1. Criteria
    Key Indicators
    Fully Certificated Teachers:
    http://www.slideshare.net/digiadvisors/registered-teacher-criteria-and-elearning?next_slideshow=1
    Activity 10:  Summarising Your Postgraduate Learning Journey and your Planning for the Future
    1.     Establish and maintain effective professional relationships focused on  the learning and well-being of ākonga

    i.         Engage in ethical, respectful, positive and collaborative professional relationships with:
    ·       ākonga
    ·       teaching colleagues, support staff and other professionals
    ·       whānau and other carers of ākonga
    ·       agencies, groups and individuals in the community
    Mindlab: During my time at Mindlab "collaborative learning" was something that was new to me. The lecturers at Mindlab made our classes practical in order for me to learn, i could relate to everything they presented and shared. I felt that the lecturers catered to my needs focusing on digital innovative ideas to help engage  my learners. The lecturer also gave me feedback with my peers and formed effective discussions online with other students on a public discussion. I was able to network with other teachers and share the same question and ideas about effective teaching practices. I was able to apply this new way of learning and build better relationships into my teaching practice in the classroom and within my school community.
    My own teaching practice: In my teaching practice i have been incorporating this new way of engaging students using collaborative learning to build a more open relationship with my parents and Whanau. I have also used the concept of collaboration with my team in planning, professional development and also giving and sharing feedback. I use collaboration in writing, reading and maths. Students love it because they are able to complete a task by contributing their learning and creating a strong combination of ideas that has the wow factor!

    2.Demonstrate
    commitment
    to promoting
    the
    well-being of
     all ākonga
    i.      Take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe
    ii.     Acknowledge and respect the languages, heritages and cultures of all ākonga
    iii.   Comply with relevant regulatory and
    iv.    Statutory requirements
    Mindlab Media

    Mindlab: Being at Mindlab has transformed me into a 21st Century teacher. My purpose has changed not only in preparing my students for the future, but transforming my students into life long learners, prepared for the technology age. Mindlab has opened my eyes as a teacher to incorporate good practice that sets our students up for success. I willing to build on my learning and i have already created successful Mindlab students who love what i bring from this course. My students always ask me what have i learnt and what am i going to teach them? Which has motivated me to keep on learning for my students.
    My own teaching practice: In my teaching practice i have respected my students culture by incorporating it together with the tools that Mindlab has taught me. Coding was amazing and Gamification was an eye opener. Kahoot was another application that changed my teaching practice, making it fun and interactive. Also looking at how the students learn and collaborate. Culture and language can be incorporated into learning from any direction and with my support i can create an environment where learning is tested but still acknowledges culture and language.

    3.     Demonstrate commitment to bicultural partnership in Aotearoa New Zealand
    i.      Demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi
    Mindlab: I was very impressed with Mindlab incorporating Tikanga Maori/ the acknowledgement of Maori in our assignments. I felt that Mindlab did its best to acknowledge our Tangata te Whenua. This is a serious issue that our New Zealand schools struggle to incorporate. It was good to see that there was an option to submit your assignment in Te Reo Maori. I felt that the culture and language was included and that they tried to cater for our Maori and Pasifika students by developing scenario's that are happening within our Maori and Pasifika community.
    My own teaching practice: In my teaching practice i always incorporate the T.O.W because i believe that Maori culture should be acknowledged first before any other culture because we are guests on this land, an invitation from our Maori and Pakeha ancestors who have built a partnership for all of us to work together. We always say our Karakia in Maori "The Lord's Prayer".  We also sing in Maori and when i want to get something across to our teachers and community i always use Maori theories, concepts and ideas that has helped teachers, parents, teachers, principal learn the language and culture.

    		Reflection over the 32 weeks:
    Looking at at the beginning of my journey i reflect on my goals in what i wanted to achieve when i first attended Mindlab during the first week. I wanted to gain more knowledge on helping engage my learners. Not only have i gained skills and knowledge, but i have made networks with other teachers in Auckland who have the same purpose of helping students achieve their best in all areas of life. Mindlab helped me push the limits of technology and also working with people from all areas of the world.




    Understanding content and collaborating ideas to promote our learning, collaborating our understanding from our teaachers at Mindlab

    Great fun with my team and sharing what went wrong and what are the next steps when it came to driving and controlling our robotic cars.

    Learning to code, program and engage learners with the 21st Century tools.


