PD with Nathan Wallis

07/11/18 - Nathan Wallis - The Developing Brain 2 - 7 years

Self reflection

Name of Course/Programme/Seminar:

The Developing Brain 2 - 7-year-olds.

Provider/Presenter:

Nathan Wallis

If I was to summarise the key things I took away from this Professional Development what would they be and why?

Let children lead play, especially under 7's. Engage in play with them, and just follow their lead. Ask questions, instead of just giving answers and corrections. Kahoni ki te kanohi is so important in children's development, especially in the first 1000 days of life.

How has this professional development challenged my thinking?

It is very tempting as a teacher to be always pushing for students to achieve the next level etc, but that sometimes just getting them to be a bit creative is more beneficial for their brain development, especially in Years 0 - 3. Building resiliency is important for that child's future teen/adult self. Nathan Wallis has made me rethink my ideas about Early Childhood Centres and the culture in NZ where we place more importance on higher education.

What aspects of my practice would I consider changing as a result of this professional development and why?

I think having free play is very important, even in a Year 3 & 4 class, so I'm glad I sill have lots of equipment for students to be creative with. I will incorporate more Genius Hour/Google Slideshow presentations where students can present their own learning and interests.

Criteria this relates to: 
2 - Professional Learning - Use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners., 
1 - Wānanga - Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement., 
1 - Commitment to the Teaching Profession., 
2 - Commitment to Learners., 
3 - Commitment to Parents / Caregivers and Families/Whanau., 
2 - Key Competencies - Relating to Others, 
3 - Key Competencies - Thinking, 
1 - WHAKAMANA: Empowering all learners to reach their highest potential through high quality teaching and leadership., 
4 - WHANAUNGATANGA: Engaging in positive and collaborative relationships with our colleagues, learners, their families/whanau and the wider community.

Anti-Bias Article by Dana Bentley

Teaching Young Children to Understand and Accept Differences

In this article Dana Bentley discusses having anti-bias conversations with children, instead of shutting them down

"it empowers children by giving them the tools to foster confident and knowledgeable self-identities, empathetic interactions, critical thinking skills, and activism."

"It emerges through play, through trusting relationships, and through deep talk."

Five Teaching Strategies to Create an Anti-Bias Classroom:

• Keep a library of anti-bias picture books in your classroom at all times. These books offer great opportunities to spark discussion, and to support long-term anti-bias thinking.
• Realise and accept that you may feel uncomfortable when embarking on these discussions. This should not deter you from the work.
• Practice problem-solving and critical discussions with your class about other, easier topics. Once you have that discussion format, it offers a space for anti-bias work. Use the children’s words to frame the class discussions (perhaps in your morning message or to begin morning meeting). “I remember that Emma said that girls were storm troopers too. What do you all think?” Starting with the children’s words empowers the individual and the group, demonstrating that you are building meaning with them as a group.
• When these moments occur, open up the conversation rather than shutting it down. Ask questions. Share stories. Allow the children to build an anti-bias stance through their thinking as a group.