Day 23 - Community Involvement

As a school we always have someone coming or going through the school whether it is to support the Environmental Group, talk to a syndicate, view the school, or support learners in their classes.  

Reflecting upon how I meaningfully have the community involved I instantly thought about social action. As an teacher I haven't had much success with social action.  We've always thrown the idea out there and got the children working away at it but they loose steam as they are waiting on a response from someone or it didn't quite workout the way they wanted.  This is all a part of the learning process with social action however can feel like a waste.  Again throwing caution to the wind, social action is on the cards again for next term!

So what do I define as meaningful involvement?
This can come in multiple forms:

• Sending an email to gain knowledge/information from an expert
• Visiting a site to learn more about what they do and/or help out for the day
• Experts coming to visit us
• Children getting involved in worth causes like the SPCA cupcake day 

And the list goes on.  I believe community involved is a vital part of learning.  A lot of children want to change the world, for our social action this year we are looking what we can do either at a class/syndicate, school, or community level. The children are looking to change the mindset of it's not just about fundraising it is about doing more.

A bit more information about our Social Action for Term 4

As next term our overarching theme is "Let's get Accelerated" instead of doing careers, like we normally do, we thought it meant using their learning targets to do more, push more.  So to motivate the children we watched a TED talk:

Stephen Ritz: A teacher growing green in the South Bronx

Session 2:
From there we got the children to complete a Bronfenbrenner style diagram with them at the heart of it.  Each level being: me - class - syndicate - school - community.  They were to list the things that concern them.

Session 3:

The next session we got them to get their diagram out again and have a think about what learning they were going to get out of it and tentatively choose a topic.

Session 4:

We emphasised the choosing of a good group that these were groups of 3.  They then chose a topic that they would like to do and start to map out the following:

• Timeline - what were they going to do when (8 week window)
• Holding time - what are they going to do while they are waiting for responses etc.
• Targets - what targets were they going to achieve?
• Learning - what learning are they going to go from this?
• Workshops - what workshops would they like the teachers to run

We are looking towards this week getting the children to cement what they did in session 4 so we can match them to one of the teachers in the house to be their mentor and who they work with for this project.

Day 18 - Metaphors f Teaching

I often struggle to think of metaphors, most probably why this post is so late, when teaching or thinking about them.  After a hunt around I came across the following quote from Socrates.  

Image sourced from moco-choco

This links back to Paulo Freire's empty vessel idea.  This rings true with me as an educator I can only give a little spark it is up to the learner to continue to add the fuel to make it grow as big as they want it, then I can help them nurture it.  On the other side, it is also my responsibility to restart the flame for those who have gone out - some learners need more help than others.

Day 17 - Challenging issues in education today

Education is forever changing and since graduating in 2006 the following issues have always been the same for me.  My biggest issues in education today are:

• Paper work: many questions spring to mind...
  Who is this for?
  When am I supposed to have time for this?
  Why do we all have to have the same format?
  Can't I personalise this to suit me?
  Why does this feel like no one trusts me?
• Class size:  there is a lot going around about class size and I sit on the side that it does matter because of the following reasons:
  Getting more 1:1
  Making stronger connections with students
  Ability to personalise every student
  The time need for: paper work size, report writing, assessments, moderation, etc.
  
  I know that if you're a good teacher it doesn't matter what size class you have however it does beg the question of if you have 30+ students in your class how much authentic time do you spend with each of them over the period of a day, whether it is 1:1 or in small groups?  For me my answer would be not enough.
• Demand on teachers to do more and more is too much - something has to give.  As educators we are expected to not only do a great job at teaching students but we're also expected to be a coach, nurse, councilor, mentor, teacher of values and manners, keep up with the latest trends in education, and the list goes on. 
  
  My question is:  When is there time to do all this?
  
  We are all human, we too have a family of our own, and too want to have a balanced life where we can go and exercise, have hobbies, and so on.  So, when is enough, enough? 
  
  Don't get me wrong, we do love our jobs and going the extra mile for the right reasons is always necessary, my issue is balance for teachers are way out!  How can we get this balanced restored?

There is so much more that is out there that is working against us but I'm reminded of we can only do what we can do, but make sure what we do is the best that we can do.

Day 14 - Feedback to Feedforward

Thinking back to teacher training we were taught the CRC method (comment recommend comment), encouraged to do a lot of written comments, and some verbal.

Almost 8 years down the track, experimented with lots of different ways, and many PLD sessions later.  I have discovered a few things about feedback, it has to be:

• timely - given in the moment but also enough time for them to act on it
• focused - linked to what they're learning/doing to give it meaning, to push them to do more either to extend further or to rise to meet the expectation

I have spent much time sitting and writing comments in children's books for it to be not read or acted upon.  I have found the following strategies to work for me:

• verbal - having 1:1 conversation with the child, I can gain better understanding of what they are doing, if there are gaps or a need to push.  With that they also need time to be able to act upon it, usually they are back before I know it for further discussion.
  NOTE: to indicate that I have had a conversation with the child or sited their work, I sign and date it for a record for me and the child.  I either make anecdotal notes and/or remember what we talked about.  Usually sessions follow each other so this is not hard to do.
• Google Comments - when the children submit a piece to me I am able to highlight a section and leave a comment, they are able to reply to it and we can have an open dialogue about their learning



Comments section using Google

• question - when addressing the learning I ask them questions, getting them to think further about what they're doing or why they did what they did

 Feedback has to be meaningful, or I believe it's not worth giving it.

Day 6 - What "Good" Mentors Do

I've taken some time to reflect upon this, as most of us just react to the situation relying upon our experiences and knowledge to inform us.  

This year I have got my 3rd PRT (Provisionally Registered Teacher) since becoming fully registered in 2008.  With much reflection upon each of them it reminds me of my dad and all his little pearls of wisdom which, dear I say it, I hear myself saying to these PRTs!

That lesson I think has been one of the hardest lessons I've had to learn.  Not only as a teacher but as a person too.  As teachers we all like things done a certain way and accepting this is sometimes a hard pill to swallow.

I too have also had some amazing mentors...but that's for Day 7's blog post.  So, I'll save it till then!

This blog post seems very timely as next term I am becoming an associate teacher for a 2nd year student teacher and will be finishing up my year with my PRT.  

So, my thoughts on what "good" mentors do, they...

• Observe and listen - not only to what they see but having the time to debrief at breaks/end of day
• Question - they don't give answers, they help you find the answers
• Communicate - being clear in what is needed, reflections, etc.
• Walk the talk - models what they are talking about
• Say sorry - we all make mistakes, no one is perfect
• Are human - the most important part of it all, we're all human!  Getting to know the people you work with not only as a professional but as a person is so important.  Links back to Dad's words of wisdom and understanding that will help you get the most of of the people you work with.