The social structures of schools and classrooms are complex, layered with aspects of power, and usually taken for granted. Mindfulness is a fruitful way to unpack or come to see these structures more clearly, thereby coming to know your pupils, way of teaching, social interactions more fully.
During this period she has also provided several keynotes and lectures in New Zealand including: They also provide challenges for creative and complex learning and thinking, helping children to extend their ideas and actions through sensitive, informed, well-judged interventions and support.
What do we need to do to ensure that we are the best we can be? She has recently co-authored a book on Te Whariki entitled: Understanding the Te Whariki Approach: Early Years Education in Practice. She believes we need committed and responsive leaders at all levels and we should be concerned with both personal and professional qualities to meet the challenges ahead.
In summary some of her ideas are: Using Magic Conjure up close collaboration and partnerships in your early childhood setting and recognize the importance of teacher presence. Transform relationships with children, parents and teachers to make them reciprocal, authentic and effective.
Being Moral An organisation is strengthened when everyone feels there is a strong sense of moral purpose courage, justice, caring and excellence. Above all, experience joy! Every teacher, child and parent has the right to be engaged in leadership. Wendy believes that we now need to bring magic into every early childhood setting, more than ever before.
We need to articulate and make visible our morals and ethics in our efforts to make a difference for children and families.
These attributes are needed to build communities where people are encouraged by shared spirit, passion and effort to be the very best they can be and to realize possibilities they have never imagined.
Wendy has written for and talked with teachers in many countries about the value of Learning Stories as a developing reflective writing as effective pedagogy in maths of formative assessment. Learning Stories show progress and make learning visible to the child, the family and the teaching community.
They also explore how to document children's learning in a way that is meaningful, effective, and inclusive so that it makes a real difference. In Februarybased on readers' feedback, major educational book publishers' recommendations and a group of expert judges' opions, two of the books that Wendy has co-authored were chosen to be translated into Chinese.
Click here to read more. Learning Stories provide a richness of opportunity on so many levels to strengthen the identity and competence of the learner children and teachers. These elements provide useful guidelines for helping teachers to deepen and strengthen their writing of Learning Stories.
Discussions on the elements of Learning Stories in a collaborative group of teachers is recommended as a powerful source for reflection, growth and change. Here are some starter questions to ponder that consider these elements of Learning Stories: Is the Learning Story about learning that is embedded in everyday contexts?
Does my Learning Story document collective and individual enterprises? As a writer of Learning Stories, have kept a view of learning as complex and is this complexity visible? Is my Learning Story in harmony with the principles of our curriculum?
Are my Learning Stories making visible the culture of the child and the multicultural nature of our community? Do I provide opportunities for the children and their families to contribute to their Learning Stories and the assessment process, reflecting and strengthening inclusion?
Learning Stories provide powerful pathways to engage everyone - children, parents, teachers, and the wider community - providing opportunities for the community of practice to become more strongly interconnected through narrative assessment and working as a collaborative team.
There are both expected and unexpected outcomes when the whole community works together creating, contributing, communicating, and collaborating. Assessment can contribute powerfully to these reciprocal relationships that enrich teaching as learning journeys.
Wendy believes assessment practice has the capability to not only improve learning opportunities for children but to potentially change the culture of early childhood centres and communities.
Wendy wants to share some of the practical strategies developed by teachers throughout New Zealand and around the world, which are now changing the landscape of connections across early childhood communities. Communities of practice are being nourished with ideas and reflections that build a commitment to each other and bring into view the power of listening deeply; being present; and creating opportunities to connect, communicate, and contribute.
Wendy is committed to looking closely at planning in this way for individual children, as well as groups of children. She has a deep interest in the development of both 'Stories of Interest' and 'Planning Stories' which draw together Learning Stories, teacher reflection and intentions, community involvement, child, parent and family voice into powerful documentation which provide rich information to grow a community and also provide effective accountability.
For many, these words have clearly not been heard. The culture of some settings are dominated by routines and rigid schedules, the environments are largely plastic and unimaginative. These opportunities are not available for so many children today as irrational fear becomes a dominant discourse in raising children and screens have replaced the outdoors.
It is now well evidenced in research that children who spend time in the outdoors perform better educationally, not just in the traditional subjects of reading and mathematics but also well beyond this into the areas of life long learning.FACULTY OF EDUCATION.
Mafikeng Campus NOTICE. Students are asked to note that this calendar is valid for only. Rules and Curricular may be changed in or in any subsequent year. CHAPTER 2 PEDAGOGY AND MODELS OF TEACHER KNOWLEDGE Askew et al (), writing about effective teachers of mathematics found that they had knowledge of the conceptual understandings within and between areas of the curriculum.
This did not necessarily correlate with high qualifications in. What is Reflective Teaching? - Definition & Methods. Reflective Writing: Definition & Examples What is Reflective Teaching?
- Definition & . Educational Technology Conferences for June to December Clayton R. Wright. The 31 st edition of the conference list covers selected events that primarily focus on the use of technology in educational settings and on teaching, learning, and educational administration.. Please note that events, dates, titles, and locations may change and some events may be cancelled.
Mathematics is the most international of all curriculum subjects, and mathematical understanding influences decision making in all areas of life—private, social, and civil. El Seductor, Carly Phillips X Keijutsukai Aikido - Japanese Art of Self-Defense, Thomas H.
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