Blog Post 1 - Introduction to Reflective Portfolio

Blog Post 1 – ‘Introduction to my reflective portfolio’

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.