Teacher Well-being during Lock down

   

         Teacher Wellbeing During COVID-19 Lockdown

Schooling during lockdown constitutes some unique challenges for teacher wellbeing. Teachers are now working in a way in which they have never had to before—at the same time, facing anxiety about the current situation and uncertainty about the future.

Teaching is inherently social and communication is fundamental to everyone working in schools. Stay in close touch and share your fears and concerns openly and honestly with friends, partners, colleagues and managers to get some perspective.

At the same time, think about others you might be able to help in some way – in your school community, at home or in your other networks. A phone call, text, Zoom get-together – whatever the medium, it can make a difference to how you and others feel.

If working and delivering lessons remotely, make sure you keep in close touch with your teams who can be a great source of support in themselves. If you have worries, problems or anxieties in or out of work that will not go away, then talking to someone outside your situation can make a huge difference and can help you to find a way through.

“SMART teachers (Self, Motivation, Activity, Relationships, and use of Time) appreciate the tight connections between physical and mental wellbeing and the benefits of being active in this regard. 

"Engage in professional learning and adaptively apply this learning in practice."

Digital Fluency Intensive Program Week 9

                                                                Agenda: Revision                        Friday, 8th May 2020

Ubiquitous learning can be defined as an everyday learning environment that is supported by mobile and embedded computers and wireless networks in our everyday life . It is aimed to provide learners with content and interaction anytime and anywhere .The learning process includes the real-life experience augmented with virtual information and is adapted to the learner and learner’s environment. 

The content objects, activities, and the interaction with the system and with other humans (including instructors and peers) are customised according to learner’s current goals of learning, interests and preferences, cognitive characteristics, history and current state of competency in the subject matter in hand, the characteristics and demands of the location, the technology being used as the medium and facilitator for learning, and the context of the situation in which the learning is taking place.

DFI, on the whole, has been an amazing experience for me. I came into it with a reasonable degree of digital fluency, but I have still learnt a lot from the experience and I walk away in a much better place in terms of my digital skill. Digital learning is replacing traditional educational methods more and more each day. With how rapidly classrooms are changing, it is best to forget methods you may remember from when you were in school and start thinking about newer teaching and learning techniques based on digital learning tools and technologies. The inclusion of digital learning in the classrooms can vary from simply using tablets instead of paper to using elaborate software programs and equipment as opposed to the simple pen.


It has been great to learn about Manaiakalani over the course of the DFI, and I am very much looking forward to what the future holds!

In 2020, the Ministry of Education expects that schools will be using the revised learning area to provide students with even broader opportunities to learn in and about technology, informed by the new content around computational thinking and designing and developing digital outcomes.


"Design and plan culturally responsive, evidence-based approaches which reflect the local community and Te Tiriti o Waitangi partnership in New Zealand."