The administrative approach is the foundation of the three approaches, focused around how education is delivered and tracked within the education setting. This includes curriculum, planning, lesson structure, tracking student knowledge, and tracking student achievement.

This is achieved through a focus on creating implicit student motivation through students developing their own "why" (Sinek, 2009) for their learning, paired with small, bite-sized, achievable goals that are celebrated when reached. This is flexible and adjusted per student need. This is in alignment with the code of teaching 2.5 "Promoting inclusive practices to support the needs and abilities of all learners" (Teaching Council of Aotearoa New Zealand, 2017).

With a focus on a skills-based approach to learning, rather than a task/credit based approach, students are able to see how the work they are doing, continuously builds relevant life and workplace skills that are transferable and relevant, rather than simply learning how to do a task, by following instructions, to achieve an assessment criteria.

This is backed by theory around the value of micro-credential styled learning (Acree, 2016) as well as gamification of the learning process, so that students can receive a sense of success from small, attainable goals, making the process of learning enjoyable, even if it is challenging (Landers, 2014). The use of clear theory to support this teaching practice is in alignment with the code of teaching 1.1 "Demonstrating a commitment to providing high-quality and effective teaching" (Teaching Council of Aotearoa New Zealand, 2017)

An example of this in practice would be how I have taken inspiration from the field of micro- credentials to break modules of work down into skill based units, focusing on different skills that come together to create a topic as a whole, so that as students work through each unit one by one, they are able to see how each skill is not only powerful on its own, but also how a collection of skills come together to complete a task as a whole. This has so far, shown to be beneficial to all students, however it has shown to especially benefit students who have minimal understanding of the subject, when joining the class.

Another example of this in practice would be how I have used Microsoft Learn as a platform where students can work at their own pace to develop skills, test their skills, and combine skill-sets to achieve a certificate in a unit that they have been learning as a whole.

Although these examples are similar, they provide a teacher-led, as well as a student-led approach to skill based learning, which also supports the building of implicit motivation within the students as they are able to work at a pace that best suits them on some tasks, while being challenged to keep moving forward on other tasks. This is also in alignment with the code of teaching 2.5 "Promoting inclusive practices to support the needs and abilities of all learners" (Teaching Council of Aotearoa New Zealand, 2017).

This approach as a whole is also in alignment with, and supports three of the teaching standards, being "Learning-Focused Culture", "Design For Learning", and "Teaching" due to the commitment towards a student-focused, flexible, high-expectation, approach, centred on all learners being able to achieve in their own way (Teaching Council of Aotearoa New Zealand, 2017).

The humanist approach is one of the two approaches that sits on top of the administrative approach, along with the cultural approach. This approach is focused around how the journey facilitator supports the "human" side of the learning process. How students are positioned within the learning environment, how the human experience and emotions play a role in the way one learns or connects to learning, the value of respect within the learning environment, the importance of contextual learning, and how both students and teachers bring their true honest selves into the learning environment.

These values are explored and promoted by Bell Hooks, within much of her practice, notably in her book "Teaching To Transgress" where she explores the idea of bringing both ones mind and body into the classroom, as the classroom is more than just a space of intellectual learning, it is also a space of emotional, social, cultural, and spiritual learning (Hooks, 1994).

As is the nature of anything truely natural or human, there is no one clear way of ensuring or acting upon this approach, as it revolves around the unique positions, experiences, and emotions of each individual student within the classroom, meaning that is is constantly adapting, and adjusting to fit most effectively into the current context. This in itself however is in alignment with the teaching standard "Learning-Focused Culture" (Teaching Council of Aotearoa New Zealand, 2017)

This process can, and has taken various forms within my classrooms, from open class discussions around how different students life experiences have impacted the way they see an aspect of the learning, to students running short games during class sessions for any students who want to join, as a break from heavy work, to students taking a nap for short times during the class. In acknowledging that everyone is human, and we all bring our own unique experiences, strengths and challenges into the classroom, stronger, more honest bonds are able to be formed between students and teachers. This is in alignment with the code of teaching 2.1 "Promoting the wellbeing of learners, and protecting them from harm" (Teaching Council of Aotearoa New Zealand, 2017).

