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I plan to implement these following strategies in the classroom as I believe that they will enhance positive relationships, between ākonga, the learning environment and myself. 

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I plan to implement these following strategies in the classroom as I believe that they will enhance positive relationships, between ākonga, the learning environment and myself. 

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This has inspired me to develop these following strategies. 

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This has inspired me to develop these following strategies. 

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I believe that building relationships is the key to having a successful learning environment. The relationships between the students and myself will be genuine and the first few weeks will be dedicated to make this happen. I believe that the trust within the classroom should be earned rather than forced. Once a positive relationship is built I will be able to trust my students and provide a positive learning environment for all.

The key to managing a classroom effectively in my eyes is through having respect for each and every individual within the class. This is a belief of mine as if there was no respect given then being proactive and having a positive classroom would not be accountable. Fraser (2016) notes that having a respectful classroom culture is having a genuine regard for the students, including their personal, learning and cultural identity. Groundwater-Smith (2015) agrees by explaining that respect evolves from positive relationships between all members of the classroom community including the relationships between students. A starting point to having respect for students is through learning their names. This may seem like a simple task but it is a crucial element when developing respectful relationships. Groundwater-Smith (2015) explains that names are interlinked with a person’s identity and can be rather demoralizing when a teacher looks at you and not know your name. Fraser (2016) adds to this topic by explaining that mispronunciation of name can mock a student and the significance of the name. Although this is a very simple topic, it should never be overlooked. Groundwater-Smith (2015) explains that teachers need to learn the student’s names as quickly as possible to show the students that you can genuinely respect that student. It is important that teacher care for each and every student and McDonald (2013) explains that students want to belong and best learn in an environment where teacher adapt their pedagogy to include students out of school lives and lifestyles. In order to do this teachers must get to know their students. Alton-Lee (as cited in Hill, 2016) explains that teachers make a significant difference to students when they know and acknowledge the diversity within the classroom. McDonald (2013) reminds us that teacher connect with students when they demonstrate trust, respect and empathy towards all learners. I believe that respectful relationships improve learning for all, as the student’s feel believed in and a genuine belief that they can succeed.

Relationships with whānau
https://www.youtube.com/watch?v=kin2OdchKMQ
Attached is a youtube link of a ted talk by Megan Olivia Hall.
Megan talks about how parents and teachers have the same vision, for the child to succeed, so we must work together in order to successfully achieve this.

Relationship with students
https://www.youtube.com/watch?v=SFnMTHhKdkw
Attached is a youtube link of a ted talk by Rita Pierson. I like her quote "Kids don't learn from people they don't like"

My learning:
Pervious essay on respectful relationships in order to create an inclusive classroom.

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https://www.tvnz.co.nz/shows/the-curious-mind
Nigel Latta explains the importance of promotion of promoting health and wellbeing through mindfulness.

https://www.youtube.com/watch?v=JJG4Sqbgj6k

https://positivepsychologyprogram.com/mindfulness-for-children-kids-activities/
In the article is practical ways include mindfulness into my classroom. I practically like the Safari exercise.

Watch the Hikititia te hā video for the actions or make up your own.

https://www.youtube.com/watch?v=VvXV3MIY-_M

Hikitia te hā

1. Hā ki roto (breathe in)

Hā ki waho (breathe out)

2. Hā ki roto (breathe in)

Hā ki waho (breathe out)

Te mihi ki a Papatūānuku

(Greetings to Mother Earth)

3. Hā ki roto (breathe in)

Hā ki waho (breathe out)

Te mihi ki a Tāne Mahuta

(God of forests trees and birds)

4. Hā ki roto (breathe in)

Hā ki waho (breathe out)

Te mihi ki a Tangaroa

(God of ocean, fish)

5. Hā ki roto (breathe in)

Hā ki waho (breathe out)

Te mihi ki a Tawhirimatea

(God of weather)

6. Hā ki roto (breathe in)

Hā ki waho (breathe out)

Te mihi ki a Rūaumoko

(God of earthquakes and volcanoes)

7. Hā ki roto (breathe in)

Hā ki waho (breathe out)

Te mihi ki a Tūmatauenga

(God of war)

