# data[].attributes.body
Connections - The environment of the classroom/learning spaces we created to inspire our students. for example, the posters, cultural/festival decorations etc. connected student to learning of the language in a different way.
Challenge - The time we allocated to every students to complete a certain tasks; as individual they all working in different pace and particularly in a language class, they come with different learning backgounds, so it is hard for them to finish at the same time.
Concepts - Opportuninities. Finding the chance for students to practice the language learnt in the class is important! also get them the opportunities to experience the authentic customs and cultures
Changes - Rethink the way of interactions

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Connections - I connected with the thinking around our own prior learning experiences and the elements that were powerful to me in these settings. The learning experiences that I remember the most strongly have included learning within groups, sharing ideas and taking part in shared learning. They have included engaging experiences that have been joyful and had a strong energy to them.

Concepts - A key concept to hold onto is that our expectations should not only be for the children, but for ourselves as both educators and learners. Another is the importance of space and the message this sends to children in how the space should be used and what is valued within the learning space.

Changes - Paying attention to all of the cultural forces and that they are all being equally valued in our learning spaces.

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Connections - I connected with the notation of the culture of a school being foundational and will determine how the curriculum comes to life. I also connected with the various forces that shape culture as I feel each one is so important.

Challenges - I didn't really identify any challenges as I agreed that each area was important in shaping culture.

Concepts - It's important for teachers to be life long learners and to model this for our students.
Also each force plays a part in shaping students' learning and there are connections between the forces.

Changes - Valuing each of the cultural forces and their impact on learning.

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Connections: I connected with the idea of of valuing everyone's contribution, building community and how an active culture of thinking supports us to reach our potential.
Challenges:
Concepts: Key concepts for me to hold to are that quality interactions within a learning environment demonstrate the culture within the classroom and the importance of the pedagogy of questioning and listening.
Changes: Modelling taking risks and critical self reflection from all experiences

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Connection: Contributes to the culture of the school - focusing on a particular force can have a positive impact on school culture
Challenge: What small changes can have the biggest impact? How can we be realistic about change and implement ideas that have longevity
Concepts: Collaboration - both in students and teachers. Collective efforts and a uniformed approach with multiple perspectives and skill sets
Change: Whole school buy-in. We need to share the same values, language and approach to change

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Connection: I connected with the idea of leaving group discussion/debate with excitement and opportunities to ponder new ideas. In EL we are often engaging in group discussions together as educators, but I am excited to think of how we can then implement this culture into the classroom.

Concepts: A key concept to hold onto for me is connection and interrelation of the culture forces. For our group TIG - looking at Time, it will be interesting to keep in mind the other forces and how they might influence or support our classroom project.

Changes: I think a change in our mindsets and classroom environments is needed in order to embrace these new teaching and learning opportunities for educators and students alike.

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Connection: Thinking should be valued, visible and promoted to provide learners with the best and most productive experiences—purpose - commitment - engagement - challenge - connection.

Challenge: How do we evaluate our progress and how do we continue to communicate, educate, and bring our parent community on this journey with us and the girls?

Concept: Culture of powerful learning - the eight forces being embedded and part of our everyday thought.

Changes: Ensuring that thinking is central to our learning design, rather than having curriculum being the driver - managing this tension within 'time' - creating flow and time for thinking. Evaluating our success in doing this.

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Connections - we connected with... the importance of interactions with our students and families
Challenges - We wish to challenge the assumption of... establishing routines and time when timetable constraints and external factors such as tours, sporting and music commitments and their impact on the ability to balance expectations and manage optimal learning time.
Concepts - a key concept to hold onto for us was... creating a supportive environment that values student voice, engagement and participation.
Changes - I think a change in...expectations is needed to focus on individual growth to empower individuals to value the journey rather than just the end result.

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Concepts - a key concept we will hold onto is language and how culture can influence the language that we are exposed to and the language that we expect to use to interact with others.