This is also grounded in a wholly held sense of respect for each others opinions, life experiences, and positions. This helps to create professional, yet open and honest relationships between students and teachers, as well as to bridge differences in opinion between students without breaking into a disagreement or fight, as students are able to agree to disagree through mutual respect. This is in alignment with the code of teaching 3.3 "Respecting the diversity of the heritage, language, idenity, and cutlture of families and whānau", as well as 2.3 "Respecting the diversity of the heritage, laguage, identity, and culture of all learners", and 2.2 "Engaging in ethical and professional relationships with learners, that respect professional boundaries". This also aligns with the teaching standard "Professional Relationships" (Teaching Council of Aotearoa New Zealand, 2017).

These are all aspects that I have seen and fostered within my classroom over the last two years, however have especially seen great success with, within my vaka project iPUP class.

The cultural approach is the second of the two approaches that sits on top of the administrative approach, along with the humanist approach. This approach is focused around how the journey facilitator supports the cultural side of the learning process. How multiculturalism is normalised within the learning environment, how culture is used to enhance learning, how cultural gaps or conflicts are bridged, and how lessons in education from across the globe are utilised to ensure learning is dynamic, and most effectively supports the needs of the individual learner.

When examining the idea of culture it is important to consider how ones lived culture does not always currently align with their cultural heritage. For example, with the rise of social media, and the access that many young people have to networked devices, ones cultural connectedness may be influenced by the positive response they get on such platforms, for the content that they upload. This, plus a group identity that forms through those that one connects to, can significantly influence ones cultural identity. With this being the case, it is important for an educational space to be one where it is okay for anyone to bring their culture to the space, regardless of where their cultural connectedness currently lies. Some may come into the space with a strong connection to a cultural heritage, while others may not. Some may have a positive connection to their cultural heritage, while others may have a negative connection to theirs.

The cultural approach to the journey facilitator philosophy is one that accepts, understands, and supports each individual wherever they are on their cultural journey. Valuing Te Tiriti o Waitangi agreement, while also valuing all other cultures within the learning environment also. This is in alignment with the code of teaching 3.1, 3.2, and 3.3, being all three values under the "Commitment to families and whānau", as well as 4.2 "Demonstrating a commitment to a Tititi o Waitangi based Aotearoa New Zealand", and the teaching standard of "Te Tiriti o Waitangi Partnership" (Teaching Council of Aotearoa New Zealand, 2017). It is important for some minority groups not to end up marginalised as other minority groups thrive. I have actively, and strongly engaged with our refugee, islamic, and filipino students over the last two years, ensuring that their cultural, spiritual, and emotional needs are recognised and not lost within other cultures that are more actively promoted within the wider school environment.

Students are encouraged to bring their true selves into the classroom, to explore the inclusion of their cultures, beliefs, and values within the learning process, with the culture boosting the learning process, rather than simply being seen as another subject to study. In tandem with the humanist approach, culture is seen as human nature, something personal, and emotional, that one identifies with, and this must be considered for students to feel recognised, embraced, and valued within the learning environment.

The cultural approach values both biculturalism and multiculturalism, where all knowledge, wisdom, values, religions, ways of thinking, and identities are welcomed, where both students and their whānau, as well as their cultures are welcomed into the learning environment. Where the diverse culture of students, whānau, and Aotearoa New Zealand is normalised and shared daily, not only on special days, or weeks of the year. This is in alignment with the teaching standard "Learning-Focused Culture" (Teaching Council of Aotearoa New Zealand, 2017).

The cultural approach also values bridge building. There have been many cases within classes over the last two years where students have found themselves in disagreements over cultural differences, however, through a grounding of respect for each other, and culture within the learning environment, students have been able to discuss these differences, and build bridges, enhancing friendships in the process. This is in alignment with the code of teaching 4.1 "Promoting and protecting the principles of human rights, sustainability, and social justice" (Teaching Council of Aotearoa New Zealand, 2017).

The journey facilitator teaching philosophy is built on the harmony of the humanist and cultural approaches interplaying with one another, while grounded in the firm foundation of the administrative approach. With these three approaches working together, students are able to feel supported and valued holistically, while also having the agency they desire, to chase their goals, but at whatever pace works best for them, and in whatever way works best for them. Their cultures, beliefs, values, histories, whānau, communities, wider life experiences and their humanity are all considered and involved in this process, creating a well rounded professional, yet holistic learning environment for all.