    Took the learning from Mindlab and shared it with my kids, Whanau, teachers looking at the students gaps and collected student voice to help me teach better.


    Collected student, parent and teacher student voice from Fono's (Meeting) looking at 21st Century Learning Vs Traditional learning.

    Sharing ideas and looking at what other teachers brought to the table at one of our Mindlab sessions.

    Trialled what i learnt from Mindlab into the classroom and everything that was new to me i used it in the classroom. I then used the Teaching as Inquiry model to help me focus on closing the gaps for my students 

    I really enjoyed all the classes and the assignments made me reflect on my teaching practice and it helped me to make changes in my practice. During my studies i have been promoting the program to other teachers who i thought would benefit from it. 

    when i started Mindlab i was pregnant with my first baby and working full-time. I found very hard and it was so challenging i had second thoughts about teaching because i wasn't able to make the links to how it would benefit my teaching. Until i decided to use some of the tools they taught me i taught the kids in my class. I had a good response because my students came to school everyday, they wanted to learn more, reading and writing became a skill that wanted to improve on. My passion for teaching grew!This shows that Mindlab has had a huge impact on my teaching practice and it had a ripple effect on other Educators in my community, i am willing to make that change from a traditional way of teaching to a fun, interactive modern way of learning. I am going to continue studying and i am going to keep my network with Mindlab and give back to them by promoting Mindlab to other Educators who are willing to make a change for the future!


    http://themindlab.com/programme-overview/?gclid=CjwKEAjw6sC5BRCogcaY_dKZ2nESJABsZihxsoKDv7vAmx4ywxoFvl9keEM4j8xagx4-2nDObmob3BoCJh3w_wcB 

    Practising Teacher Criteria | Education Council
    . (2016). Educationcouncil.org.nz. Retrieved 31 May 2016, from https://educationcouncil.org.nz/content/practising-teacher-criteria-0


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  2. Week 31:
    Indigenous Knowledge & Cultural responsiveness
    historyhttp://www.baileyroad.school.nz/90/pages/1-school-history
    Activity 9: Evaluations of Cultural Responsiveness in Practice
    As a Pasifika teacher i hold culture and language close to my heart because this is the foundation my teaching pedagogy. I am a successful learner because of my roots. Indigenous knowledge and culturally responsive pedagogy is all about culture and the knowledge that builds successful culture. It takes a village to raise a child and by providing that knowledge from home (the roots) we are able to build knowledge is students can relate to that creates new learning.
     Culturally Responsive Pedagogy: Connecting New Zealand Teachers Science with their Māori Students (2016) This study shows that culturally responsive pedagogy and assessment for learning in primary science classes have a huge impact on student achievement. One thing that stood out for me in this study was the'funds of knowledge' this is when students have developed this knowledge within the families and whanau into the classroom as a resource for their learning.

     I believe that our school needs to work on being culturally responsive. We need to bring in our community and celebrate the knowledge they have. We need to incorporate that knowledge within the learning in our classrooms. This is something that our students can take ownership over. I believe it is one of the elements of raising student achievement. I believe that all knowledge that comes from different directions and people has a significant connections which helps people to understand but from a different perspective. 

     Within my teaching practise i can embrace our students and their culture, get whanau to come into the class and share their knowledge. Create an environment that values their knowledge and helps students to develop new learning that they can make connections to indigenous knowledge. As a facilitator it is my job to create a safe environment and where every child's need is cater to and every culture is acknowledged and embraced.
    Research questions for me to reflect on from the study:
    1. What does it look, sound and feel like when a teacher establishes a productive learning environment for students from diverse backgrounds, cultures and experiences to engage in the learning?
    2. When culturally responsive pedagogy's are employed in the learning, what are the tensions and dilemmas that arise for students and teachers? How do they manage these dilemmas?
    3. How do students take up, adapt and deploy different modes and material resources to make and communicate meaning?



    Culturally Responsive Pedagogy: Connecting New Zealand Teachers Science with their Māori Students. (2016). Journals.cambridge.org. Retrieved 18 May 2016, from http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=8923928&fileId=S132601110000097 



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  3. Week 30: Activity 8: Legal contexts and digital identities
    What was the problem?

