Reflection about attitude towards religion

Some of my Pacifica students have strong christian beliefs that are evident in the way they interact with their peers and myself.  During discussions with these students about what they read at home, they have told me they mainly just read the Bible. A parent also said the same during parent / teacher interviews. I have encouraged these children to also include reading material suitable for their age.

However, these discussions have made me aware of how little I really understand these children's home lives. I can see that religion provides a strong moral framework to help children grow up to be caring, contributing members of society. But I do wonder if their beliefs limit their exposure to a wider range of  ideas and expectations. Because I have no religious beliefs I try to ensure my attitude towards religion is always very respectful.

1 child in particular tries hard to live up a very high standard of christian values.  Her example has made me think about my own values and how I express them in my role as a teacher.

Digital technologies in schools 2017 summary

Digital-technologies-in-schools-2017_report.pdf

Te Tiriti o Waitangi– living the values

Te Tiriti o Waitangi – living the values

An interesting article about integrating Te Tiriti into our practise as kaiako.

The 3 'P's  

• Partnership -working together with Māori to develop strategies for Māori education, 
• Protection of Te Reo, tikanga and tāonga  
• Participation - positive Māori involvement in all levels of education

Ideas from Interface

The Nature of Learning

Minecraft: Education Edition

stileeducation.com

My Simple Show

Widbook

Te Reo Staff Meeting Notes

Number -

Aneru - date including year 2016

Homai te rima  

Countdown in te reo - rima, wha, toru, rua, tahi

He Reo Tupu,  He Reo ora / reomations online

Kotahi rau - hundreds board

Game - numbers 0-10, 10s to 100.

9 numbers  in 3 x 3  grid

2,6,80,1,30, 9, 8, 4

Teacher calls out numbers randomly

Call out toa (champion) if all numbers crossed out.

Low numbers - sequences - phone numbers game - He aha to nama waea?

E hia nga tohutoa? Kotahi te tohutoa. E wha nga tohutoa.

E - 2 to 9.

E hia - how many things

Tokohia - how many people

Cootie catchers - olympic games

Nga tau nui

How to say sports persons DoB.

Mano    rau    tekau   

Tahi mano, iwa rau, waru tekau, ma iwa.

1989

Reomations

Trip to Rio - all numbers involved in trip. Eg. number of plane seat, how long flight is etc.

Te hoko kai - selling food.

I have added the link to He Reo Tupu, He Reo Ora to the Maori page on the wiki.
https://mcmiddlesc.wikispaces.com/Maori
This was a great session with lots of ideas to integrate te reo into daily programme.
I have started using the countdown in the classroom and intend to use the reomations in my Maori programme.

Te Takanga o te Wā: Māori History

Matauranga is the gathering of knowledge.

5 themes

• Whakapapa

 Tūpuna - Connections - Belonging - Identity - Culture - Community - Tikanga - Mana Whenua.
  We are our history, past, present and future.

• Tūrangawaewae

Belonging - Identity - Culture - Community - place - Continuity
History starts locally.

• Manamotuhake

Belonging - Identity - Mana - Controversy - Conflict - Consequences - Tino Rangatiratanga

Māori as tangata whenua - moving towards self determination

• Kaitiakitanga

Time - context - Perspective - Knowledge - Tikanga - Guardianship

Guardianship and ownership of the land.

• Whanaungatanga

Whāna - Hapū - Iwi - Whakapapa -  Tūpuna - Connections - Community - Manaakitanga - Kotahitanga - Unity

The foundation of our identity comes from who we come from.

Ministry of Education (2015). Te Takanga o te Wā: Māori History Wellington: Ministry of Education.

This is an excellent resource for increasing teacher understanding of Māori history and how it impacts who we are today. There are many useful pedagogical suggestions, ideas  and  resources to use when planning, especially in social studies and health curriculum areas.

Leading from the Middle

Read pages 17 - 22

[Leadership for change involves] seeing, thinking and doing things differently in order to improve the life chances of all students... Stoll and Temperley, 2009, page 2

Middle leaders contribute to change by communicating requirements to others and negotiating the processes and support needed to implement the change. 

Middle and senior leaders need:

• involvement in implementing the school vision and strategic plan;
• current, evidence based information about effective approaches to teaching, learning, and assessment;
• understanding of change processes;
• insight into teachers' current beliefs and practices;
• relationships based on trust;
• awareness of the school's capacity for change;
• strategies for handling resistance to change.

Middle and senior leaders are actively involved in problem solving.

 

Key leadership qualities

• manaakitanga - leading with moral purpose;
• pono - having self-belief;
• ako - being a learner;
• awhinatanga - guiding and supporting.

Ministry of Education. (2012) Leading from the Middle: Educational Leadership for Middle and Senior Leaders. Wellington: Ministry of Education.