Kia ora,
I have uploaded the short video of you taken as you interact with children within your room. For the purpose of teacher reg, can you please watch the video and comment on several areas of your practice that you liked or were pleased about. And then comment if there you were able to observe any practice that you would change next time or would like to work towards improving.
Self reflection through video is a great way to objectively view your own practice as others see you.
You may also like to get a colleague to watch the video and see if their reflections mirror or are different to your own.
thanks
Joann Radford
Wednesday, December 28, 2011
Sunday, December 18, 2011
Reading for your perusal
Afternoon Rebecca,
Below is a link that takes you to a cluster of readings on a web page called:
Teachers Work: growing through critical reflection and action.
Reading in '2011 - Volume Eight: Issue One that may be of interest to you include:
An-other Look at Assessment: Assessment in Learning KERRY EARL AND DAVID GILES
This article seeks to review understandings of educational assessment as revealed in the phrases teachers use (assessment of learning, assessment for learning and assessment as learning). We propose a reconsideration of what teachers might have taken for granted in these phrases and assessment practice. We suggest that along with assessment knowledge and skills, teachers need a way of ‘being in’ assessment ...
http://www.teacherswork.ac.nz/journal/volume8_issue1/earl.pdf
Professional Dialogue as Professional Learning ANNE GREY
This article discusses professional dialogue as an important aspect of professionalism for early childhood teachers. It draws on the experiences of four qualified early childhood teachers of one teaching team in an early childhood centre who engaged in extensive professional dialogue with each other. Dialogue focused on the values that underpinned and were reflected in their teaching practice. These values were discussed in order to explore the commonalities and differences in teaching philosophies amongst the team ...
http://www.teacherswork.ac.nz/journal/volume8_issue1/grey.pdf
Effective Educative Mentoring Skills: A Collaborative Effort LYN McDONALD AND ANNALINE FLINTTeacher induction programmes provide critical support for new teachers moving into teaching. The focus of this paper is to examine and identify the specific understandings, attitudes and skills educative mentors require in supporting Provisionally Registered Teachers’ (PRTs) learning .
http://www.teacherswork.ac.nz/journal/volume8_issue1/mcdonald.pdf
Happy reading-
Joann
Below is a link that takes you to a cluster of readings on a web page called:
Teachers Work: growing through critical reflection and action.
Reading in '2011 - Volume Eight: Issue One that may be of interest to you include:
An-other Look at Assessment: Assessment in Learning KERRY EARL AND DAVID GILES
This article seeks to review understandings of educational assessment as revealed in the phrases teachers use (assessment of learning, assessment for learning and assessment as learning). We propose a reconsideration of what teachers might have taken for granted in these phrases and assessment practice. We suggest that along with assessment knowledge and skills, teachers need a way of ‘being in’ assessment ...
http://www.teacherswork.ac.nz/journal/volume8_issue1/earl.pdf
Professional Dialogue as Professional Learning ANNE GREY
This article discusses professional dialogue as an important aspect of professionalism for early childhood teachers. It draws on the experiences of four qualified early childhood teachers of one teaching team in an early childhood centre who engaged in extensive professional dialogue with each other. Dialogue focused on the values that underpinned and were reflected in their teaching practice. These values were discussed in order to explore the commonalities and differences in teaching philosophies amongst the team ...
http://www.teacherswork.ac.nz/journal/volume8_issue1/grey.pdf
Effective Educative Mentoring Skills: A Collaborative Effort LYN McDONALD AND ANNALINE FLINTTeacher induction programmes provide critical support for new teachers moving into teaching. The focus of this paper is to examine and identify the specific understandings, attitudes and skills educative mentors require in supporting Provisionally Registered Teachers’ (PRTs) learning .
http://www.teacherswork.ac.nz/journal/volume8_issue1/mcdonald.pdf
Happy reading-
Joann
Wednesday, December 14, 2011
December Teacher Registration Meeting.
Morena Rebecca,
Thank you for taking the time to sit and assess your progess so far, in working towards gaining your full Registration.
Rebecca, to date you have meet 2/3 of the goals, today have identified how you have or could further achieve and/or provide documentation that meets the rest of your goals. Those areas yet to be covered include:
kia Ora
Joann
Thank you for taking the time to sit and assess your progess so far, in working towards gaining your full Registration.
Rebecca, to date you have meet 2/3 of the goals, today have identified how you have or could further achieve and/or provide documentation that meets the rest of your goals. Those areas yet to be covered include:
- 3
- 5
- 8
- 9
- 15
- 18
- 22
- 26
- 27 &
- 28
Looking forward, we discussed that you feel that you need to be more consistant with your entries- rather than attacking it in 'bursts' as you currently do. I will be observing you before xmas, and trying to add a range of methods to capture you in practice such as videos, photos and formal observation.
Keep up the great work Rebecca, you are an inspirational teacher, who shows authentic empathy and passion for children.
kia Ora
Joann
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