My Learning Journey

 My learning journey (with reference to the PYP.)

Over the years I have travelled extensively, and have taught in many countries. My initial reason for moving to Outer Mongolia was to set up a Preschool in a Ger district, working with an NGO. My  introduction to the field of education was based on the writings of Charlotte Mason, Montessori, and the Youth With A Mission curriculum that I was exposed to while working with YWAM in Scotland.

It was while I was teaching at the International School of Ulaan Baatar that I was first introduced to the PYP. Who would have thought that in such a remote place, I would come to terms with what PYP meant for children and teachers, and that this would equip me for future teaching posts down the line. This first exposure opened doors for me in Singapore a few years later as well.

What was modelled to me well before I was exposed to the PYP, was the importance of team work, or collaboration. What happens in the teaching team is the 'hidden curriculum'. If teachers are kind, share information, are loyal and committed - this filters down to the children and establishes an ethos for a good education. We cannot expect children to act fair, tell the truth, be kind to others, if we are not practicing this ourselves. Leaders of schools have a vital role to play in helping to establish a good ethos and value base for teachers.

Collaboration includes teachers, children, specialists and the wider community. Research has shown that when parents are actively involved in education, the children benefit. We therefore want to be inclusive in our approach, and have an open door policy.

As an educator, the one thing that upsets me is when I walk into a classroom or school and I see "cookie cutter art". Every piece of work looks the same, and the lines are perfectly cut because the teacher sat up the night before cutting everything out for the children. Often as teachers we can try and get our validation from work that looks 'perfect'. This is so not what we want. The word diversity brings to mind 'different' 'unique' 'individual'. And this is what our children are. They are unique individuals who have their own way of expressing themselves. Let them enjoy the process! Even if they go out the lines, and the art work is messy, it is their work. I am most definately committed to diversity, and to providing a programme of learning that is differentiated. Children learn and develop at their own pace, with their own challenges, strengths, feelings and abilities.

Agency, or initiative has been a goal in my teaching over the years. Once children identify with an idea or concept, and their feelings are aroused, they take action! The student who lets his family know they musn't stand in the shower for too long is 'agentic'. The child who asks their mom to save and recycle products in the home is showing an understanding and value of re-cycling and wants to be a part of it. The children who go through their toys and want to give and share with others less fortunate than them, have 'caught the vision' of what it means to reach out and touch others lives. The teacher carries so much influence throughout the day in igniting this type of passion, and helping to bring understanding in the learning process of how we can each make a difference.

Engaging with other educators, in person or online has immense value and I am committed to this. Finding the time though is a challenge. Bringing the best to my students has always been a priority, though at times has been inconvenient and costly (in time, effort and energy). 

Evidence that I am growing as a PYP educator will be when I am integrating a holistic approach to learning throughout the day - when connections are being made and the environment reflects all of the learning that it taking lace in my classroom. When inquiry is so part of the day that children are asking questions to provoke inquiry, learning and understanding. Taking small teachable moments throughout the day is valuable, and can change lives. Continually asking questions, talking to colleagues and thinking about best practices are signs of growth. 

At the end of it all, with all our knowledge and expertise, if we don't really love each child in our care, perhaps we are not as successful as we thought. Genuine concern and love for our students is the gold that I look for and embrace as an educator.

Although this online PYP course has been intense and created time pressure, I have been reminded of the bigger picture, and the value of teaching conceptually. Even though I have many years of teaching experience I know there is always room for growing and learning.