8. Hā ki roto (breathe in)

Hā ki waho (breathe out)

Te mihi ki runga

(To all above)

9. Hā ki roto (breathe in)

Hā ki waho (breathe out)

Te mihi ki raro

(To all below)

10. Hā ki roto (breathe in)

Hā ki waho (breathe out)

Te mihi ki roto

(To all within)

11. Hā ki roto (breathe in)

Hā ki waho (breathe out)

Te mihi ki waho

(To the Universe and beyond)

12. Hā ki roto (breathe in)

Hā ki waho (breathe out)

Te mihi ki a rātou kia whitirangitia (To those passed on look to the heavens)

13. Hā ki roto(breathe in)

Hā ki waho (breathe out)

Te mihi ki a tātou katoa

(To all of us)

Attached is a PDF that include the guidelines and for mental health within schools. I am inspired by this quote:

"The interaction between schools and young people and the overall experience of attending school, provides opportunities for promoting mental and emotional wellbeing which can be sustained and reinforced over time (Bennett & Coggan, 1999; NHMRC National Health Standing Committee, 1996; Patton, Glover, Bond, Butler, Godfrey, DiPetro & Bowes, 2000; Wyn, Cahill, Holdsworth, Rowling & Carson, 2000)".

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Ways to create an inclusive classroom
Layout:
https://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?referer=https://www.google.co.nz/&httpsredir=1&article=1102&context=ejie - A reading on creating a warm and inclusive classroom environment. I particularly like this quote "Teachers should consider the use of universal design. Universal design is designing products and environments to be usable by all people, to the greatest extent possible, without the need for modification or specialized design"

https://www.tandfonline.com/doi/abs/10.1080/00405847709542694?journalCode=htip20
This article explains the importance of collaborating with the students to help decide how the classroom should be set out.

Previous essay on inclusive classroom.

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It is important that teachers create a positive learning environment in order to promote learning for all. I believe that developing a positive learning environment is a crucial element to being proactive to avoid unnecessary behavioural issues.

Groundwater-Smith (2015) describes positive learning environments to be learning environments where students feel as though they belong and are happy. I view positive learning environments as where students Hauora is being maintained. It is up to the teacher to foster this environment and they also determine the types of relationships that are present in the classroom as explained by Groundwater-Smith (2015). Although I agree with Groundwater-Smith, I also believe that the students should have an input into the learning environment just as much as teachers do in order for it to work for everyone. The Ministry of Education (2015) adds to Groundwater-Smith’s description and explains that positive learning environments include positive behaviour strategies.  PB4L (positive behaviour for learning) is a programme that the Ministry of Education developed and is based on the concept that positive behaviour needs to be taught rather than expected. The Ministry of Education (2015) explains that PB4L helps foster positive behaviour, enhance the quality of relationships and increase the student’s well being through positive learning environments. McDonald (2013) suggests that teachers implement positive strategies throughout the whole school to assist in developing a consistent learning environment throughout the whole school. Groundwater-Smith (2015) explains that positive learning environments enhance students learning and the opportunities for all students are maximised as students feel valued. I believe that this is because students know that their contribution to the class is appreciated and they are able to achieve their full potential.
During my professional placements, I have noticed how much of an importance managing behaviour is and recently I experience a classroom in which I did more behaviour management than I did teaching. One thing I have learnt through these experiences is the importance of positivity and relationships. In my final report, my associate teacher commented on my positive relationships with the class. During my first week I focus on making connections and respectful relationships with the students and in return, I gain their respect back. This makes the learning environment more positive as they are able to see that I am there to help them learn.

I plan to self assess myself often to ensure I am providing optimal support to all learners.

