Understand and recognise the unique
status of tangata whenua in Aotearoa
New Zealand.
Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.
Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.
Select teaching approaches, resources,
and learning and assessment activities
based on a thorough knowledge
of curriculum content, pedagogy, progressions in learning and the learners.
Design learning informed by national
policies and priorities.
of curriculum content, pedagogy, progressions in learning and the learners.
Design and plan culturally responsive,
evidence-based approaches which
reflect the local community and Te Tiriti
o Waitangi partnership in New Zealand.
Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.
Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.
One size does not fit all.
I have a student from Wairoa who was not engaging or enjoying school when I first arrived at Te Kura. His Nan was having a lot of trouble getting him to do anything. After meeting this student I had found out a few things, some from conversations with Nan on the phone and some from him.
The first thing I came to know was that Johnathon needed something different than what he was being offered.
So we started simple. He loved basketball. So that's what we did. We began an inquiry into basketball and eventually it evolved into shooting techniques of his favourite player and the mindset of failure and success. This inquiry built his enthusiasm to learn and began engaging in our Google Class.
Google Class Basketball Inquiry
Johnathon's first comment on Google Class.
Short and sweet, but he has taken the step to post on the class wall,
showing growth in his confidence and is becoming more comfortable in our learning environment.
Johnathon's first Book Creator
- Sharing and recording his reading out loud.
Using Epic and Book Creator.
Having Genuine Conversations
The first thing I came to know was that Johnathon needed something different than what he was being offered.
So we started simple. He loved basketball. So that's what we did. We began an inquiry into basketball and eventually it evolved into shooting techniques of his favourite player and the mindset of failure and success. This inquiry built his enthusiasm to learn and began engaging in our Google Class.
Google Class Basketball Inquiry
Short and sweet, but he has taken the step to post on the class wall,
showing growth in his confidence and is becoming more comfortable in our learning environment.
- Sharing and recording his reading out loud.
Using Epic and Book Creator.
Having Genuine Conversations
Nan had mentioned on the phone that Johnathon wrote a really moving Facebook post about his parents and how much he missed them.
I knew that this was a clue to unlocking Johnathon's writing passion, even though he had told me he didn't like it at our first meeting.
I waited till I got to know Johnathon a little better and then a conversation naturally occurred about poetry. Johnathon told me sometimes he sat down at the Wairoa river and wrote stories or poems.
I realised he didn't tell people because he genuinely didn't think he was good at writing. I am a firm believer that if you can help nurture confidence, you will see tremendous growth within that student. If you can give nothing but one thing - it wouldn't be specific skills related to an area of the curriculum. It would be confidence. With confidence, the rest will fall into place.
Johnathon's confidence has grown tremendously. I noticed a change.
- he initiates contact
- asks questions when he is unsure through hangouts every few days
- begun taking risks with his learning. I showed Johanthon a video I had made of him and Stellian doing basketball at an advisory. We didn't even get time to go into how you actually make a movie. A week later I get a call from his Nan asking how to send it to me. They had sat down together and spent hours and nutted out the tools on how to add different visual effects and sound to make Johanthon's story into a movie. I didn't intentionally mean for them to do it on their own, with no instructions or guidance. I was going to help scaffold the steps.
This is proof that you don't need to know the answers. All I did plant the seed. I gave Johnathon an idea and he did the rest himself. (with Nan)
His movie is below.
I realised he didn't tell people because he genuinely didn't think he was good at writing. I am a firm believer that if you can help nurture confidence, you will see tremendous growth within that student. If you can give nothing but one thing - it wouldn't be specific skills related to an area of the curriculum. It would be confidence. With confidence, the rest will fall into place.
"Johnathon has done more work this term than he did all year at his old high school. He is always doing something different and it's good because he doesn't get a chance to be bored. "
Johnathon's confidence has grown tremendously. I noticed a change.
- he initiates contact
- asks questions when he is unsure through hangouts every few days
- begun taking risks with his learning. I showed Johanthon a video I had made of him and Stellian doing basketball at an advisory. We didn't even get time to go into how you actually make a movie. A week later I get a call from his Nan asking how to send it to me. They had sat down together and spent hours and nutted out the tools on how to add different visual effects and sound to make Johanthon's story into a movie. I didn't intentionally mean for them to do it on their own, with no instructions or guidance. I was going to help scaffold the steps.
This is proof that you don't need to know the answers. All I did plant the seed. I gave Johnathon an idea and he did the rest himself. (with Nan)
His movie is below.
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