Rekindling my passion for Research

Whilst at university I was the type of student who loved reading, and loved reading about teaching.  I think having an Aunty who was a teacher, and that I have always looked up to, inspired this love of literature - discussions with her whilst she was doing her Masters during my first year of university allowed me the opportunity to realise both the breadth and depth of knowledge that other people have and how easy it is to pick up a book and help others to help you.

Over the past couple of terms I have been getting my head around teaching full time but now I am looking forward to re-establishing a reading routine.  I have searched for and read two articles tonight that have captivated me and will share my learning from them below.

 

Article One

Smith, P. (2002). A reflection on reflection. Primary Voices K - 6, 10(4), 31 - 34.

• Learning communities boost reflection - By getting together and sharing ideas openly and honestly and being able to trust that idealistic aspirations will be treated seriously, we are more open to share our positives and our negatives, and therefore receive a range of opinions and support about how to make changes that will benefit our students.
• Questioning practice leads to growth - This is something that I strive to do as openly and as honestly as I can and I am lucky to have a supportive tutor teacher who helps me answer my questions I have about my practice but also questions me about a range of other aspects of my practice.
• Increasing the frequency of reflection increases the accuracy - When we take the time to sit down and write reflections that identify the positives, negatives and any queries we may have we are forced to reconsider our practices in a constructive light.  By doing this frequently we are afforded the opportunity to recognise patterns in our practice and either reinforce or change these patterns to best meet the needs of our students.
• To engage in critical reflection it is absolutely vital that we take on the role of learner once again - In order to grow as teachers we need to allow ourselves to be learners and recognise that we are always learning and that every colleague has something to teach us.  By recognising that we are always learning it is easier to be more critical about ourselves and to accept constructive criticism from others as instead of failure it becomes an opportunity to grow as a learner and increase future successes.

Article Two

Macfarlane, A. (2000). Listening to culture. Maori principles and practices applied to support classroom management. SET: Research Information for Teachers, 2, 23 - 28.

Behaviour is often defined and understood within a cultural context and yet many Maori students live in cultural and community contexts that differ from those of the school they attend.  As a result of this it is very important that students and teachers work together to make a clearly defined culture within their classroom that belongs to all students and that all students feel comfortable operating within. 

Macfarlane suggests the following ways to do this:

• Huakina Mai (Opening Doorways) - The teacher needs to know the students and the students need to know the teachers expectations and feel that they know the teacher. Rules need to be put in place to protect the rights of the whole group.
• Kotahitanga (Unity) - In relation to behaviour management it is of importance that students, teachers and whanau members together negotiate rules and behaviour management strategies.
• Awhinatia (The helping process - Interventions) - The way that Maori (and all) students feel about themselves affects their ability to engage in social interaction with their teachers and peers.  It is important that feedback is culturally responsive and incorporates both aspects of Maori language and references to the cultural framework that Maori culture is based around.  Comments such as "Whakatikanga tou waka (steady your canoe) can be more appropriate and more effective in changing inappropriate behaviours than feedback that does not acknowledge students cultural identity.