     I  had dilemma with parents and teachers not happy with me teaching students about the social issues happening in New Zealand. In New Zealand we are faced with so many social issues like racism, social welfare, social empathy and law & order, these kinds of issues affects the way we think, feel and act in society. Recently on 3news they mentioned the issue of New Zealand families becoming homeless and sleeping in cars or outside on the streets. 

     What our students did?

     Our students talked about it and shared their opinions, but they wanted to find out more. Some students had negatives comments on the bad choices homeless made based on their assumptions.  So as a teacher i took this interesting topic, investigated more information in order for us to come up with some solutions and ideas to help students to make a more informed decision and when we are making judgements, we are always understanding the real facts to back up our decisions. Most students focused their opinions towards the government and their role in helping these people find a home.  I believe this is an important aspect that students needed to understand so that they are aware of the different reasons for ending up homeless and  why the government plays a big role in this negative social issue happening in New Zealand. 

     What did i reflect on?

     This issue has made me reflect  on the kind of things that i am teaching my students and looking both sides of the issue, and collecting important information that will help students make decisions that is solution based. I want to build good citizens that make the right choices. I also need to respect my Whanau and their input towards their children's learning. However, once some of the parents understood the idea behind it they supported me in teaching it, this took a lot of time, energy in explaining my reasons. I knew that i was following protocol in teaching students the issues that needed to be addressed, but also i didn't want my parents and teachers feeling uncomfortable at the same time. My next step is to inform every groups before going into the topic. 

     As i look into the Code of Ethics i find that the Code of Ethics supports my dilemma, but as a professional i have built good relationships with the community. Therefore to show my respect i involve my communities input about learning and teaching. My aim is to make sure that i am committed to the learners and by doing that i am encouraging learner to think critically about significant social issues happening in our country. This helps us students to be prepared and understand how the system is run or how people make decisions that affects society negatively and sometimes in a positive ways. This learning links and relates to the Achievement Objectives in the New Zealand Curriculum (2007) which focuses on this element.

     I also felt that when i was teaching i am aware of students well-being and i always create an environment where students have a voice. If they weren't happy about anything or they want to add to the learning, the classroom was an open place for students to discuss, collaborate, investigate and most importantly to make mistakes. The last thing i wanted was to do bad and maximise harm for my students, teachers and parents. As a professional i need to respect my parents, team members and my students in informing them and collecting student voice before teaching social issues that may cause a dilemma. 

    The professional interactions of teachers are governed by four fundamental principles:
    • Autonomy to treat people with rights that are to be honoured and defended
    • Justice to share power and prevent the abuse of power
    • Responsible care to do good and minimise harm to others
    • Truth to be honest with others and self.
    Application of the Code of  Ethics shall take account of the requirements of the law as well as the obligation of teachers to honour the Treaty of Waitangi by paying particular attention to the rights and aspirations of Māori as tangata whenua.

    1. COMMITMENT TO LEARNERS

    The primary professional obligation of registered teachers is to those they teach. Teachers nurture the capacities of all learners to think and act with developing independence, and strive to encourage an informed appreciation of the fundamental values of a democratic society.
    Teachers will strive to:
    • develop and maintain professional relationships with learners based upon the best interests of those learners,
    • base their professional practice on continuous professional learning, the best knowledge available about curriculum content and pedagogy, together with their knowledge about those they teach,
    • present subject matter from an informed and balanced viewpoint,
    • encourage learners to think critically about significant social issues,
    • cater for the varied learning needs of diverse learners,
    • promote the physical, emotional, social, intellectual and spiritual wellbeing of learners,
    • protect the confidentiality of information about learners obtained in the course of professional service, consistent with legal requirements (The Education Council Code of Ethics for Certificated Teachers , 2016)

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  4. Week 29: Activity 7: Social Media in Teaching and Professional Development

    Edutopia
    Wordle Display

       What Social Media platform do you feel best supports 
engagement with your professional development? Why? 

