09/12/16 – KOREAN GAMES NIGHT

Participated in a Korean Games Night held at school by the Asia New Zealand Foundation. We learnt 4 different games. It was great to have an insight into a different culture.

https://mail.google.com/mail/ca/u/0/#search/korean+games+night/158e039a0c062a31

https://mail.google.com/mail/ca/u/0/#search/korean+games+night/15889d9e124fc8f5

Criteria this relates to:
Practicing Teacher Criteria 
4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,
9 – Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests, and needs of individuals and groups of akonga.,
Key Competencies
4 – Key Competencies – Participating and Contributing

03/11/16 – TERM 4 WEEK 3

Highlights/challenges

– This week was the beginning of the final cycle in technology. It is both exciting and challenging meeting the new students. In order to build a good rapport with students quickly say my mihi and share a bit about myself, making connections and finding common ground. As the year has gone on I have become much more confident in doing this with the students and I enjoy being able to find commonality between us. When good relationships are established quickly I have noticed that engagement is much higher and classroom management is easier. I also find that the students are much more comfortable in the classroom and are willing to take risks. For some classes, this takes a bit longer than others. This could be an area to explore for the year 7’s in 2017. I look forward to seeing how already having a relationship with the 2017 Yr 8’s will impact the learning environment.

– I trialed some new lessons for the year 8’s around acids and bases and letting them explore in the lab. This freedom to explore really increases engagement and gets them thinking like scientists rather than following a list of instructions. It also helps break down the stereotype that there is always a ‘wrong’ and ‘right’ answer in science. Rather the thinking should be that whatever you observe happens as a result of your actions and scientists need to make connections between what they did and what they observed.

– I completed my self-appraisal. This has been great for giving me an opportunity to reflect on my classroom and find areas which I want to work on.

Next Steps

– Trial other lessons with the year 8’s – Air Rockets, Bunsen Burners/Combustion.

– Looking into Science Roadshow lessons and use the 5E’s and Science Capabilities.

– Put some thought into what works best as the first lesson for yr7’s and 8’s in order to ‘set the stage’ for science technology and to build effective relationships with ākonga.

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.,
6 – Conceptualise, plan and implement an appropriate learning programme.,
Cultrual Competencies
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.,
Code of Ethics
2 – Justice – to share power and prevent the abuse of power,
3 – Responsible care – to do good and minimise harm to others,
Key Competencies
2 – Key Competencies – Relating to Others

2 COMMENTS

Ann Lane said:

You are making great gains in all areas. I admire the way you are self assessing and reflecting on your daily practice.

Technology is also closely related in that trialling is part of the process. Making mistakes is part of the learning and often there is not a right or wrong answer.

Looking at the variables is important and working out why things have turned out the way they have is part of the process.

– 03/11/2016

Annie Bowker said:

I have no doubt that you are reflecting and evaluating as to what works best for learners and I congratulate you as a PRT to be focussed not just on your lessons but the way you seek to build relationships . You are constantly reviewing the programme and your implementation of the science lab lessons. I note that you have planned to allow year 8 students to have more ownership of their learning and that you have observed the increase in engagement. This observation is worth thinking about for 2017. Can year 7 get a lab licence and once this is achieved have more ownership and self direction around what they are investigating.

– 03/11/2016

06/09/16 – TERM 3 WEEK 6

Highlights

– Cultural festival performance. It was an incredible feeling seeing the Kapa Haka group perform at the Cultural Festival – both Raegan and I were very very proud of all of the students. It was so rewarding to see all their hard work and ours come to fruition in such an energetic and enjoyable performance. We have received so much great feedback from parents from their achievements which are great to hear.

– Getting feedback from my students. As this week marked the end of tech cycle 4 and the beginning of tech cycle 5 I sent out a google form to get some feedback from the students. I also got some of the groups to give written feedback in class. It was great to hear what the students had to say – both feedback and feedforward. I really like to hear their opinion and always aim to make the changes that they suggest (within reason of course!). Here is a link to the surveys. Yr 8. Yr 7. The downside is that just under half of the students from each year level have responded.

– Feedback about the use of A3 SOLO sheets. I was able to ask the students in my survey if they preferred using the SOLO sheets or the booklets. Of those who completed the survey almost all of them preferred the booklets – 10/14 in fact. Though this may not be an accurate representation. Perhaps I should only focus on getting more thorough feedback from a focus group. This would be something to look at doing for the cycle 5 tech group. It would also be worth adding into the survey a section asking them to justify their answer.

