The Gibbs (1998) reflection model offers a helpful framework to analyse unexpected classroom occurrences—moments that either diverged from the anticipated plan or pleasantly exceed expectations. In addressing emotions (component two), I believe enriching my critical reflections by considering the feelings of both the students (tamariki) and the mentor teacher (MT) involved would add depth to my analysis. Regarding the evaluation phase of the model, I aim to adopt a more positive perspective. Rather than simply categorising experiences as good or bad, I aspire to delve into the advantages and disadvantages inherent in the incident, fostering a more nuanced understanding of the situation.

Working with new entrant students in reading groups has been a fulfilling experience. It involved balancing personalised learning while accommodating diverse needs and interests. Witnessing their progress, from hesitant to confident readers, has been rewarding. The diversity within the groups added depth to discussions, although maintaining engagement required adaptability. Overall, this experience highlighted the significance of patience, adaptability, and personalised support in fostering a love for reading among young learners.

Observing my mentor teacher teaching new entrant students about counting in groups from 1 to 10 was a dynamic experience. Initially, some students picked up counting faster than others. Moving into grouping numbers was a crucial milestone, and seeing their understanding evolve was rewarding. Using activities and visuals helped solidify their grasp on grouping numbers. As they progressed, students became more confident, recognising patterns and relationships between numbers. This experience emphasised the importance of patience and creative teaching methods to accommodate diverse learning styles. Overall, witnessing their growth in understanding numerical concepts was incredibly fulfilling and highlighted the importance of strong foundational maths knowledge.

Having been given the responsibility to be guiding new entrant students in crafting their stories was a fulfilling experience, blending excitement and uncertainty at the start. Encouraging their creativity and helping structure their tales taught me patience and adaptability in teaching. Witnessing their imaginative growth and fostering a supportive environment emphasised the importance of nurturing storytelling skills while creating a space for students to share their unique narratives.

Leading an arts lesson with new entrant students centred around colouring a Paua shell, inspired by the colours spoken about in the book "Tangaro's Gift," this was a experience that initially filled me with nerves, especially in front of my Waikato mentor. Introducing a creative activity linked to a story was a new endeavour for me, and the pressure of performing in front of my mentor heightened my anxiety. However, as the lesson progressed, the students' enthusiasm and engagement quickly alleviated my nervousness. Witnessing the students immerse themselves in colouring the Paua shells, inspired by the story, was good. Their excitement and curiosity about the vibrant colours and patterns mirrored the essence of the tale, and their eagerness to create their interpretations was inspiring. Although I initially felt apprehensive about conducting the lesson, the joy on the students' faces as they embraced the activity made the nerves worth it. Their enthusiasm taught me the significance of introducing creative elements in teaching, fostering imaginative expression and connecting lessons to meaningful stories. Despite the nerves, this experience highlighted the importance of stepping out of my comfort zone and the rewarding nature of engaging students through creative endeavours linked to literature. It emphasised the impact of integrating arts and storytelling in education, fostering both creativity and a deeper understanding of cultural narratives.

Observing my Mentor Teacher (MT) teaching new entrant students about Matariki and guiding them in creating Matariki twinkle lights jars was an illuminating experience. Initially, I was excited to witness how the concept of Matariki, a significant cultural celebration, was introduced to the young learners. Watching my MT engage the students in learning about the Matariki stars and their cultural significance was inspiring. The way she effortlessly intertwined cultural teachings with creative activities captured the students' attention and imagination. Witnessing the students' enthusiasm while making the twinkle lights jars, symbolising the Matariki stars, was truly delightful. This experience highlighted the importance of incorporating cultural teachings into the curriculum, fostering a deeper understanding and appreciation for cultural celebrations. It emphasised the role of hands-on activities in making learning immersive and memorable for students. Moreover, observing my MT's teaching style provided valuable insights into effective classroom management and the art of making complex concepts accessible and engaging for young learners. It underscored the significance of creativity in education and the impact of connecting cultural teachings with practical, hands-on activities. Reflecting on this observation, it reinforced my belief in the importance of culturally responsive teaching and the power of creative, interactive lessons in engaging students and fostering a deeper understanding of cultural celebrations like Matariki.

