Hmmm, where do I start? I don’t like data. It doesn’t ever get to the real answer that’s needed and I don’t think that this data provided any real solid answers for me in my professional learning.
I understand the need for reflection and absolutely love to have the opportunity to look in the rear-view mirror; but it has to be purposeful and provide me with useful feedback that can really determine what my needs are and the needs of the students in my class.
Even without survey data, most teachers would safely be able to say what level they are working at and where they need to reassess their impact on the learning environment and situation. Being spread over numerous learning areas has been very difficult and that there have been many missed opportunities due to being time poor. Working across numerous learning areas is not dissimilar to what may happen in a primary classroom; however, in a primary classroom, the teacher would be in one space and working with the same students for every learning area. This premise cannot be applied in a secondary school setting unless there is a valid discussion about the needs of the students in a transition phase and a real commitment to running a program that meets their and their teacher’s needs.
At present, I feel a struggle between quantity and quality as a teacher and that I only have ‘moments’ where I have the opportunity to bring my true passion for teaching and my real excellence as a teacher/collaborator/innovator/networker/learner to the fore. Evidence tells us that multi-tasking in general is difficult and that consistency is key to providing a safe environment for learning. I feel for the students in how they progress in their learning swapping from one learning area to another. I have first hand experience of this myself now as both teacher and learner.
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