{"id":476,"date":"2023-07-16T16:52:43","date_gmt":"2023-07-16T03:52:43","guid":{"rendered":"http:\/\/akoportfolio.danielbeetham.com\/?page_id=476"},"modified":"2023-09-17T12:45:26","modified_gmt":"2023-09-16T23:45:26","slug":"vaka-philosophy","status":"publish","type":"page","link":"https:\/\/akoportfolio.danielbeetham.com\/?page_id=476","title":{"rendered":"Vaka Philosophy"},"content":{"rendered":"\n
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Abstract<\/h3>\n\n\n\n

There are bewildering array of different ways of ‘doing’ education. Due to this massive variation in education, I use a theoretical perspective on the purposes of education: Qualification, Community and Subjectification <\/span>. Using this as a framework, I ask my students (and myself): What kind of teacher am I?<\/p>\n<\/blockquote>\n\n\n\n

The purpose of education?<\/h3>\n\n\n\n

I find it hard to write about my educational philosophy, with my first attempt a mix of what I thought about teaching (before doing it) and what it should contain to meet the requirements of Ako M\u0101t\u0101tupu. If anything, the last two years have only added more questions rather than locking down my education philosophy. For example, Michaela\u2019s disciplined approach seems to work well for those students, but Self Managed College\u2019s \u2018do as you please\u2019 approach also works for those students. They could not be further apart in terms of style. There is also the problem of what one sees as the point of education at all. A question that Ollie Lovell asks all of his guests is what is, in their view, the purpose of education. Mostly they use a variation of the three-pronged answer:\u00a0Qualification<\/em>,\u00a0Socialisation<\/em>,\u00a0and Subjectification<\/em>\u00a0purposes<\/span>. For this vaka philosophy, I will attempt to discuss my philosophy in attempting to understand my standpoint concerning these purposes. First I will outline the Qualification, Socialisation and Subjectification purposes of education (immediately below), and then I will outline my educational philosophy with these categories using data collected from my students about\u00a0how\u00a0<\/em>I teach to elucidate my philosophy\u00a0in practice<\/em>. Interlined will be actual student voice and comments on how this relates to the\u00a0Code of Professional Standards<\/em>\u00a0and the\u00a0Standards of the Teaching Profession\u00a0<\/em>[hereafter as\u00a0the code<\/em>\u00a0and\u00a0the standards<\/em>] <\/span>. I will use this along with my reflections within this Ako Portfolio to draw some conclusions.<\/p>\n\n\n\n

Qualification<\/em>\u00a0is the process of teaching students something. This could be Ancient Greek History or Differentiation of Polynomials, but can also be things like the requisite skills for citizenship. Sometimes economic arguments support this function of education and qualification is the usual justification for funding of state-based education. The\u00a0socialisation<\/em>\u00a0process is where students learn the ways of being and doing within a school. This is the (explicit or implicit) transmission of particular cultural norms and ways of being at an educational institute. It is about fitting new members of the school into the existing order. The final function is the subjectification<\/em>\u00a0purpose. This is the idea that individuals find out how they are different to everyone else within the institution, and the ways in which they can become an individual <\/span>.<\/p>\n\n\n\n

Qualification<\/h3>\n\n\n\n

Rigour<\/h4>\n\n\n\n
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What my students say: “He makes sure we understand” and “He’s smart”, but also “I wish he’d just show us how <\/em>to do it”<\/p>\n<\/blockquote>\n\n\n\n

In the classroom, I prioritise the \u201cwhy\u201d over the \u201chow\u201d. This means that I spend more time with students explaining what the underlying concept is rather than just teaching them a series of procedural steps used to complete a question I also consistently ask the students \u201cwhy\u201d, instead of just \u201chow\u201d when exploring mathematical concepts; I encourage critical thinking a deep understanding of concepts. I believe this pedagogy allows students to add their \u2018web of knowledge\u2019, hopefully encouraging them to have a richer understanding of mathematics rather than having a surface-level (and harder to remember) understanding of a sequence of steps to \u2018do\u2019 a problem <\/span>.<\/p>\n\n\n\n

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This meets the code under section 1. Commitment to the teaching profession – “demonstrating a commitment to providing high-quality and effective teaching” (p.g. 10). This meets the Teaching standard (p.g. 20).<\/p>\n<\/blockquote>\n\n\n\n

Assessment for Growth<\/h4>\n\n\n\n
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What my students say: “I think sir’s strengths are targeting students’ weaknesses” and “he gives me constructive feedback for the internals”<\/p>\n<\/blockquote>\n\n\n\n