Teaching new entrant students about the significance of Korowai and guiding them in creating their own to display in our classroom was a culturally rich and engaging experience. Initially, I was enthusiastic about sharing the importance of Korowai, a traditional Maori garment symbolising honour and prestige. Introducing the concept of Korowai to the students allowed for discussions about its cultural significance and history. Witnessing their curiosity and respect for the tradition was truly heartening. Guiding them through the creative process of making their own Korowai was a hands-on way to impart cultural knowledge while fostering their creativity. This experience highlighted the importance of integrating cultural teachings into the curriculum, providing students with an understanding of indigenous traditions and their significance. It emphasised the role of creativity and hands-on activities in making cultural learning immersive and memorable. Furthermore, witnessing the pride and excitement of the students as they displayed their handmade Korowai in our classroom underscored the value of celebrating diverse cultures within our learning environment. It was a reminder of the importance of inclusive and honouring cultural traditions to create a sense of belonging and respect among students. Reflecting on this teaching experience, it reinforced my commitment to incorporating culturally significant lessons into the curriculum. It highlighted the significance of hands-on, creative activities in fostering cultural understanding and appreciation among students while creating an inclusive and respectful classroom atmosphere.

Constable Mandy's visit to teach road safety was an engaging and impactful experience. Her interactive session effectively conveyed important safety messages, engaging students and fostering a sense of responsibility. The visit highlighted the value of practical, real-life lessons and community involvement in shaping responsible citizens.

Observing my Mentor Teacher (MT) teach the students how to make scrambled eggs was a delightful experience filled with pride and accomplishment. Initially, I was intrigued to see how the cooking lesson would unfold and how the students would respond. As the lesson progressed, it was heartwarming to itness the students' engagement and enthusiasm in learning this practical skill. The joy on their faces as they cracked eggs, whisked them, and cooked their own scrambled eggs was truly inspiring. Their sense of accomplishment and pride in creating something on their own was evident in their smiles and eagerness to taste their culinary creation. This experience highlighted the importance of hands-on learning and life skills education. It reinforced the idea that practical lessons, such as cooking, not only teach valuable skills but also boost students' confidence and independence. Moreover, observing the students' pride in their achievements underscored the significance of fostering a sense of capability and accomplishment in their learning journey. Reflecting on this cooking session, it reinforced the value of incorporating practical, real-world activities into the curriculum. It emphasised the impact of such lessons in not just teaching a skill but also in instilling confidence and a sense of achievement in the students. Overall, it was a wonderful moment that showcased the power of hands-on learning and the joy of students' self-accomplishment.

My MT was on release today. We followed the morning Routine of Phonics, story writing, After morning tea I taught an arts lesson using natural resources (leaves) as a relieving mentor teacher was an enriching experience. It fostered creativity, connecting students with nature, sparking discussions about the environment. Students explored leaves' qualities, created unique artworks, and expressed pride in their creations. The experience emphasised the value of hands-on learning, adaptability, and resourcefulness in education, inspiring future interdisciplinary approaches that merge art, nature, and education.

Testing new entrant students on their phonic words revealed varied levels of proficiency in phonics and word recognition. Some showed strong understanding and confidence, while others required additional support. Witnessing their successes highlighted the importance of fostering confidence in language learning. Identifying areas needing attention emphasised the need for personalised teaching methods. I aim to use these insights to tailor teaching strategies and create engaging activities to support each student's literacy journey effectively. Overall, the assessment reaffirmed the significance of patience, encouragement, and personalised instruction in nurturing students' phonics skills.

Teaching a maths lesson on halves and quarters while being assessed made me nervous. The pressure affected my confidence, possibly impacting the delivery and clarity of instructions. Despite the nerves, the experience highlighted the importance of thorough preparation and strategies to manage nervousness during assessments. It serves as a valuable learning opportunity to improve teaching techniques in high-pressure situations. Proud moment when Jay overheard our new students reply with - BEST DAY EVER and THIS IS SO MUCH FUN. 

Teaching Oturutanga School values—Ako, Kaitiakitanga, Whanaungatanga, Rangatiratanga, and Manakitanga—to new entrant students was a rich experience. It involved engaging activities to instil deeper understanding, emphasizing reciprocal learning, environmental care, relationship building, responsibility, and kindness. The focus wasn't solely on teaching concepts but on nurturing a cultural ethos and identity within the school community. Integrating these values in education created a foundation for a compassionate and inclusive learning environment.