– Having John Key visit the classroom. It was exciting for both the students and myself to have John Key come through the science classroom and see what we were doing.

– One big highlight that I am becoming more and more aware of as the year goes on is that teaching every student in the school really helps with whanaungatanga or building relationships and feeling part of the school community. I feel very privileged that I can walk through the school and know most of the students by name, have a real conversation with them that builds on the relationship we already have and be greeted by many of the students. It also helps when I take on extracurricular activities such as sport or Kapa Haka as I already have a positive relationship with many of the students which is key to behaviour management and setting up a positive and successful learning environment. It is also a great feeling walking into any classroom at the school and seeing familiar faces! This is important because as a tech teacher you can feel a bit separated from the rest of the classrooms/homerooms.

Challenges

Feedback forms. The issue I found with this is that just under half of the students from each year level have completed the form. This means that I may not have a true representation of what the students think about my teaching and science tech. Perhaps next time I need to send out the form a week before the final week to make sure that it is completed before they leave for the next rotation. I have sent an email to the classroom teachers of this rotation to ask them to remind them about the form but they already are very busy and I completely understand if it is not their priority.

Both a challenge and a highlight

Starting a new tech cycle. Firstly this is a challenge for two reasons. One – I am often a bit sad to see some of the groups go as you begin to really get to know them and how the class operates – their strengths and weaknesses and what works for them and what doesn’t. By this time you have also built some great relationships with the class and this really helps the flow of the lessons. Two – it is challenging to get to know all the new students and their names and quickly form a connection with them. The highlights that come from this, however, is that as this is the 5th time I have done this year it is becoming easier and easier. I am finding that my confidence has grown a lot and I am able to establish positive working relationships with the classrooms quite quickly. I am also getting very good at learning names fast! 🙂

Next week

Hail articles for Marae Trip and Kapa Haka

– Review SOLO entry slips completed by all the new classes

– Analyse results from google survey

– Begin reports for cycle 4 classes

Personal goals this relates to:
To implement 2016 Technology Inquiry: How does the use of SOLO engage priority and target students in assessing themselves. ,
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.,
Inquiry: How does the use of SOLO in Science Tech help improve the delivery of curriculum and student outcomes?
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.,
4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,
6 – Conceptualise, plan and implement an appropriate learning programme.,
10 – Work effectively within the bicultural context of Aotearoa New Zealand,
12 – Use critical inquiry and problem-solving effectively in their professional practice,
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 
2 – Justice – to share power and prevent the abuse of power,
4 – Truth – to be honest with others and self

2 COMMENTS

Annie Bowker said:

Thanks Ronnie for continuing to demonstrate above and beyond commitment to our students and your own on going professional learning and practice. By being honest in your reflection about the challenges you have had recently and particularly the survey and the findings. When use of SOLO is the Technology Inquiry I guess this makes this even more challenging. Do you think it maybe because in science the SOLO rubric is taking them to the limit of thinking based on their at times introduction to the science idea and understanding? I find that sometimes when we are ‘ pushing’ students out of their comfort zone they choose to want to revert back to what they feel safe using and doing.

Looks like you have another busy week ahead and good luck for Tuesday night with your kapa haka group. Annie

– 06/09/2016

Peter Fowler said:

Hi Ronnie. Another thoughtful post. Lots of highlights for you in science but also in the extra curricula activities you are associated with. You have reason to be very proud of the kapa haka performance. I’m biased of course, but I thought the Cobham items were the highlight of the show. I would be interested in catching up with you sometime soon to talk about the A3 SOLO sheets and how they are going. Keep up the great work. Cheers Pete

– 09/09/2016

28/07/16 – PĀNUI AKO

At the end of Term 2, I established Pānui Ako – the magazine at Cobham Intermediate for all things Māori-related. I published a number of articles including those about our Māori leaders. The Māori leaders have also been taken on board to help with the writing of articles for the magazine.

Criteria this relates to:
Cultural Competencies 
3 – Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.,
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,
3 – Responsible care – to do good and minimise harm to others,
Key Competencies
4 – Key Competencies – Participating and Contributing

31/05/16 – HUI WITH MĀORI LEADERS AND PARENTS

What?

