Q 1

QUALITIES I WOULD LIKE TO EMBODY AS A TEACHER:
this list is not in order of priority,
many of the qualities I have described are interdependant.

KNOW TEACHING AS A HEALING ART
/CORE VALUE

1.Expansion and contraction like the in and out breath is common to the individual and the whole organism like the seasons- the contraction, coldness and inwardness of winter and the expansion of Summer, warmth and longer brighter days – find ways to bring this rhythm into the lessons and plans of the day
2.Guide and teach with human warmth- the how
3.What I give to the group nourishes the group. Cultivate the ability to listen deeply.
4.Understand that the children will take what they need- secretion
5.Sustain and maintain the harmony and well being of the group. Once
the group is healthy/rhythmical, ie being constructive as a learning group not destructive, then no need to push.
6.Watch how the group grows, and watch how the individual grows and blossoms
7.Understand the truth of creativity – transformation and magic

These 7 points are adapted from Liz’s Tuesday morning lessons. Just reading these reflections brings an inner calm to myself see postings (further on in this blog)


BE RELAXED AND CONFIDENT/ ALLOW RECIPROCAL TEACHING (Vygotsky)

MONITORS LEARNING AND PROVIDES FEEDBACK –Hattie

I would like to have a developed sense of the overall picture in the classroom/learning environment with the capacity to prevent an unmanageable situation rather that be trying to stop it. Have the skill to learn from and integrate mistakes. Through assessment tasks help students and modify my own teaching process.

CREATE A RECEPTIVE SILENCE

INLUENCES STUDENT OUTCOMES - Hattie

Develop the skill of gaining the attention of the class and keeping it.
STIMULUS

Consider the many ways to ask questions, engage the student and lead them closer to outcomes (SPADY)(BLOOMS) and deep learning, making meaning.
-from conversations with Cory teacher from our school

Integrate Class Management based on Glasser model where the teacher is a friend and guide. ( Gabe has been mentor for me in developing my teaching ability.)

I would like to have different tools at my fingertips to stimulate the group; from Saturday's session with Allan
1. Novelty
2. Complexity
3. Ambiguity
4. Incongruity

KNOW MY SUBJECT INSIDE OUT KEEP UP TO DATE

FIND EFFECTIVE WAYS
TO ENHANCE LEARNING
WITH THE USE OF ICT

IDENTIFIES ESSENTIAL REPRESENTATIONS OF SUBJECT - Hattie
IDENTIFIES STUDENT’S OUTCOMES - Hattie
Teacher as learner/facilitator –Constructivist model
Social Learning theories and connectivism qualities of DLE
Develop Moral depth in students to facilitate healthy DLE

COMMAND RESPECT

ATTENDS TO AFFECTIVE ATTRIBUTES - Hattie

I would like to be a good listener both to the individual and to the organism of the class group as a whole. Listen to my own depth and insight through silence and meditation and finds ways to apply it.

Active listening - playground duty. When I am helping children resolve a dispute, a trusting relationship develops. Make the playground a safe place for play and socialising. It is my job as a teacher to respect what the child/student shares and treat their confidences with integrity.

Enriching spiritual practise.

CREATE LEARNING ENVIRONMENTS
THAT ARE RELAXING AND INSPIRING

REALITY BASED THERAPY AND CLASSROOM MEETING MODEL - Glasser

When I am well organised in a practical sense and lesson planning sense I feel more relaxed. I have confidence that I am well prepared – at present this works best for me when I am teaching practical art & craft lessons and swimming.

More recently with teenagers I have discovered they are happy in their special places in the school grounds, they like an element of relaxed informality, especially if you have the expertise on the subject but are very prepared to listen to their point of view – I would like to develop this capacity to find familiar conducive relaxing learning environments.

DEVELOP TEACHING PRACTISE – BE ADEPT AT GROUP WORK AND INNOVATIVE
USE INTERACTIVE TECHNIQUES

GUIDES LEARNING THROUGH CLASSROOM INTERACTIONS- Hattie
Vygotsky – social learning.
From conversations with an old teacher of mine with whom I am still friends.

When planning the lesson I would like to develop the skill of finding representations of the topic that are relevant to the age group and appropriate for the age group. This may include putting the subject into perspective and context – place in culture and history. Also bring current media scenarios that are relevant – popular culture..

