KAPA HAKA – 22/03/16

What: Having on the shared role for organising Kapa haka, over the past three weeks I have been attending practices.

So what:

It is clear that ākonga have a huge amount of respect for Matua. It is a great example of how mana enhancing relationships and a culture of ako can be established amongst a large group of students. It is also clear that there is a high level of expectation placed on the students and they respond very well to this.

I was very impressed with the passion and skill of the students, especially the leaders. It is obvious that the student leaders take their responsibility very seriously and they do a fantastic job of teaching their fellow peers. This is a clear embodiment of a tuakana-teina relationship, where ākonga are learning from each other.

Overall I have learnt a lot from Matua and the way that he has brought to life the various concepts and competencies outlined in the Tātaiako and Ka Hikatia.

How can I best support and maintain this ‘classroom culture’ and how can enhance this in my own classroom?

Now what:

– Look if I can assign more responsibility/leadership roles in my science classes.

– Give students more time during the lesson to teach each other and to share what they already have know as well as what they have learnt.

Personal goals this relates to:
School Wide Goal 2016 – Cobham teachers and leaders will use the Tātaiako competencies of wānanga, whanaungatanga, manaakitanga, tangata whenuatanga and ako to ensure their teaching/leadership behaviours and practice are about knowing, respecting and working successfully with Māori learners, whānau and iwi.

Criteria this relates to:

Practicing Teacher Criteria
2 – Demonstrate commitment to promoting the well-being of all akonga.,
3 – Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.,
7 – Promote a collaborative, inclusive and supportive learning environment.,
9 – Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of akonga.,
10 – Work effectively within the bicultural context of Aotearoa New Zealand,

Cultural Competencies 

1 – Wānanga – Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement.,
2 – Whanaungatanga – Actively engaging in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori Community.,
3 – Manaakitanga – Showing integrity, sincerity and respect towards Māori beliefs, languages and culture.,
4 – Tangata Whenuatanga – Affirming Māori learners as Māori. Providing contexts for learning where the language, identity and culture of Māori learners and their whānau are affirmed.,
5 – Ako – Taking responsibility for their own learning and that of Māori learners.,

Code of Ethics

1 – Autonomy – to treat people with rights that are to be honoured and defended,
2 – Justice – to share power and prevent the abuse of power,
3 – Responsible care – to do good and minimise harm to others,

Key Competencies

1 – Managing Self,
2 – Relating to Others,
3 – Thinking

2 COMMENTS

Ann Lane said:

This is an ideal opportunity for you to see in action the importance of positive leadership and how this impacts strongly when the right people are in the right places and how this makes a huge difference especially when we are endeavouring to raise maori achievement. This can be said for all students as well as Maori.

– 22/03/2016

Annie Bowker said:

23/3/16 Your reflections indicate clearly that you are familiar with the various concepts and competencies outlined in the Tātaiako and Ka Hikatia. Transferring this from kapa haka to the science lab is another example of how you have made connections- working with students in kapa kaka ( which is something many are passionate about and have made a choice to attend) to a curriculum area. Any avenues for getting to know our students is going to have positives. Matua undoubtedly holds mana with the students and as the science teacher you can too. Share with them the importance of science in a maori world and as you have reflected how can you transfer this idea of ‘high expectation’ and peer relationships to classes in the lab.

– 22/03/2016     (Private)

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