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Learning from one another

Teachers should work alongside students to co-construct knowledge in order to promote learning for all. Ako is a concept, which views relationships between learning and teaching and Alton-Lee (as cited in Ministry of Education 2011) defines Ako as to teach to learn or that the teacher learns from the students and the students learn from the teacher. This is a concept every effective teacher should include in the classroom. Ako promotes learning for all as teachers are able to build an inclusive environment where all learners make contributions and feel as though they are valued (Alton-Lee as cited in Ministry of Education 2011). Co-constructing assessment criteria is another opportunity where teachers can promote learning for all. Groundwater-Smith agrees by explaining that shared learning goals and co-constructing assessment criteria students know what the learning will involve and are able to identify whether or not they are been successful in the learning. By co-constructing the learning students are able to make informed and realistic goals. Goals need to be SMART. Fraser and Hill, (2016), explain SMART goals to be specific, measurable, achievable, realistic and timely. I believe in order for goal to be SMART the students must be informed and this could be done through co-constructing the learning. SMART goals are proven to be effective in promoting student learning (Hastie as cited in Fraser and Hill, 2016).  Fraser and Hill, (2016) explain that in order for goals to be successful they need to be revisited regularly and realistic as goals that are too easy will lead to boredom and goals that are to challenging lead to frustration. Goals are important for student learning as they decrease negative behaviour in the classroom. Fraser and Hill (2016) explain that goals decrease behavioural issues, as all students are able to notice success and eventually be successful.

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I believe that preparing students for the future is one of the most important jobs a teacher has. I want to encourage my students to be proactive rather than reactive. I also want student to develop useful skills they will use throughout their entire lives. Skills such as communication, imagination, initiative and confidence. I want to give my students the best opportunity to live a successful and happy life.

An effective teacher must plan to best equip the students for their future. In order to do this, I believe there is a need for teachers to steer away from the knowledge and focus on the knowing how. From my recent experiences in schools, it is apparent that teachers are no longer a content expert rather a facilitator of learning. Groundwater-Smith (2015) agrees by saying teachers are no longer the sole expert knower and gives the example that many students are a lot more confident working with technology than many teachers. This is important for student learning, as teachers are not giving students limits on what they can learn in regards to their own personal knowledge. Another way that teachers can equip students for the future is planning lessons where students need to be imaginative and creative. Groundwater-Smith (2015) explains that teachers put a lot of effort into what the student already knows and not enough effort into the student’s imaginative and creative capacities and the New Zealand Curriculum (2007) envisions students to be creative and lifelong learners. In order to achieve these vision teachers can use a discovery or inquiry-based learning where teachers and students are in the learning process together rather than the teacher constantly teaching and the students not having an impact on choosing what to learn (Duckworth, as cited in Groundwater-Smith 2015). This will enhance creativity and imagination as the students are involved with what they think is important to learn and the best way to learn it. Today’s society is ever-changing, so it is an opinion of mine that teachers need to focus on developing the students creative and imaginative sides in order for students to partake as informed citizens in is this rapidly changing world.

While on placement I designed learning opportunities that encourage students to work collaboratively and independently.  I also offered learning opportunities that enhanced creativity, problem-solving and imagination.

Ken Robinson discusses in this Youtube video about how we need to be changing the way education is in our classroom. Back in the 20th century and early 21st century that we were preparing students for  factory or university so that was how classroom were sorted out. As teachers it is now preparing them for much more then that and stop setting them up as robots but actual human beings. It is designing the classroom to work as well for individual students It shows research that ADHD has risen in the USA because of this pressure and filling the students with so much knowledge that they can not concentrate.
https://www.youtube.com/watch?v=zDZFcDGpL4U&t=1s

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Fraser, D.  (2016). The Work and Artistry of Teaching. In D. Fraser, & M. Hill (Eds.), The professional practice of teaching in New Zealand (5th ed., pp.240-260). Melbourne, Australia: Cengage Learning.

Fraser, D.  (2016). Developing Classroom Culture: Creating a Climate for Learning. In D. Fraser, & M. Hill (Eds.), The professional practice of teaching in New Zealand (5th ed., pp.240-260). Melbourne, Australia: Cengage Learning.

Fraser & Hill. (2016). The professional practice of teaching in New Zealand. (5th ed.). Melbourne, Australia: Cengage Learning

Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2015). Teaching challenges and dilemmas (5th ed.). Melbourne, Australia: Cengage Learning

McDonald, T. (2013). Classroom management: Engaging students in learning. Oxford University Press

Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media Limited.

Ministry of Education. (2011). Cultural competencies for teachers of Māori learners, Tātaiako. Learning Media Limited

Ministry of education. (2015). Positive behavior for learning overview. Wellington, New Zealand: Learning Media Limited.