Connections - we are seeing a connection to Mathematics and the professional learning we had with Rob V.  We are looking to connect the cultural force of language with the key words from Rob.

Challenges - we see developing a shared language across different ability levels to be a challenge particularly with having different backgrounds and different educational experiences.

Change - I think a change in the number of people required for key words in maths may be causing a challenge. Instead of doing this individually, we are thinking about team teaching with one person facilitating the conversation and another recording the key words from the discussion.

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I connected with the the thought that it doesn't matter where you start, all cultural forces interact simultaneously.
A key concept was the modelling as a teacher risk taking, making mistakes etc and fostering the development of ideas.
Challenges - with younger children coming into formal learning, the challenge to transition girls into risk takers and being willing to make mistakes when this concept is foreign at home and adults step in to rescue.

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Connection- I feel connected to modelling. Not only through demonstrating activities, but modelling expectations, making mistakes and participating in tasks with students.

Challenges- The environment. I feel the learning environment doesn't currently reflect the learning that occurs in the space.

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Connection-low entry/high ceiling
Challenges-time Vs flow
Concepts-student independence empowers rather than controls
Changes-rethink the need to have tasks completed when more thinking needs to be done

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Connections - I connected with routines. I love a strong routine and rhythm to the lesson.
Challenges - TIME. Always TIME!
Concepts - Interactions - respect for and interest. Teach students these skills through their example first.
Changes - The environment. The need for learning spaces to be adaptable, flexible and have a sense of purpose

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Connection seems to be the most significant to me.  I really like the image of the dominos tumbling, meaning that no matter where we commence, we will come into contact with all the forces.  

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Connection seems to be the most significant to me.  I really like the image of the dominos tumbling, meaning that no matter where we commence, we will come into contact with all the forces.  

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The challenge is often the disparity of opinions about why we educate between educators and parents. Building of connection and strong communication is essential.

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Connect - 'Purpose of learning', commitment to the learning. 'Learning together and creating something greater than, that which any individual might produce.' We connected with this because this is a goal for Year 4. A strong sense of community and equality in groups is what we strive for in our teaching.

Challenge - 'Safe to take risks and make risks' this is a challenge for all students to develop in Year 4, we talk about this in Well-being and one of our essential agreement is to be positive in their own learning. The expectation 'that one gets smarter through ones efforts' once they understand this mistakes can be embraced.

Concepts - shared learning. Everyone is a leader and contributes. Listening and questioning are the basis for a positive classroom in relation to interactions.

Changes - 'culture is created, sustained and enhanced in our classroom.'

Interactions: how do students develop interest in other students thinking to create positive interactions?

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Connection- power of language (our words create our worlds) 

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Connection- power of language (our words create our worlds) 

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Challenge: idea of supporting the cultural force of time in a busy environment
Concept: That each force has its own part to play within learning but are often connected and complement one another
Changes: idea of taking action and not just reading about forces

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Connections
*all of the forces are present here at Ruyton
*shared vision in working towards a common goal
*valuing the input of others; students, colleagues
*"culture is ongoing and evolving"

Concepts
*growth/ transformation
*challenge

Challenge/ Change
"if culture is the key to transformation...we must have a framework for understanding and assessing it."
*how do we continue this learning beyond this year?

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Connections - I connected with the idea of a community of thinkers and learners working together on a shared goal where everyone is respected. I taught some project-based learning classes at my previous school, where students had to work together to think of solutions to an identified problem.

Challenges - How to balance time pressures with facilitating deep thinking opportunities.

Concepts - A key concept for me was the cultural force of routines which is less about rigid processes and more about, as Ritchhart states, is supporting students to understand "this is how we do things here" (p. 9). This can relate to how we scaffold student thinking about how to look after each other and how to care for the environment around us.

Changes - Language for different aged learners to encourage thinking and reflection.

# data[].attributes.body
Connections - I connected with ....
Challenges - I wish to challenge the assumption of ... from the text because
Concepts - a key concept to hold onto for me was ...
Changes - I think a change in .... is needed in order to ...