NTLT 2013 - Brent Kennard, Sheran Merritt and Graeme Read - Going the extra mile

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Going the extra mile

Going the extra mile

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  • 1. Brent Kennard Trades Sheran Merritt Foundation bridging programmes Graeme Read Foundation bridging programmes Who are we?
  • 2. Facts about our students • Palmerston North is a ‘young’ city with a large student population. Under 25s • 60% of students at the Palmerston North campus are under 25 • 35% of these students are at levels 1-3 • 9% of these students (under 25) have no formal school qualifications Maori and Pasifika • The UCOL region has 19% Māori residents (New Zealand average 15%) • 25% of UCOL students have identified themselves as Maori (sector average 21%) • 1/3 of Maori students have NCEA level 2 or higher (29% have no school qualifications) • 27% of Maori students are unemployed before enrolling at UCOL • 5% of students identify themselves as Pasifika but have similar characteristics to Maori students Statistics provided by UCOL
  • 3. What gets in the way of learning?
  • 4. Te Ao Hurihuri – The Ever Changing World ‘Going The Extra Mile’ – Barriers to learning – National Tertiary Learning and Teaching Conference 2013 $$ Money Baggage Mental Health AccommodationAlcohol & Drugs Family ChildcarePhysical Health Bad Attitude Time Management Learning disability Motivation Relationships Support Confidence Transport Behaviour Language Social Skills Culture Maturity Lack of direction Fear Mental and Physical Disability Environment Bad Experiences Procrastination Numeracy & Literacy
  • 5. Our teaching philosophy is based on Manaakitanga: We acknowledge the mana of our students as having equal or greater importance than our own, through the expression of aroha, hospitality, generosity and mutual respect. Wording is adapted from: http://www.maoriparty.org/
  • 6. Faryn Te Atatu Manaakitanga
  • 7. Brent’s Manaakitanga
  • 8. Rest in peace Courtney
  • 9. Faryn Te Atatu Te Whare Tapa Wha
  • 10. Brent Te Whare Tapa Wha
  • 11. Highland Home
  • 12. Te Atakura Relationship Based Learning Professor Russell Bishop Waikato University
  • 13. Why the strong focus on relationships? Statistics provided by Prof. Russell Bishop
  • 14. Part one: A family-like learning context PartTwo:Interactionswithin thecontext Students engaging in their learning Statistics provided by Prof. Russell Bishop
  • 15. What’s the point? Here are some actual responses from students during a class discussion:  “There are no jobs out there; I’ve tried to get one – that’s why I’m here”.  “My father and mother have both been laid off - my older brother lost his job last week too”.  “I’ll never get a job – I’m not good at anything – I’m dumb”.  “That 90 day trial period thing is a load of XXXX - I was sacked as soon as the time was up, and I was a good worker”. “Oh yeah and I got paid less than anyone else”.  “I didn’t like school so I didn’t go much – nobody will give me a job.  My teachers hated me – a boss will hate me too.  “I don’t care!”
  • 16. How do you see success?
  • 17. How could your teaching be the ‘tipping point’ in a student’s life? Join us on Facebook www.facebook.com/goingtheextramile