Through providing deeper representations it is worth investigating the culture of the class, boy girl ratios, individual situations, relevant prior learning. (if not known)
Test their MI make-up.

From experiencing the value of the JIGSAW group work (http://www.jigsaw.org/steps.htm) we did on Saturday I am determined to integrate this into my teaching habits.

KNOW MYSELF BETTER
ATTENDING TO AFFECTIVE ATTRIBUTES – Hattie

Metacognitive theory deals with cognitive self-knowledge, that is, what individuals know about their own thinking (Kellogg, 1994).The emergence of metacognitive theory in the 1970's added to our understanding of complex cognitive phenomena by providing data on learners' awareness of and control over their cognitive activities (Devine, 1993). In 1979, John Flavell defined metacognition as knowledge which focuses on or regulates any part of cognitive activity, and he identified two general dimensions of metacognition: knowledge and experience. From “Reflection Matrix”
http://www.uwec.edu/grayca/webpgs2/reflection.htm

Through feedback from peers and students -assessment tasks. Understand that I will teach from my MI strengths and find ways to teach from other aspects of myself.
From brief conversation with Cory experienced teacher at our School

FACILITATE DEEP LEARNING
INFLUENCE STUDENT OUTCOMES - Hattie

Through well designed questions – refer to BLOOMS TAXONOMY and use of scaffolding encourage students into and through their ZPD (Vygotsky)

BENEFIT FROM DIVERSITY OF OUR COLLEGE OF TEACHERS

Collaboration and learning from differences continuing education.

I think Konrad is very skilled at employing, he recognises people’s gifts and capacity. He finds ways to combine teachers who have different teaching styles, years of experience and types of training- for example a young recently graduated English/Drama teacher(no children) is combining with a very experienced Steiner-based teacher (mother of 5) as co-class guardians for new high school group.

CULTIVATE INCLUSIVE SKILLS

Forming a teaching practise that is inclusive is important to me. Because I teach swimming from kindergarten age to Year 8 there is a huge demand on my capacity for recall – I take the roll, I make summaries after teaching each class, in consultation with their teacher. With swimming one tends to notice the weak/non swimmers because of safety issues, and the very strong swimmers. To get a picture for each individual is hard work when attending to approximately 260 different children over many classes each week – remembering the names of the younger ones is challenging.

Cumulative assessment through daily records and observation

TO SAY NO WHEN OVERLOAD IS CREATING DYSFUNCTIONAL TEACHING.

RE: posting on previous blog about sensory overload and undigested information, including a description of a daily ritual - a reflective practise recommended by Steiner.

This brings me to reflecting the dangers of work related stress – overload can impede even the most expert teacher’s function and decision making capacity, without quiet time for critical reflection and spiritual work the children may suffer.

KEEP INFORMED, CONNECT WITH OTHER LEARNING COMMUNITIES
STAY WITH THE BIGGER PICTURE
BE AWARE OF PAROCHIAL TENDENCIES

Parents, local community, Australia and the Globe – Connectivism.
Catch into the Sustainability Movement = social + ecological – how to live it and teach it creatively. Walk my talk.

SUSTAINABILITY EDUCATION

"There is a vitality, a life-force, an energy, a quickening that is translated through you into action. And because there is only one of you in all of time, this expression is unique. And if you block it, it will never exist through any other medium and be lost.!" – Martha Graham


“WE NEED TO SHIFT OUR WORLD VIEW” – Margaret Wheatley


CHANGE THE PARADIGM/ACTION RESEARCH

If I can change my paradigm then I can help students overcome patterns and emotions (personal belief systems) that no longer serve the individual or greater good. That falls into emotional intelligence ……… making way for improved learning ability.

TAKE RISKS BE COURAGEOUS & ENTREPRENEURIAL

Look after my homebase and relationships with good friends and family, so that risk taking is possible. Be secure in community.

Insight from Allan’s lecture.s

PS. SENSE OF HUMOUR, ENJOY TEACHING AND LEARNING!

Smile, remember to keep a lightness of being so change and re invention of the self and reformatting of the self is easy. ‘To be an expert teacher.’