2. Ki te kahore he whakakitenga ka ngaro te iwi
Without foresight or vision the people will be lost
Whakarongo School
Whakatauki:
Ana, Reece, Jo B & Gwen: 2 July 2013
Monday, 8 July 2013
3. The culture of the child cannot enter the
classroom unless it has first entered the
consciousness of the teacher...
Whakarongo School
Quote:
Ana, Reece, Jo B & Gwen: 2 July 2013
Monday, 8 July 2013
4. Response to Quote
Whakarongo School
What do we think?
Building the classroom environment - comfortable and culture is
shared, recognised and valued - knowing your children’s culture.
Not having prejudice views or making assumptions - taking time
to find out what it means for that family.
Seems commonsense - good practice.
Get to know the children - e.g beginning of the year.
Ana, Reece, Jo B & Gwen: 2 July 2013
Monday, 8 July 2013
5. Reading: Te Reo Maori & Language Acquisition... at Hukanui School
by Nadine Malcolm
Our key reflections/noted ideas...
Key Issues Emerging...
Showed the importance of knowing how to deliver a second language properly - knowing the techniques... no examples
shared unfortunately.
Highlights the issue of trying to find practical examples to support teaching.
Having a team was a good idea - feeding through the development and understanding. Really important for
understanding purpose and developing systems in place to sustain development. e.g. who do you touch base with when
you need examples??? Fiona can’t carry alone.
No one in the school competent in Te Reo or second language acquisition techniques?
Need support and comfort of working as team and accessing leaders in the team.
Affirmation or Challenge of Practice...
Agreed: letting the children know you are learning alongside them.
Agreed: having access to the thinking behind what we are doing and why.
Whakarongo School
Response to the Reading
Ana, Reece, Jo B & Gwen: 2 July 2013
Monday, 8 July 2013
6. Whakarongo School
Our key reflections/noted ideas...
What will we take on board...
Look at developing a Maori team...
Developing systems - curriculum delivery outline to provide continuity across teams.
Reading: Culturally Responsive Practice in the Mainstream School
by Mike Hogan
Response to the Reading
Ana, Reece, Jo B & Gwen: 2 July 2013
Monday, 8 July 2013
8. 5 minutes uninterrupted presentation by each person focusing on: This needs to be
focused on your original goal...
•Teacher inquiry plan & progress
•Evidence/artifacts
•Impact of teacher actions on student learning
Reflection/ Critical Friend
Reflective Questioning & Critique from Colleagues for each presentation
Each group member should be asking questions of the presenter to encourage reflection using PLC
reflective questions
Whakarongo School
Pedagogy/Leading/Learning/ Leading Change
Ana, Reece, Jo B & Gwen: 2 July 2013
Monday, 8 July 2013
9. Reece...
Uninterrupted Presentation Reflection notes...
• Working hard to use phrases and embed - using over loud speaker to voice instructions.
• Working with groups - have you got sentence structure (question/answer) and then embed in
class with simple instructions/questions.
• Using te reo Maori ideas on TKI for sentence structures - finding really useful.
• Kids having been playing lots of games to practice - getting much better at identifying objects/
nouns.
• Next term to build on - looking at describing.
• Sung a waiata on your guitar - colour song.
Whakarongo School
Ana, Reece, Jo B & Gwen: 2 July 2013
Reflective Questioning/Coaching/Mentoring...
Do you think it’s becoming more natural?
Yes but still struggling... still have to think it through but trying to use regularly within class settings.
More natural when teaching te reo - focused and try to use as much te reo as possible - even
instructions.
Monday, 8 July 2013
10. Jo B...Uninterrupted Presentation Reflection notes...
• Interviewed kids; just oral and recorded answers - mostly one word answers. Found out none speak at
home - one has father who speaks sometimes. Confirmed what already thought. When asked what
thought was most important some suggested Maori numbers, or using our WITS - just repeated things
that have been reinforced recently in class. Lots suggested liked working in groups though which is
helpful and all liked being at school.
• Started having te reo activity in maths rotations.
• Play bingo every Friday using te reo - introducing and practicing game - focusing on Maori numbers.
• Been using some te reo in literacy programme as well e.g. word find with different kai and had poster
to support.
• Haven’t been challenging self as much in last couple of weeks with anything new - end of term.
Whakarongo School
Ana, Reece, Jo B & Gwen: 2 July 2013
Reflective Questioning/Coaching/Mentoring...
Do you think you started off a bit faster than you should of?
No - just end of term... have used same things in different ways; just not introduced new things.
What do you want to do next?
Embed use of te reo in literacy and maths more. Kids are enjoying well.
Monday, 8 July 2013
11. Gwen...
Uninterrupted Presentation Reflection notes...
• Having to do lots of revision - teaching game e.g. Kei a wai - teaching in English and then transfer
to Maori.
• Using a lot of counting - verbalising things a lot more through big book etc or working in groups
to encourage.
• Coming but in small bursts and lots of repetition.
• In strand - looking at time - supporting with lots of Te Reo
• Kids immediately identified “Ra” for all the days - making connection of meaning behind...
• Months - really difficult with littlies.
• Using lots of sign language alongside - need the visual to support.
• Interviewed kids as well but found difficult to articulate.
• Done Maori art to link to tikanga - more links made but mainly through grandparents not parents.
Whakarongo School
Ana, Reece, Jo B & Gwen: 2 July 2013
Reflective Questioning/Coaching/Mentoring...
Important to try to find different ways of supporting same learning - keep supporting with visual aids.
Monday, 8 July 2013
12. Ana...
Whakarongo School
Ana, Reece, Jo B & Gwen: 2 July 2013
Uninterrupted Presentation Reflection notes...
• As for Gwen - having to do lots of revision. Started off really well and got lots organised to keep
progressing but realised kids understanding wasn’t keeping up. Have had to go back and revise
things and introduce things slowly.
• Am finding it hard towards end of term to keep motivated and keep using as natural part of
learning - have to constantly consciously think to do it.
•Have incorporated games into reading and maths rotations for extra practice.
• Have also been maintaining class meetings as requested by focus group but need to look at how
to make these more purposeful.
• Have found that the time has been quite short in between and so have not had an opportunity to
try much more.
Reflective Questioning/Coaching/Mentoring...
Monday, 8 July 2013
13. Organisation for next meeting...
Before the next meeting...
✓ Complete reflections please on PLC group page.
✓ Ana will send out some mihi information and we will prepare for our professional reading.
✓ Next meeting is week 3, term 3, please be prepared.
✓ Bring along resources or examples of kids work.
Some strategies to maybe try for next time...
• Looking at how to incorporate eLearning and Te reo e.g. making own posters of instructions or
phrases - create greater ownership: they have to think about and make connections with. Making
shared books etc.
Whakarongo School
Ana, Reece, Jo B & Gwen: 2 July 2013
Monday, 8 July 2013
