* Stay in your magic *

Since leaving the UK I've been on a crazy rollercoaster of discovering a different type of school, a different educational system and a different curriculum whilst trying to navigate living in a completely different continent. It's been an up and down discovery of working out where I, as an educator, fit into it all!

The big change of going from Head of Maths in a new London school to a teacher of Maths in an established international school In Singapore has meant I've had to rethink and reevaluate what I believe is vital as an educator of Mathematics, a pastoral leader and a colleague.

I've realised quickly that different schools have massively different motivational systems.

My previous school put learners (their academic progress and wellbeing) at the centre of everything and it was awe inspiring. I was so inspired and motivated that sometimes I would forget to be inspired or motivated about anything else (until the holidays arrived)!

However, the change of schools has left me with a burning question - what actually motivates ME as an educator?

Asking this as a question whilst on your journey as an educator seems obvious but I had been so absorbed in my previous role that I had stopped asking myself it. So below is the summary of my learning this year about what really motivates ME as an educator and I challenge you to, whilst reading the below, ask yourself what would your summary be?

This summary is my educational MAGIC as of June 2019. Staying in your own magic whilst visiting others in theirs is where the most amazing growth happens. Sometimes you'll broaden your magic to include things you've stolen from others and sometime you'll realise it just doesn't align - both situations are all good!

My Educational Magic - June 2019 Edition:

• Relationships for learning (R4L) are for everyone! Building strong open, trusting, empowering and (dare I say it) loving relationships is my favourite part of being an educator. These relationships entail ensuring those around you know that you are willing to make it work with them no matter what. Whether that is in your classroom and the shared goal is awesome growth and learning, or it's in your department and the shared goal is brilliant teaching! An amazing book I've picked up recently Relentless by Hamish Brewer (Twitter: @brewerhm) has really helped redefine this magic for me (especially the love part).

• You'll never know how to do things perfectly. Being an amazing teacher is not a destination but a journey. Working in the UK meant I heard the word outstanding used to describe schools, teachers and lessons frequently. I somehow thought (before moving away) that this word that the UK schools inspectorate Ofsted uses to describe being the best meant perfect. I always hoped and dreamed that one day I would plan and deliver the perfect lesson and it would ensure amazing progress for every learner. This dream then grew to building the perfect Maths curriculum and the perfect Maths department when I became Head of Department. However the world is constantly changing and so are the people therefore so should our lessons, curriculum and departments! We can strive to achieve perfection but the cycle of research, plan, do and reflect has to be never-ending if we want to meet the needs of change.

• Learning about learning never gets boring and it can come from any source. Whether its your never-ending cycle of research, plan, do, reflect; or a lovely coffee machine chat about something new someone tried in their lesson; or a whole school professional development session it can come from anywhere. This year I've learnt to use #EduTwitter, read more books (Karen and Kelly - thank you for all the loaners) and do way more online PD! I've learnt to prioritise my learning about learning as much as that of the kids I teach and it has been amazing!

• Teaching for the mastery of Mathematic knowledge and skills underpins amazing big picture conceptual understanding which will ensure our learners solve problems we haven't even dreamed of yet. Moving from a skills and application focused GCSE Maths currciculum to a concept based IB curriculum has taught me so much. It's taught me to teach through inquiry, embed mathematical modelling and get pupils moving way higher up Bloom's taxonomy in their thinking! Blog post on all of this to follow soon!

• Balance is key. With my homeroom at the start of the year I wrote my goal down for the year. It was "Change lives but have a life" - I felt before the move I emphasised the change lives part way too much. So here I am in Singapore teaching, learning, growing whilst travelling to bits of South East Asia I had never even dreamed of before and enjoying the tropical heat!