What I miss is her just 'being',
How mindful she could be when she was just being, observing the fly, hearing the car turn into the driveway, the neighbours' door open, listening, observing, readiness ....
How can we take this into our everyday day?
How can we take this "being' into teaching?
What does being mindful moments
in teaching/learning look like?
Being mindful to me is about being in the moment (hence my oneword2019; MOMENT)
I see this as being at your most alert; to what is around you (just like Sale, although not with eyes closed).
At one of our whole school PD sessions last year (term 2) we had to define the role of a kaiako, I defined it as a list:
My role as a Teacher:
#Mentor
#Learner
#Negotiator
#Encourager
#Supporter
#Listener
#Clarifier
#Motivator
#Provider
#Restorer
#Questioner
#Provoker
#Inquirer
#Social worker
#Referee
#Recorder
#Connector
#Collaborator
#Juggler
In reflection of re-reading this list I noticed how active these words were and how they involved direct involvement between myself and the ākonga. What I know now is missing are the passive words:
#observe
#notice
#witness
Actions that
- allow autonomy to occur,
- Flow of learning to not be interrupted(a blog to come- currently curiously researching)
- and true resilience to flourish.
Via twitter I found this image that spoke my thinking:
In term three of last year (in our great merge) we considered our teacher expectations as:
Creating workshops for Korowai-Kaupapa
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Delivering and workshops for Korowai-Kaupapa
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Creating independent learning
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Conferencing
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Space Support
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Puna Ako kaiako role- Social emotional Development
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Puna Ako Kaiako- role- supporting learning process
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MAI Time Workshops
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Be a collaborative Team member
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Be a learner
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My favourite roles were conferencing and Puna ako Kaiako (especially Mentor- social emotional and support learning) ; it was when I saw the personalised learning approach flourish.
While conferencing one day I saw a beautiful example of resilience; not because I was alongside the learners (two students) but because I happened to notice while conferencing another, the moment of magic. Two learners who were usually non-participants (my term for dis-engaged- my current teacher inquiry) were working with illustrator to create a manaia, stuck in the process they tried to help each other and then sought help from a kaiako. This for me was huge, as shy non-participants they could of given up, put of by the frustration of the moment. Even when the kaiako didn't immediately respond because they were working with someone else, they respected this and were patient in the waiting, not led to distraction by other tabs opening in that wait.
One of these ākonga I spotted another day with another non-participant, being quiet in the quiet space doing a jigsaw. A new passion? Could we utilise this moment as mentor teachers to drive the progression to engagement. What can we provide/ suggest for this ākonga as their independent inquiry?
These acts of these non-participants had played in my mind and are the motivator for what our Kaitiaki roles have become as a collaborative progression of my thinking 'being'. In our spaces, for true autonomy to occur how can we support the 'stuck moments', especially when using technology , what can we put in place to reduce our busyness as kaiako to support the next steps, so that ākonga practising resilience or in moments of 'being' resilient seek the support they need.
Something to explore further as Tuakana Kaitiaki. Let's reduce dependency of adult intervention and have the prompts,props and support available at the click of the button or the glance of the wall.
Also as Kaiako be mindful during conferencing- what magic is occuring at that moment? Take a lool? Notice then be an observer. Do we need to interrupt or can we narrate from afar.
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