    Social Media can be used as a tool in Professional Development for teachers, this will allow teachers to share ideas with
    other professional teachers online. Collaborating ideas and sharing it through a tool that is conveniate of time and also
    resources. Social Media is public and so sharing knowledge online gives the public access to other
    professional teachers on a global perspective, giving feedback and ideas. Teachers need to share their resources and planning
    because it will save so much time and money. With Social Media teachers can promote, create a system where Pedagogy is
    forever changing, planning is open to the public and teaching no longer becomes trapped in the four walls but for everyone to
    challenge, give feedback and support teachers through these tools to help teach these students. 
    Pinterest-For teachers we can use Pinterest to upload resources and share it to other teachers. We could share effective
                     pedagogy that would benefit other teachers on a global perspective.
    Blogger-We can use to upload our planning and form discussions around our practice, but also creating a public discussion of topics that we focussing on.
    Twitter-Tweeting what we are doing today? What was the highlight of teaching? Updating some great moments the students
                   had with your lesson.
    Google Plus-Teachers within the school or community can share things related to their inquiry or topics for writing. This is a place where teachers can collaborate ideas and have meetings. You can also conference with other teachers around the world. Great way to network with other schools and teachers in the education sector.
    Google Docs-Great way to plan together and also put idea together on one document. Also great way to have every one contributing ideas 
    Kahoot- Teachers can test each other knowledge with Kahoot making learning fun but also having fun collaboratively.
    Facebook-This is very similar to google plus but more of sharing knowledge to everyone (Community based) sharing and celebrating success of students and the success from your lessons, practices. Great way to capture community feedback.

     Teachers are getting busy, they have a lot of work to do. Using Social Media is a great way to help them have time and create
    a network where they are support by the public. But also we are thinking smart and not reinventing the wheel but building on
    it. 
    I believe that Social Media can be used in the classroom for teaching and learning because knowledge is online, our future
    jobs involve Social Media tools to help advertise, market, communicate messages to help inform people. But also learning to
    create a positive Social Media community that benefits everyone is important. 

     I always follow these 12 ways teachers are using social media in the classroom to help me and remind me the purpose in using the tool. This is from the website www.edutopia.org(2016)

    12 Ways Teachers are Using Social Media in the Classroom Right Now:

    1. Tweet or post status updates as a class. Teacher Karen Lirenman lets students propose nuggets of learning that are posted for parents to read.
    2. Write blog posts about what students are learning. Teacher Kevin Jarrettblogs reflections about his Elementary STEM lab for parents to read each week.
    3. Let your students write for the world. Linda Yollis' students reflect about learning and classroom happenings.
    4. Connect to other classrooms through social media. Joli Barker is fearlessly connecting her classroom through a variety of media.
    5. Use Facebook to get feedback for your students' online science fair projects. Teacher Jamie Ewing is doing this now, as he shared recently.
    6. Use YouTube for your students to host a show or a podcast. Don Wettrick's students hosted the Focus Show online and now share their work on a podcast.
    7. Create Twitter accounts for a special interest projects. My studentMorgan spent two years testing and researching the best apps for kids with autism (with the help of three "recruits"), and her work just won her an NCWIT Award for the State of Georgia.
    8. Ask questions to engage your students in authentic learning. Tom Barrettdid this when his class studied probability by asking about the weather in various locations.
    9. Communicate with other classrooms. The Global Read Aloud, Global Classroom Project and Physics of the Future are three examples of how teachers use social media to connect their students as they collaborate and communicate.
    10. Create projects with other teachers. (Full disclosure: I co-created Physics of the Future with Aaron Maurer, a fellow educator I first met on Twitter.)
    11. Share your learning with the world. My students are creating anEncyclopedia of Learning Games with Dr. Lee Graham's grad students at the University of Alaska Southeast. The educators are testing the games, and the students are testing them, too.
    12. Further a cause that you care about. Mrs. Stadler's classes are working to save the rhinos in South Africa, and Angela Maiers has thousands of kids choosing to matter.

    @coolcatteacher, V. (2014). A Guidebook for Social Media in the Classroom. Edutopia. Retrieved 31 May 2016, from http://www.edutopia.org/blog/guidebook-social-media-in-classroom-vicki-davis 







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  5. Week 28: Activity 6: Contemporary issues or trends in New Zealand  
    Augment Reality
    https://www.youtube.com/watch?v=hL3khV9X6yA
    Augment reality is a new learning tool that is creating the world where imagination comes to life. 
    Education has changed so much from drawing pictures, and displaying it on the wall to completing a picture and using a smart phone to bring it to life. The 21st Century world is full of innovate inventions that have brought us to the age of technology. We started off with writing on stones and now recording our ideas on a device. Technology has played a big part in our lives and Augment Reality has become one of the effective programs within the 21st Century classroom.
    The paper is still important but Augment Reality has proven to be effective for people in the areas of Education, Health, and Engineering.
    Interactive walls are the new thing for classroom environment and engaging students by using Augment Reality has helped students to interact with the world. Students have been inspired by this new program, this is a great way for students to get up from their chairs and interact by using the walls to help them Interact with the learning.
    Learning becomes more exciting and engaging!

