Innovation Through Reflection

Last week whilst catching up with a close friend of mine the question was posed “How have you become such an innovative educator?” This question took me by surprise, he is a well-known lawyer known for his ability in court to be incredibly pioneering and he was asking me for advice!

After taking the time to think about this I believe I found my answer. For me I feel that the key driver behind the innovative practices in my classroom was reflection. Looking at what I had previously done, analyzing this, making some minor adjustments and then trying it again.

This is something that in my previous career as a Gymnastic Coach I would always do with my athletes but until that moment I hadn’t made the connection to innovation.

An example form of my reflective processes was in the past I would write down how I felt a lesson went, what went well, areas that needed to change and how students interacted. For many years this worked; however, it didn’t give me much traction. So at the beginning of 2014 in one of our staff PD sessions I was introduced by Bill Gates to the concept of “Video Analysis in Education”. Again this was something that as a coach I would use almost every training session; however, I had never considered bringing it into the classroom.

Now once a month I place a small camera at the back of my room and record about 30 minutes of a lesson. Each time I do this I choose a different KLA and focus area e.g. student behavior and engagement, lesson introduction, lesson conclusion, lesson individualization and differentiation and group work. I then upload a small snapshot of this to youtube so both my teaching mentors and I can give me feedback. Making that small minor adjustment to improve my teaching practice. It is simple, easy and effective as you can see you as a practitioner and you students interact with the content you are delivering.

Restorative Justice in Education: A Personal and Reflective Examination

As educators, we constantly seek methods to cultivate environments where students feel valued, respected, and supported. Over the years, restorative justice has emerged as an approach that addresses disciplinary issues and promotes a culture of care, empathy, and mutual respect. This article reflects on my experiences with restorative justice in education, highlighting its strengths, benefits, and connections to positive behaviour theories such as positive behaviour in schools (PBIS). I'll discuss the role of traditional disciplinary measures, like time-out, detention, and suspension, within a restorative framework. However, my stance is that these should be employed as a final option when there is no room for relationship coaching or the other strategies prove unsuccessful in achieving positive behavioural outcomes. I am going to preface this article and state that it is informed by my Christian perspective. I am committed to fostering a learning environment where students are enc...

Being a Globally Connected Educator with a Globally Connected Classroom

As educators we live is such an exciting time to teach. With the onset of the Internet we have had the ability to embed and curate videos , gamify , blog , have Minecraft in the classroom , flip the learning , use QR Codes , access social media and potentially video conferencing some educators could see that it is too much; however, I see its potential to benefit students and enhance professional development for educators. There has been no time in history where access to information has been so immediate and available. The potential for teachers to connect and be supported in collaboration, not bound by schools, districts, states and even nations inspires me. I am acutely aware that being globally connected presents the ability to bring expertise, skill and knowledge into my classroom beyond my capabilities. The networks that I have help me to design activities that measure students’ higher-order thinking skill...

Thornburg's Learning Spaces

Thornburg's Learning Spaces Theory (2014) is a revolutionary approach to classroom management that focuses on creating learning environments that are both engaging and effective. Created by David Thornburg Ph.D., an award winning futurist and educational consultant, the theory is based on the idea that students should be able to move freely in the classroom, and that learning should be an interactive process. The theory is built on the metaphor of four primary learning spaces: the campfire, the waterhole, the cave and life; however, is not limited to these. The campfire is a central gathering place for social interaction, explicit teaching and collaboration where they work together in a comfortable and inviting atmosphere. It is a place where students can share their ideas and experiences, be guided in direct instruction to grow their understanding and work together to solve problems. The campfire is a place where discussion, collaboration, brainstorming and problem-solving activi...

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