We had our first meeting on Tuesday 17th May with the student leaders, parents, and staff. We discussed what we wanted to achieve during the rest of the year. These included:

  • Marae visit
  • Hāngi

It was great to have an opportunity to meet and discuss as a group how we can develop māori learning as māori at school. It was good to see the young leaders begin to step into their position and to share their ideas. I do want to ensure that they have a good amount of responsibility and ownership during this process and that their ideas and thoughts are legitimised.

So what?

What do the leaders need/want? The idea is that some PD be provided for the students around Māori Tikanga, leadership etc. Maybe this is a way in which we can build the mana of these students?

Is there a possibility for the students to work with the Hauora Leaders? This was an idea brought up by one of the leaders.

Now what?

  • Have a brief meeting with leaders about when we can do a PD session? Ask them what they would like/if they have any ideas about this?
  • Set a date for the first PD session
  • Ensure that they leaders are connecting in with the student cultural group – email staff involved to see when the meetings are.
  • Discuss with the staff about the Hauora Group and if it would be appropriate for the Māori leaders to be a part of that.
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 
1 – Establish and maintain effective professional relationships focused on the learning and well-being of akonga.,
2 – Demonstrate commitment to promoting the well-being of all akonga.,
3 – Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.,
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.,
Key Competencies 
2 – Key Competencies – Relating to Others,
4 – Key Competencies – Participating and Contributing

2 COMMENTS

Annie Bowker said:

I can see that you are certainly wanting to assist the Māori leaders to make connections with other students and to feel valued. I wonder if we have any way that we could connect our current leaders to past Māori students from Cobham who are being successful in their chosen field of study, careers etc. The idea of networking as we as professionals do may provide our current leaders with part of what they have discussed.

– 31/05/2016

Peter Fowler said:

Hi Veronica. It sounds like a very good beginning for this group. The next steps make sense to me. Tino pai! Cheers Pete

– 01/06/2016

PD – HOW TO SIGNIFICANTLY IMPROVE OUTCOMES FOR MĀORI, PASIFIKA AND MINORITIES … – 10/05/16

What?

This workshop was around how to significantly improve outcomes for Māori, Pasifika and minoritised (has been made to feel like the minority, does not have anything to do with numbers) students in our school community. It was grounded in evidence and practices that work in New Zealand school communities.

So what?

This workshop challenged me to critically review and evaluate my current practice and thinking. It urged me to consider what changes I could make to better improve the learning environment for Māori, Pasifika and minoritised students in my classroom and school. How do I identify minoritised students? or students who feel minoritised?

I am also challenged to consider if my practice is taking me down the deficit track, or if I am agentic (using power to make change) in my approach? How do I keep myself agentic?

The significance of whanaunatanga (relationships) to student achievement was also reiterated. I am challenged by this when I think about my unique setting as a Science Tech teacher where I have a large number of students over a very short amount of time. How can I best maintain and build an effective and authentic relationship with each of my students? Is there something that I could do at the beginning of every lesson to reconnect with each individual while keeping in mind the limited time that I have?

How to increase engagement with Māori, Pasifika and minoritised ākonga and whānau is also an area in which I gained some deeper insights. We were presented with these four categories – events, making connections, learning talk and systems and processes – as ways to increase engagement. I was challenged to restructure and reframe how we used each of these practices and what we want to achieve out of them. Meaningful change occurs when we engage with whānau and students around learning talk and systems and processes. This shares power and enables use to build connections between school and home life. This challenged me to think about how we can reframe events to use them as opportunities for learning talk and sharing systems and processes. For example, if a school was to hold a gala, situate this in a unit around financial literacy and get all the students running the gala. Parents are informed of how students are being assessed etc, and are encouraged to go to stalls asking questions (either their own or provided by the school) that support and encourage the development of their financial literacy.

Another example of this is Mutukaroa. The Mutukaroa programme is a process that fosters the active engagement of parents and whānau in learning partnerships and provides them with the tools and knowledge necessary to support the development of core skills in their children.

Ultimately this comes down to what is the difference between someone being INVOLVED vs ENGAGED. This really hit home for me and has challenged me to think about how I can be more agentic and focus on authentic engagement rather than involvement. Of course again I am challenged with my context of being a science tech teacher, so how can I do this in my classroom?