    I found these awesome ideas that I will be using in my classroom and also within my community to help raise student achievement for my students and bring the future to our whanau. 

    1. Homework Mini-Lessons: When students scan a page of their homework, the page reveals a video of their teacher helping them solve a problem (Nesloney, 2013).
    2. Faculty Photo Wall: Set up a display of faculty photos near the school entrance. Visitors can scan the image of any instructor and see that figure come to life, telling more about him- or herself (Nesloney, 2013).
    3. Book Reviews: Students record themselves giving a brief review of a novel that they just finished, and then attach that "aura" (assigned digital information) to a book. Afterward, anyone can scan the cover of the book and instantly access the review (Nesloney, 2013).
    4. Parent Involvement: Record parents giving brief words of encouragement to their child, and attach a trigger image to every child's desk. Anytime students need to hear encouraging words from their parent, they can scan the image on their desk for virtual inspiration (Nesloney, 2013).
    5. Yearbooks: From tributes to video profiles, from sports highlights to skits and concert footage, the ways that AR can enhance a school yearbook are limitless (Nesloney, 2013).
    6. Word Walls: Students can record themselves providing the definitions to different vocabulary words on a word wall. Afterward, anyone can use the Aurasma app to make a peer pop up on the screen, telling them the definition and using the word in a sentence (Nesloney, 2013).
    7. Lab Safety: Put triggers (images that activate media when scanned by an AR-enabled device) all around a science laboratory so that when students scan them, they can quickly learn the different safety procedures and protocols for the lab equipment(Nesloney, 2013).
    8. Deaf and Hard of Hearing (DHH) Sign Language Flashcards: With AR, flashcards of vocabulary words can contain a video overlay that shows how to sign a word or phrase (Nesloney, 2013)


    Child Poverty In New Zealand
    Poverty is a global issue and it is a serious issue here in New Zealand. In the Education sector poverty is getting worse for our children and their families. This issue is affecting everyone in the community. Teachers and leaders of the school are having to take money from our pockets to feed some of our kids in need. Some parents are really trying and some have serious issues that have led them to suffer in bad condition, which unfortunately involves their children not eating the right food or not eating at all. 

     I wanted to talk about this issue because I believe the only thing that my students need is food. If students have the right breakfast and enough energy to help them get through the day then they would be able to contribute a lot to their learning. I believe that the achievement rate wouldn't be low at our school for our Maori and Pasifika students, and i believe that a lot of our behavioural students have issues with poverty at home. 

     I know that this is an issue that New Zealand is facing especially for our Maori and Pasifika kids, our Pasifika and Maori people make up the population of New Zealand. New Zealand has 34 million Pasifika people and the number is due to increase to 48 million by 2025, this data shows that our Pasifika and Maori people need resources put in place like secure jobs, support in Education from ECE to Tertiary studies, and also support in creating a positive environment that nurtures

    References

    Association for Psychological Science,. (2016). How Poverty Affects the Brain and Behavior - Association for Psychological Science. Psychologicalscience.org. Retrieved 8 May 2016, from http://www.psychologicalscience.org/index.php/publications/observer/2015/september-15/how-poverty-affects-the-brain-and-behavior.html
    Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Comput. Grap. Appl., 21(6), 34-47. http://dx.doi.org/10.1109/38.963459
    Child Poverty Monitor: Technical Report. (2016). Nzchildren.co.nz. Retrieved 8 May 2016, from http://www.nzchildren.co.nz
    Nesloney, T. (2013). Augmented Reality Brings New Dimensions to Learning. Edutopia. Retrieved 3 May 2016, from http://www.edutopia.org/blog/augmented-reality-new-dimensions-learning-drew-minock
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    • Two professional connections and their impacts on my practice and professional community.

    1st Connection: Mindlab Community: Mindlab has had a huge impact on my teaching practice. Everything that I have learned (scratch, coding, gamification, collaborative learning, leadership etc... I have incorporated into my teaching and learning. Mindlab has opened my eyes to new learning and new experiences. It has challenged me to try new things that relate to 21st Century Learning and teaching. I am amazed at what i thought was too hard to incorporate, i have used what was learnt at Mindlab and it has engaged my students and helped me to build a positive relationship with my students. They love what i bring to class and they want more of it! My practice is always research based and I believe having Mindlab together with my best practice has developed me into "A Sucessful Pasifika 21st Century Teacher and learner!


