APPLIED​ ​PRACTICE​ ​IN​ ​CONTEXT, ASSESSMENT 2
Blog Post 2:


“INTERDISCIPLINARY CONNECTIONS IN PRACTICE”
Christina_de_Jong_Interdisciplinary_Connections_within_my_Practice.png


*A potential interdisciplinary connection from my map as my near future goal…


When discussing my connection focus, I have decided to link it to the University of Illinois Thomas & McDonaugh video, as it resonated most strongly with aspects of my practice I wish to focus on.


The connection I have as a near future goal is that of working more closely with and learning from our Unique Learning Needs Co-Ordinator. She does an amazing job of implementing the AKO Solutionz Mana Enhancement Plans (MEP) for our troubled students whose learning (and the learning of others) is being affected by behaviour challenges. I have focused on this area because I currently have students in my pod who are working with a plan and next year I know there will be a group of students coming through who will present me with a raft of behaviour challenges that I need to become better equipped for.
Because these plans have the potential to significantly change behaviour, resulting in higher levels of engagement and success for the students, it is imperative that the interdisciplinary connections between the co-ordinator, myself and the students are strong and effective.


Benefits, planning and goal setting
Professors Thomas and McDonagh from the University of Illinois tell us that a benefit of developing interdisciplinary connections is that we expand our “empathetic horizon” - our boundary to knowledge and understanding. This is possible for both adults and children and I see a definite place for it in the Mana Enhancement programme.
When planning the programme, my empathetic horizon is expanded as I make decisions with both the co-ordinator and the students. The students sit with me and make a plan, stretching their horizons, as they devise strategies for coping when they feel themselves moving out of their “safe place” and into anger mode.
Together with me they also set goals, usually involving them behaving in such a way that they can stay in class.
Thomas and McDonagh’s idea of a “shared language” is a very strong feature of the MEP, as aspects of a Maori myth and it’s character names are used to denote when the student is shifting in their behaviour pattern and what they are going to do to rectify the situation. The student, teacher and co-ordinator all share this language, so there is consistency for the student.
The co-ordinator is involved when explaining to whanau how the MEP works and facilitating korero if things are not going smoothly, encouraging as much connectivity as possible between all parties.






Challenges
Possible challenges of interdisciplinary practice in relation to my future goal could be a block in communication when trying to devise a MEP with a student. This is happening to colleague in my pod at present. The student displays a strong lack of empathy and understanding towards the need for a MEP plan, using derogatory language about it and appearing generally disengaged from the whole process. This stops his “rubber band” of empathy from stretching, to allow himself room to grow more positive behaviour.  
Another challenge may be that of a lack of time or funding for other needy students to be assessed and collaborated with to develop a plan. They go without the help they need, affecting theirs and other’s learning.
.
References
AKO Solutionz. Plans and strategies for positive change. Retrieved from
http://www.akosolutionz.com/mana-enhancement


ThomasMcDonaghGroup. ( 2011, May 13). Interdisciplinarity and Innovation Education.[video file]. Retrieved from https://www.youtube.com/watch?v=kDdNzftkIpA

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