Hello, and welcome to the second look at teaching and learning as part of this school improvement program, two words I want to throw at you today or two expressions, holism and reflective practice. Now, these are buzzwords the key terms affecting modern education. You may have heard of holism and holistic in another context. But basically it means looking at the whole thing, not just at a narrow part. And education should be seen as holistic, educating a complete person, not just a narrow part of it. And reflection is more concerned with the actual business of teaching.

Think of a mirror. Think of what you see in the mirror when you look in the mirror. Well, the idea is that when you finished a lesson, you should look back, you should reflect on what you did in that lesson. What was good, what was perhaps less good, what you would do another time and so on. Both these things are an integral part of CPD continuous professional development, which all good teachers should practice. So let's take a few minutes not to discuss here, but you might consider for yourselves what you personally understand by those terms.

Have you ever applied any of them yourselves? This is a nice definition of holism. The whole person approach that invites teachers to examine their values, sensitizing them more to the motivation, and the needs of their potential learning groups. You might consider that one and then this one. We wrongly divide knowledge into subjects, units and lessons, yet students can often not see the relationships between these subjects the relationship between facts within the subject, or indeed the relevance of the subject to their lives. Context is all as long as we can give students a context.

They'll have much better chance of all the teachers should practice reflection. It should be part of a teacher's toolbox. It means that you're continuously self evaluating. It means that almost always you're willing to change and develop as a person. And it means that you keep up to date with what's going on in the profession. Because teaching is not static, it does change.

And good teachers are prepared to get this. These are some reasons why people became teachers. These are all genuine. I think some of them are perhaps better than others. I don't give me much like that one. I like to be the boss.

I don't particularly like I'm a good actress or actor or even good order and cleanliness are important to me. But you might like to have a think about those things, and how they affect you. How many of those points Do you agree with for So what kind of teacher are you? I love this quotation, Penny has been involved in teacher training for many, many years and I respect her immensely. Are you a teacher with 50 years of experience, or a teacher with one years experience repeated 50 times Whoa, it's a very, very interesting one that I often quote to older teachers, who are perhaps a little jaded or perhaps a little cynical, and they've lost the enthusiasm that they should keep for every lesson that they teach. So quotes for you.

Active learners taking initiative learn more things and learn better than people who sit at the feet of their teachers. In order to become effective evaluators other people, teachers must first be careful evaluating themselves. And what is missing from our thinking about teacher development is a real understanding of precisely how teachers grow and change based not on armchair theory, but on the vigorous experience of what actually happens. I love that one. So how do you practice reflection? Well, first of all, it's the event itself.

We should be watching other people teach as much as possible, and we should be encouraging people to come and watch us teach. I hate this idea of closing the door and locking yourself in the room, and nobody can come and watch you. We should be opening the doors wide and letting the world come in. You need to recollect what happened after the event, right into an account of what happened without evaluating it. And finally, processed at a deeper level questioning the whole experience, what went on and How good was it? So let's look at this down.

Active Learning Well, we want learner centered approaches we don't want teacher centered approaches, the teacher centered approaches where he is the he she is the purveyor of knowledge. He is the guru, the wise person in front To the lesson, dispensing knowledge like a, I don't know, like a man on a mountainside preaching to people that are below that's not teaching. learner centered teaching is where the learner is the focus. And the teacher is more of a facilitator rather than just a pundit, if you like. Communicate methodologies are where we communication has to be, as I've said before, two ways, we need to apply for minuted methodology in our teaching. And we need to encourage self assessment.

Not just the teacher marking stuff, but having students assess themselves. And portfolios is a very good way of doing that. We'll have more to say about portfolios in assessment later on. And that's the end of this part. I hope you enjoy thanks very much.