1. What are you working on, and what do you hope to accomplish, in terms of ...

The craft of teaching/working with students

I am currently teaching Play House kids with TFU approach. My practices revolve around Play way
learning, self awareness, integrated teaching for eg: integrating Language arts with logical thinking,
etc. Being in TFU curriculum for the past 6 years my thought process took a turn as I moved from
concept delivery only to an amalgam of concept and application based learning. I try to create a

classroom where students are constantly engaged in activities where they have to
collaborate, think creatively and at the same time are able to make connections with their
curriculum and the real world. Also I create a class which is beyond boundaries and not
limited to the four walls.
I started the journey as TFU practitioner in 2008 with preprimary kids. It changed my thought

process and my view about the teaching. Every day is a new challenge in TFU approach
and thats me. I like challenges and getting into risk taking. This was the driving factor for
being in TFU practice. Some of my achievements being in this approach are making Prek
Children do the jungle project and present the same in front of unknown audience. That
was an aha. I started the Play house sections at Jamnagar Unit. It was a big success in
terms of Language and socializing.
What I aspire to do:

To build a classroom environment, wherein there is complete transparency between

student teacher, Parent teacher, Teacher management
I aim to build a classroom environment which encourages and motivates students
to learn and challenge themselves
Develop a regular system of feedback and documentation which could lead to
effective reflections of their performance and learning.
I would like myself to become a better collaborator in terms of being more effective in
putting up my point of view

Collaborating with colleagues?

As I am one of the senior most teachers on the campus, I collaborate extensively with my peers to
achieve stellar academic results for my students. Additionally, I demonstrate leadership by learning
from the experiences of my peers and adopting / testing suggestions, which may further enhance
the students learning experience.
As TFU teacher, my vision is to collaborate with other grade teachers and work on a project where
the project is challenging and of a wider scope. I would like to guide other grade teachers to
incorporate PBL as a tool in our system.

2. As you think about your Leading Schools Project

a. What fierce wonderings are emerging? What do you hope to learn?

 How will I create an environment of PBL in a Play House class?

Will I be able to design a quality PBL experience for my students?
I will learn to move out of my comfort zone and use PBL in my classroom and make
Learning exciting and challenging.
b. How might these be framed in an essential question or project

I hope to create a project which will be challenging for everyone who is associated with it
including parents.
How will I motivate parents to be active participants in the early childhood learning
Questions for critical friend conversations:
Touchstone questions for your inquiry journal and your conversations with your critical friend:
- How do I initiate back ward planning?

3.

Design a set of at least three Wicked Awesome Learning Opportunities (WALOs)

as possible next steps. The first WALO should be designed to help you reflect on
your own practice; the second should be centered around how you share your
with immediate colleagues and the last WALO asks you to lead members of
your community. Ideas for WALOs are listed on the reverseor you may design
your own. Each WALO is an opportunity for action and reflection enabling you to
address your essential questions.

WALOs (Wicked Awesome Learning Opportunities):

Weekly discussion with my TFU Head to plan PBL in a TFU classroom.

Reflect on my practice :

I will record reflections regularly.

Keep a regular journal of my practices and share it with a colleague.

Share with a colleague :
Work with colleagues to plan a grade level or school wide presentation of
learning.