Inspired by the use of te reo by educational leaders such as Mark Osborne and Maurie Abraham, I have taken on the wero/challenge to increase my use of te reo this year. After a long break since my 4 years of te reo at high school, it was time to regain my ability to speak Māori.
I have recently finished an online course through Te Wananga o Raukawa (https://www.wananga.com/certificate,portfolio,,39,Certificate+in+Huia+Te+Reo.html) which was a great way to increase my reo. This has increased my vocabulary with many words and phrases which I can use in my day to day life (My daughter is not so impressed that I can now tell her to go straight to sleep in both English & Te Reo Māori) and enabled me to confidently whaikōrero on behalf of our school during pōwhiri. Thanks also here to Whaea Jennifer Leauga and (Aunty Whaea) Kiri Turketo at Lynfield College for your encouragement, support and pushes in the back to speak at each of these events.
As this is Te Wiki o Te Reo Māori here in New Zealand, I thought it would be an appropriate time to try to write a blog post in te reo (with translations provided).
Tena koutou, Tena koutou, Tena koutou katoa
E ngā kaiako, e ngā akonga, e ngā kaipānui
Haere mai ki Te Wiki o Te Reo Māori. Continue reading →
It’s the start of another school year and we are running around organising getting to know you type activities, collaborating on class rules etc. Why?
we are people and people like to make connections with others.
because research has proven that creating a supportive learning environment has a positive impact on student learning.
This is why creating a supportive learning environment is included in the Effective Pedagogy section of the New Zealand Curriculum. This approach recognises that learning takes place in a social and cultural context.
From a student perspective this means that learning occurs best when they:
In my last blog post I wrote a narrative of my day shadowing a Year 10 student. This was a real highlight of my first term as a senior leader. This post shares some of the questions that I have either been grappling with or am about to start grappling with in my role as DP. Some of these developed out of reflecting on my day shadowing, many of them emerged from other events throughout the term.
How might we build upon the great content learning to develop more autonomous learners?
What if students didn’t all move through lessons at the same pace?
How might student understanding be checked in ways that don’t stop progress with learning? Continue reading →