-iwi in their practice
b. have the knowledge and dispositions to work effectively with colleagues, parents/caregivers, families/whānau and communities
c. build effective relationships with their learners
d. promote a learning culture that engages diverse learners effectively
e. demonstrate respect for te reo Māori me ngā tikanga-ā-iwi in their practice
At every single practicum, I feel like I have made an conscious effort to develop relationships with the students in my class, my associate teacher and the other staff at the school. On the third practicum, I was able to attend the camp and asked to take on the teacher role at one of the camp attractions - stream science. I believe this opportunity greatly contributed to the relationships I developed with the students in my class, as well as their peers in other classes in the syndicate.
It was also a valuable opportunity to meet with some of the parents of the students in my class. It was nice to be able to chat with them in an informal setting about their children and to get to know them socially. It provided an insight into the students lives that previously was only discussed with my associate teacher. |
There have been many assignments on this course that have been based around research on how the relationships with students and their whānau have a strong effect on Māori learners and learners from other cultural backgrounds. Some of these assignments were:
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During the Tuesdays in Schools (TiS) programme, I had the opportunity to teach some one off lessons. As part of my passion inquiry, I wanted to teach lessons that blended two curriculum areas. Below are the products of these lessons. As we completed these, I was able to have conversations with some students who did not consider themselves creative or "arty" who were pleasantly surprised at their own ability to produce some of the creations. These conversations further convince me that and integrated curriculum approach does engage a diverse range of learners, which I witnessed first hand in this class.
Standard Seven
Graduating Teachers are committed members of the profession
a. uphold the Education Council’s Code of Ethics/Ngā Tikanga Matatika
b. have knowledge and understanding of the ethical, professional and legal responsibilities of teachers
c. work co-operatively with those who share responsibility for the learning and well-being of learners
d. are able to articulate and justify an emerging personal, professional philosophy of teaching and learning
b. have knowledge and understanding of the ethical, professional and legal responsibilities of teachers
c. work co-operatively with those who share responsibility for the learning and well-being of learners
d. are able to articulate and justify an emerging personal, professional philosophy of teaching and learning
Throughout the year I have demonstrated that I am committed to the profession. Through my practicums I have engaged in discussion with my associate teachers about students in the class and particular directions to take with their learning. After school I had many meetings with my associate teachers about how the day went and where to go from there with lessons that I was unsure of. At all times I acted and presented myself in a professional manor towards my AT, towards the students in the school and towards other member of the staff. I made an effort to attend staff meetings, syndicate meetings and where possible, COL development meetings, It was through these meetings that I gained exposure to digital tools like Google Classroom and was involved in AsTTle moderation meetings. I attended one full day of camp with my Tuesdays class and the entire camp with my final practicum class.
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With specific reference to the NZ Teachers Council of Ethics
Commitment to learners: “encourage learners to think critically about significant social issues”
I have demonstrated this commitment through the questions that I used during guided reading sessions. Specifically, around ethical consideration of the manufacture of technology and smart clothes. Read my detailed plans here.
Commitment to the profession: “regard themselves as learners and engage in continuing professional development”
Throughout this year it has been a practicum requirement to complete Smyth Reflections based around events that we encounter. Not only have I completed these reflections but on my final practicum I kept a log of my time at Sunnybrae Normal School. This log referenced issues around class management, time-management and general conversations that I had with my associate teacher. This log has helped me to see the growth in my confidence from week one through to week five and I found it a very helpful document to monitor the application of feedback that my AT had provided for me. I believe this is a demonstration of how I engage in professional development and genuinely consider myself a lifelong learner.
Commitment to the profession: “treat colleagues and associates with respect, working with them co-operatively and collegially to promote students' learning.”
All three of the associate teachers that I have had this year have commented on how I have conducted myself and socialised with other staff at the school. At Sunnybrae Normal School, the other student teachers in our course were all in the same syndicate, so we were able to meet with each other and the other associates to discuss the work that we were each doing in our class - this was particularly helpful to see what other classes were producing for the theme/topic study that the senior classes have been working on for the upcoming Jubilee at the school.
I have demonstrated this commitment through the questions that I used during guided reading sessions. Specifically, around ethical consideration of the manufacture of technology and smart clothes. Read my detailed plans here.
Commitment to the profession: “regard themselves as learners and engage in continuing professional development”
Throughout this year it has been a practicum requirement to complete Smyth Reflections based around events that we encounter. Not only have I completed these reflections but on my final practicum I kept a log of my time at Sunnybrae Normal School. This log referenced issues around class management, time-management and general conversations that I had with my associate teacher. This log has helped me to see the growth in my confidence from week one through to week five and I found it a very helpful document to monitor the application of feedback that my AT had provided for me. I believe this is a demonstration of how I engage in professional development and genuinely consider myself a lifelong learner.
Commitment to the profession: “treat colleagues and associates with respect, working with them co-operatively and collegially to promote students' learning.”
All three of the associate teachers that I have had this year have commented on how I have conducted myself and socialised with other staff at the school. At Sunnybrae Normal School, the other student teachers in our course were all in the same syndicate, so we were able to meet with each other and the other associates to discuss the work that we were each doing in our class - this was particularly helpful to see what other classes were producing for the theme/topic study that the senior classes have been working on for the upcoming Jubilee at the school.
My Developing Philosophy...
Much of what I aspire to be as a teacher is based on qualities I saw in my own teachers.
The learning environment has a profound effect on students and because of this, I will endeavor to provide my students with a safe and cooperative learning environment. Students need to feel comfortable to take risks and share ideas. To achieve this environment, I will aim to discipline with dignity. I believe this is essential because if the learning environment is safe and welcoming, students will be able to learn without reservations. From day one, we’re taught that knowing the students is key. I believe it is essential to engage with the wealth of knowledge that is with them when they enter the classroom. In doing so, I can best utilise their expertise in the classroom and adapt my teaching to personalise the learning experiences to make for more effective learning. Communication is something that I believe is key to education. This includes communication with students, other members of staff, whānau and the community. Understanding the needs and concerns of all the people involved in each child's life, allows for more directed and meaningful teaching and learning. Finally, the development of my skills and knowledge is something I am whole heartedly committed to. In this changing world I know that regular professional development through schools as well as my own personal research will help to best understand the current and emerging practices that will provide effective learning. |
He aha te mea nui?
He tangata! He tangata! He tangata! What is the greatest thing? The people! The people! The people! |