My name is Helen Prescott. I have over twenty years experience in teaching and learning (adults and children), with the last nine years being in primary education. It is my passion to transform learning through technology and this enthusiasm is infectious, inspiring others on their own e-learning journey.
My experience in managing international projects prior to primary education, has enabled me to develop as a passionate, strong leader in education, with my most recent accomplishment being part of the senior management team and leading the e-learning at Sunnyhills School.
I am a future focussed leader, and am about to complete a Post Graduate Certificate in Applied Practice through The Mind Lab and Unitec which focussed on cutting edge technology together with pedagogy and leadership, and application in the classroom.
In my current role as e-learning facilitator at Sunnyhills school innovations I have led include:
- Introducing iPads to support multi modal literacies and using blogger as a platform to share the learning and develop critical reflective thinking
- BYOD: Introduced and managed BYOD at Sunnyhills
- Google Apps for Education (GAFE) together with Hapara‟s Teacher Dashboard – Set up and managed all training and implementation across entire school
- Managing staff e-learning development
- Transforming the library to a „learning hub‟ which includes a maker space with 3d printers, makey makey kits and coding
I am a strong advocate for collaboration and in 2013 I organised and led a successful unconference between Sunnyhills and local schools, Elm Park and Point View with a focus on sharing learning about Google Apps for Education which will continue this year.
My leadership skills have been extended through presenting at ULearn, Educamps, EduIgnite evenings, Interface Xpo etc.
I am a reflective teacher and have taught in a range of year levels (3-6) having inquired into, and integrated the use of, modern learning environments and self directed learning with a future focussed direction.
I understand that the needs of each school community are different and it is important to recognise what works for one school does not necessarily work for another. Getting to know the school community and their needs is essential for developing e-learning strategies and capabilities. I strongly believe in creating/collaborating and sharing the learning.
My Teaching Philosophy
At the heart of my teaching philosophy is the Maori concept of Ako whereby the students and teacher share a reciprocal relationship in the teaching and learning process. To support this reciprocal relationship I believe that as teachers we need to develop and nurture a caring learning community designed to meet children’s basic human needs such as a sense of belonging, a connection to others and also to diverse ideas and values that make children’s lives meaningful and important.
I have a passion for teaching,
and my enthusiasm within
the classroom is infectious. I believe
it is important to bring my enthusiasm
for teaching into each subject,
with the hope that my energy will motivate students to become more deeply engaged.
I enjoy using ICT tools not only to captivate
and stimulate children’s learning, but transform it, both at school and beyond the four walls of the classroom. I encourage pupil participation in the classroom
through the use of cooperative learning
structures and questioning using Blooms Taxonomy including online
discussions/blogs, and I look to pupils for feedback to improve
my own teaching, creating
a climate of trust. This mutual relationship is one that I endeavour
to foster by being approachable, fun, straightforward, honest, enthusiastic, and caring.
I want my pupils to look forward
to coming to class. I believe it is important
to develop a class culture where children can feel safe
in an environment where they can be themselves and be valued and accepted as part of a ‘unified
community’ of lifelong
learners. As part of the class culture I establish clear routines as children find comfort
and security in routines
and would treat children fairly
and equitably. The learning environment needs to be both bounded
and open. Boundaries still give children the freedom
to speak but guidance
is crucial to remain focused.
I believe
in building good relationships with children starting
with getting to know each child, their cultural background
and history. By understanding a child’s strengths, interests, and experiences aides the ability to confidently assist a child
to learn at their own level of understanding, readiness and interest. It is also important
to recognise the way the environment and other influences affect a child’s learning. I advocate
building relationships with the parents/caregivers and families of each child
which in turn strengthens the relationship between teacher and child.
I consider
it a blessing and a great responsibility to be given the chance to make such a positive difference in children’s
lives.
