However there are many other forms of evidence that can be obtained regarding student learning to inform teaching practice (Mullen, Bellamy, Bledsoe, & Francois, 2007). An example of this is through observing students in different learning environments and also talking to other teachers about the work they are doing. At the beginning of my intensive training I had a meeting with my mentor teacher to find out what information I would be teaching. During the meeting we discussed and my mentor teacher showed me evidence of what the students had learned on different topics throughout the year. This helped inform my practice because it meant that the topics I would teach in my intensive would not be repetitive. To support this information, I gathered other evidence by simply talking to students about what they had learned and what they found interesting, also to help inform what I would be teaching during the intensive. Regarding student characters, I talked to my mentor teacher about what the procedures are for discipline. One specific example was that I witnessed negative behaviors in the classroom decrease. What influenced my practice was that by observing how the teacher reacts to these situations, when I find myself in a similar situation I can work within what my mentor teacher has already established. This was an example of Wanaga because I was collaborating with my teacher and the routines and patterns and this benefits the students' learning because it doesn't interrupt it too much. (University of Canterbury College of Education,