Here are some notes and here is the slideshow presentation.

Now what?

These are some next steps to take what I have learnt back into my school and classroom setting.

  • Have some peer observations done that focus around being my practice being deficit or agentic orientated.
  • Do some research around relationship building games that are quick and try some out in my classroom. Perhaps set up a new routine for how we start each science lesson that involves some relationship building or space to reconnect as a class.
  • To get whānau engaged over involved, perhaps I could, at the beginning of each cycle, ask the students if any of their parents are trained in any area of science and if they were willing to come into the science lab to share/show/help etc.
  • In any future events that I am apart of, making sure that I am aware which of my students will be there and if there parent are around perhaps strike up a meaningful conversation around their students learning and see if the are aware of the systems and processes in place. etc. Perhaps I should discuss if/how to do this with leadership or more experienced teachers.
  • Finally to take on board the 5 things a teacher needs to be and the 5 best ways to promote learning (see notes) that were shared with use. My first step in this regard will be to increase the amount of feedback and feed-forward that I give to ākonga that is NOT focussed on behaviour but rather learning orientated. Perhaps I could have an observation around this so that I have clear evidence of what I am doing.
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 
1 – Establish and maintain effective professional relationships focused on the learning and well-being of akonga.,
3 – Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.,
4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,
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,
3 – Responsible care – to do good and minimise harm to others,
Key Competencies
2 – Key Competencies – Relating to Others,
3 – Key Competencies – Thinking,
4 – Key Competencies – Participating and Contributing

1 COMMENT

Tamara Bell said:

Great summary of what was a really engaging hui, it was awesome to see and read how much you got out of the day and what learnings and next steps you have now identified. So much so, I copied lots of your notes to add to my own reflection on the same kaupapa! Ngā mihi nui 🙂 I really like the three step framework of What, So What and Now What to structure your thinking and ensure you are covering the reflection and next steps process, ka mau te wehi!

– 11/05/2016

NGĀI TŪĀHURIRI PD DAY – 05/05/16

On Monday the 18th of April I, along with other Cobham staff, attended a PD day at Tuahiwi Marae. The workshop was aimed at building cultural understanding about the marae, the Rūnanga history and their protocols. Cobham School is located within the Tuahiwi Education Rūnanga (tribal council) area.

The introductory workshops covered:

  • Basic Pōwhiri (welcoming) protocol
  • Ngāi Tahu and Ngāi Tūāhuriri history
  • Marae Visits – What will be expected when you bring tamariki to the marae
  • Understanding basic tikanga Māori specific to Ngāi Tūāhuriri

This workshop has given me an authentic insight and understanding of the identity, culture and language of the Māori people in the area. This is critical for me to have for the educational success of all learners and in particular our Māori learners. This has also inspired me further to develop authentic cultural inclusiveness in my classroom and in my school.

This was also a unique opportunity for me as an educator to connect with the Tuahiwi Rūnanga for the first time and to establish a foundation for developing a strong relationship with them which will in turn help the success of māori learners at Cobham.

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.,
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.

3 COMMENTS

Peter Fowler said:

Hi Ronnie. Pleased to hear that the marae visit was a great experience for you. I felt the same way. Really good to be in a cultural space which is unique to New Zealand and unfamiliar to many Pakeha. A good follow up would be to come up with a set of actions which could help you to develop the authentic cultural inclusiveness you mentioned above. It would be useful for example, for you to know which students in the science cycle come from Māori backgrounds.The behavioural indicators in Tātaiako can also give you some guidelines for future actions. I will be interested to hear how you get on. Cheers Pete

– 06/05/2016

Tamara Bell said:

Ka mau te wehi! Great to hear you got so much from the experience. I agree with Pete and something that helps can be framing the learning and next steps against these three questions: What? (what happened…you have covered this nicely above) So what? (what did you learn, what critical thinking has occurred for you) What next? (what actions will I now execute as a result of this learning)

– 06/05/2016

Annie Bowker said:

I too loved my experience and to return to the marae in a different role. Not as a young school girl but as an educator. What I took from this day was the history of the area and how so much of how they lived was about sustainability. In your teaching position I would encourage you to include science learning experiences that meet Criteria 4. I have some ideas if you would like to plan a time to meet. The science learning hub as you know is an excellent resource.

– 10/05/2016