I have been teaching for 10 years after graduating from Otago University in 2004 with Bachelor of Teaching. I spent my first 2 years teaching Year 4/5 in a small urban school in central Auckland. On completion of my full registration I moved to London for 2 years where I taught in a number of inner city schools as a supply teacher. This was an invaluable experience that shaped my current teaching style. After returning to New Zealand in 2010 I accepted a position at an Auckland Primary School, teaching Year 2. During the past 5 years I have been offered a number of opportunities to extend my career, becoming an ICT lead teacher as well as a Team Leader. I currently lead the Year 1 team, am responsible for ICT on the Junior side of the school and lead the schools Te Reo Māori programme.
TEACHING APPROACH/STYLE
I currently teach in a single cell classroom. The class is well equipped with a range of devices, including iPads, iPods, desktop computers and an interactive Smartbaord. As a result my teaching approach is strongly influenced by blended learning practices. These devices are incorporated into all curriculum areas with a focus on providing children with meaningful and purposeful tasks that develop the children's abilities to apply their advancing skills to create content. I believe that the Key Competencies play an integral part in the education of children today. The access that children have to information is almost limitless however the fundamental principles that underpin communication, participation and relationships have not changed. Therefore it is essential that we equip children with the skills needed to effectively interact and collaborate within this fast paced and ever changing world.
CURRENT EDUCATIONAL INTERESTS
I am very interested in exploring how the curriculum can be taught through a less structured, more play based style. A lot of current educational research suggests the Finnish education system effectively caters to the needs of children transitioning to school. In Finnish schools play is valued in the early years and children are not forced to start formal learning until they are ready.
Current questions - how does a model like this fit with the current governments focus on National Standards?
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