What: Having on the shared role for organising Kapa haka, over the past three weeks I have been attending practices.
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?
– 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.
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.
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,
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.,
2 – Justice – to share power and prevent the abuse of power,
3 – Responsible care – to do good and minimise harm to others,
2 – Relating to Others,
3 – Thinking
– 22/03/2016 (Private)