I use informal and formal assessment strategies. I actively engage in informal assessment as I walk around the classroom. This looks like constant observation and interaction with students as I move around the classroom, gauging their understanding and identifying areas where they may need additional support or clarification. From the very start of teaching at AUT, I loved this real-time feedback loop as it\u2019s something that allows me to adapt my teaching on the spot, and means that every student has the potential to progress. I will often find common misconceptions and take them back to the class as a teaching point.<\/p>\n\n\n\n

I have begun employing more formal assessments as I realise the value in the feedback they provide to students. For example, in the Y12 calculus and algebra topics I created a series of mini-tests for students. While low stakes, I did say to students I was keeping track of the scores and I was marking the tests. The feedback to students on what they knew well, and what they needed to work on. Most of the time students were very keen to understand the questions that they didn\u2019t do so well at, and this led students to new insights and understandings. I have also recently started classes with a \u201cPass the Test in 15 minutes\u201d activity. Once they have a go at a test with exam-style pressure, they mark their own work which facilitates a deeper understanding of the NCEA marking system. This allows them to prepare themselves for exam-style questions and what strategies they can employ in external exams; it\u2019s also great to have discussions as a class on exam strategy given that they have a good understanding of how the assessment works.<\/p>\n\n\n\n

\n

This meets the code under section 1. Commitment to the teaching profession – “demonstrating a commitment to providing high-quality and effective teaching” and under section 2. Commitment to Learners – “promoting inclusive practices to support the needs and abilities of all learners” (p.g. 10). It meets the Professional Learning standard (p.g. 18), the Learning-focused Culture, Teaching and Design for Learning standards (p.g. 20).<\/p>\n<\/blockquote>\n\n\n\n

Socialisation<\/h3>\n\n\n\n

Being Inclusive<\/h4>\n\n\n\n

Being an inclusive teacher is important to me, and it\u2019s deeply rooted in the idea that relationships are key to successful teaching. My role as an associate dean has also emphasised the importance of these connections with students to work effectively with them. I recognise that each student brings unique perspectives, experiences and challenges to the classroom and I\u2019m committed to creating an environment where everyone is valued and heard. This means the classroom norms and routines need to be set so that everyone can feel safe and get a sense of \u2018what\u2019s coming next\u2019 so they feel relaxed in the classroom. Through open and welcoming communication, rejection of deficit thinking and put-downs, I aim to create an environment where everyone can thrive.<\/p>\n\n\n\n

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This meets the code under section 2. Commitment to Learners – “promoting the wellbeing of learners and protecting them from harm” (p.g. 10) and under section 4. Commitment to Society – “promoting and protecting the principles of human rights, sustainability and social justice” (p.g. 12).<\/p>\n<\/blockquote>\n\n\n\n

Ethical Education <\/h4>\n\n\n\n

Building from the idea that I can help create a structured, safe environment for students comes the ethical component of education. I believe that we must help students make the right decisions. This includes how they act, speak and work with other students. In the classroom, this looks like holding students accountable for unacceptable behaviour and praising prosocial behaviour. This has become even more apparent working as a Dean. Helping students to be honest, even when they have done something wrong is an important part of the role and one that I feel is important. I facilitate this by really giving them the time and space to understand the student’s perspective and tell their story. This honesty is usually the first step in helping students understand their actions and finding solutions and how they can make amends for things they have done. I also enjoy helping students decide what the right course of action would have been. Ethical education, to me, is about preparing students not just for academic success but also for becoming principled and conscientious individuals who contribute positively to society.<\/p>\n\n\n\n

\n

This meets the code under section 2. Commitment to Learners – “engaging in ethical and professional relationships with learners that respect professional boundaries” (p.g. 10) and under section 4. Commitment to Society – “promoting and protecting the principles of human rights, sustainability and social justice” (p.g. 12).<\/p>\n<\/blockquote>\n\n\n\n

Subjectification<\/h3>\n\n\n\n

Empowering Independence<\/h4>\n\n\n\n
\n

Student’s say: “I’m almost always able to pin point my gaps in my learning…and [I’m] able to work on that”, but also: “…he expects us to know some stuff, but we don’t know these rules and have to re-learn some stuff…”<\/p>\n<\/blockquote>\n\n\n\n