    2nd Connection: Pasifika Community (Auckland): My Pasifika community is an important foundation in having a purpose in my teaching, but also building a network of people who believe that education plays an important part in being successful and creating a learning community. I believe that my community has supported me in my teaching practice because we share the same values and collaboration is something that our ansetors passed down to us. So collaboration isn't new, it has been around for many decades and it has been the key to achieving things in life. I am passionate about raising achievement for our Pasifika people. Evidence in education show that our Pasifika people are achieving low in our basics of numeracry and literacy. Building a learning community that supports my purpose of culture and identity impacts on my teaching practice because  students need to understand themselves and the purpose for learning and achieving.
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  7. Great song! Awesome kids! Good way to start the day ;)
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  8. Amazing work and very impressed! Well done to the team and principal at PASS!


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  9. My community of practice in regards to Wenger's 

    • What are the current issues in your community of practice? How would you or your community of practice address them?
    - When I collected whanau voice and student's voice the issue that came out of discussions with everyone was more whanau activities that embrace their identity and culture. The acknowledgment of parents, whanau and celebrating the achievement, even if it was a small achievement. I feel that some of the activities that we have with whanau we should use the culture approach incorporating the 21st Century and getting our community on board with the new updated gadgets.

    • What are the challenges that you face in your practice? How would you or your community of practice address them?
    To come into the classroom for 5-10 mins (at least twice a week) to write with their child or share their experience with writing. Our students need role models and they need to know they can do it! Our Pasifika families that come from overseas had to go through cultural assimilation coming to New Zealand learning the new language and culture and with many changes, they are here now achieving a lot in life using writing in a variety ways that helps them in everyday situations. The practice of the life outside the western society is different for our families who went through that. But with culture and language being a strong part of learning anything is possible!

    • What changes are occurring in the context of your profession? How do you think you or your community of practice should address them?
    Using devices and getting our students fluent in ICT which will help accelerate learning for our Pasifika and Maori students. We are moving into an age where technology plays a big part in our world. We see technology when we go to school, work, study, basically everywhere we go. Most things are controlled by technology, and we need to learn how this technology runs and the benefits it has for our students, families, and our community. By being fluent its means that students can use the ICT tools to work effectively in any situation students are in.
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  10. Reflecting on ‘Reflective practice’

    By: Linda Finlay, Ph.D., BA(Hons), DipCOT

    Finlay, 2008 

    What is/are the points in the article that you can relate to your reflective practice? 


    In this section I found this to be important because having to reflect on own practice has to have an effective on my class, my teaching, my student, my goals, my goals that link to the vision of the school, my staff, my team and also my community. To be an effective teacher being reflective and sharing it with people, but presenting it with care is important because there is a purpose in that reflection, however the whole reflection is about me and benefits I can provide for the people involved whether it mean teaching them or people learning and applying new strategies from my reflections.






    Having short cuts and reflecting without completing the model is ineffective because reflecting effectively using a model means there is a process that helps teachers like myself to look for next steps in my teaching and to apply strategies that will support my students and give me a direction to best practice. Having questions and a process directions for teachers to know what to do next and go back and re-think over goals, aims which guide teachers like myself to be proactive in teaching.


    Are you using any model of reflection? If yes, evaluate the model you are using, is it effective? is there any room for improvement?










    With the models in the reading, i have a similar process when it comes to my reflection. My reflections look at the next steps, what went well and how did I feel about my lesson? Reflections don't always come at the end of a lesson sometimes a reflection might be during or before the lesson. Sometimes depending on the aim and goals that I want to achieve I usually reflect during my lesson looking at questions like have I help this child to learn? Am I scaffolding this properly? I have similar questions but more purposeful and meaningful reflection that is based on my next steps.


    Is there any model that you would like to adopt? Explain why you find it suitable to use.





    I have adopted this model since 2012, I believe this is a successful way to plan, teach, reflect and develop next steps and the cycle starts over again. The questions are simple but effective and getting students to give feedback on my teaching is also a reflection of students on my teaching and how well it went. I use this model every day in all my lesson because this works for me and my students as well as my community.
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