Empowering independence is another important aspect of my philosophy of education. I believe that students flourish when allowed to self-settle into their work, and this autonomy is important for a growing sense of responsibility and self-motivation. In my classroom I encourage students to engage in peer and group discussion, recognising that collaborative learning enhances their problem-solving skills and encourages participation. For my Y9 tauira, in particular, inviting students to the board to do Hei Mahi questions, I provide opportunities for them to take the lead in the classroom and to develop confidence. I also understand that students\u2019 lives extend beyond the classroom. I make a point of having conversations with students about their lives including interests, hobbies and aspirations. This strengthens our relationship, but also reinforces that these things matter, and are also important alongside their mathematics journey. I aim to create well-rounded, self-assured \u0101konga who are prepared for the rest of their school journey and in their personal lives.<\/p>\n\n\n\n

\n

This meets the code under section 2. Commitment to Learners – “demonstrating a commitment to providing high-quality and effective teaching” (p.g. 10).<\/p>\n<\/blockquote>\n\n\n\n

Lifelong learning<\/h4>\n\n\n\n

Another aspect of becoming an individual is instilling a sense of lifelong learning. This allows people to study any aspect of the world that they are interested in. I believe that education is an ongoing journey, and I hope to convey this to \u0101konga in my classroom, and that I interact with in the Dean\u2019s Centre. I often share my own educational experiences, including that I started in the NZ Army after school and didn\u2019t attend university till much later. By discussing my journey I emphasise that learning extends beyond the classroom, both in future workplaces and tertiary study. Moreover, because of my deep passion for mathematics, I hint at the vast and fascinating world of the subject that lies beyond what lies beyond the NZQA curriculum. Hopefully, I equip my students with the curiosity and determination needed to learn both in academic settings and independently throughout their lives.<\/p>\n\n\n\n

\n

This meets the code under section 2. Commitment to Learners – “demonstrating a commitment to providing high-quality and effective teaching” (p.g. 10) and under section 4. Commitment to Society – “fostering learners to be active participants in community life and engaged in issues important to the wellbeing of society.” (p.g. 12)<\/p>\n<\/blockquote>\n\n\n\n

Conclusions<\/h3>\n\n\n\n

There are a myriad of ideas in education. Some of these ideas specify how to ‘do’ education. Because there is such a large variation in ways to educate rangatahi, I have gone back to the reasons for education and outlined my philosophical standpoint in terms of qualification<\/em>, socialisation<\/em> and subjectification<\/em>. I’ve written about the things within these criteria that are important to me, namely rigour, assessment for growth, being inclusive and being ethical and empowering independence and lifelong learning. These are ideas around the ‘why’ but leave questions of the how open. This is useful as I think there are a variety of environments that I could <\/em>work in. One major conclusion therefore, is the way to ‘do’ education depends on whanau and tauria expectations and needs, and you can bring your philosophy to that enivornment. I think holding on to some broad ideas on why we educate, rather than a rigid way of doing education will allow me to move to different schools or educational places and continue to teach, even with different pastoral, academic and personal development expectations of students. I look forward to taking my philosophy and some ideas on the doing<\/em> of education into different contexts in the future. <\/p>\n\n\n\n

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What\u2019s new compared with my Ako Philosophy<\/a>:<\/p>\n\n\n\n

    \n
  1. A focus on foundational ideas rather than things we would be doing in class, and how we\u2019d be doing it.<\/li>\n\n\n\n
  2. A sense that I\u2019ve created this philosophy for myself, with the help of my tauira. I feel like created the Ako Philosophy for an assignment, and tried to make sure it aligned with the vision of Ako M\u0101t\u0101tupu. I\u2019m less concerned about being \u2018wrong\u2019 in this vaka philosophy.<\/li>\n\n\n\n
  3. This philosophy also comes at the end of two years of actual teaching experience, so I think it more accurately reflects what I think and how what I actually do <\/em>in the classroom shows<\/em> that I think these things about education.<\/li>\n<\/ol>\n<\/blockquote>\n\n\n\n

    References<\/h2>\n\n\n\n\n
    \r\n\t\t{2553650:BDLHN8PG};{2553650:BDLHN8PG};{2553650:MVE6MM74};{2553650:BDLHN8PG};{2553650:KFYQG3VW}<\/span>\r\n\t\tapa<\/span>\r\n\t\t<\/span>\r\n\t\tasc<\/span>\r\n\t\t<\/span>\r\n\t\t<\/span>\r\n\t\t<\/span>\r\n\t\t<\/span>\r\n\t\t<\/span>\r\n\t\t<\/span>\r\n\t\t<\/span>\r\n\t\t<\/span>\r\n\t\t<\/span>\r\n\t\t0<\/span>\r\n\t\t<\/span>\r\n\t\t476<\/span>
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