Timms-Dean, K., & Rudd, J. (2011, October). Engaging Maori learners [PowerPoint slides]. Paper presentes at the National Tertiary Teaching & Learning Conference 2011, Nelson, New Zealand.
Teamwork involves two or more individuals working interdependently toward a common goal. An effective team has 6-10 knowledgeable members from relevant departments, a clear purpose, mutual trust and support, communication, and conflict resolution. The benefits of good teamwork include realized goals through collaboration, support and encouragement, communication, problem solving, minimal conflicts, and high productivity. Characteristics of effective teams are a clear goal, focus on results, plan for achieving the goal, clear roles, commitment, competence, consensus-based decisions, diversity, interpersonal skills, relationships, empowerment, excellence, support, openness, self-assessment, and shared leadership.
Mentoring involves an experienced teacher providing guidance and support to a new or less experienced teacher. It aims to help novice teachers transition into the profession and continue developing their skills. Some common misconceptions are that mentors have power over mentees, must be older, and take a long time. However, mentoring can be a mutually beneficial relationship regardless of age, last various durations, and involve different communication methods beyond just face-to-face. Setting up formal mentoring programs in institutions can help pair teachers and provide structure to support novice teachers entering the field.
1. The document discusses using action learning to develop shared leadership skills. It describes action learning as working in groups to address real organizational problems while developing leadership competencies through reflective questioning.
2. Key elements of action learning that build shared leadership include focusing on complex problems requiring diverse perspectives, group sizes that allow full participation, and reflective questioning that emphasizes listening to others.
3. Studies found that action learning projects helped organizations generate solutions to complex issues by developing capabilities like engaging across boundaries, understanding interdependencies, and effective teamwork.
5 Types of Modern Mentoring That Can Benefit Your OrganizationKatie Mouton
Modern mentoring goes beyond the traditional one-to-one mentoring model that has been adapted through the years. Traditional mentoring is still popular, but with the increasing number of millennials joining the workforce, organizations are beginning to include more contemporary forms of mentoring. These programs embrace a new approach where everyone is considered equal, rather than senior or junior, and the mentoring environments are more casual or even virtual.
In this webinar, we discussed 5 modern mentoring concepts that can facilitate learning within your organization that is more agile and allows for a larger possibility of knowledge sharing.
Flash Mentoring – How does it work?
Virtual Mentoring – What are the pros and cons?
Group Mentoring – Advantages and Disadvantages.
Reverse Mentoring- How to make this relationship successful.
Speed Mentoring- How is it beneficial?
This document discusses building effective teams. It begins by outlining the objectives of understanding characteristics of effective teams, team dynamics, and leadership styles that increase effectiveness. It then describes Beckhard's model of team effectiveness which includes goals, roles, processes, and relationships. Various aspects of goals, roles, processes, and relationships that contribute to effectiveness are discussed. Tuckman's model of team development (forming, storming, norming, performing) is also presented. The document concludes with an example team task of building a freestanding structure to hold a chocolate bar as high as possible.
This document provides guidance for developing a Mentoring Action Plan (MAP) to help mentorees progress in their careers. It discusses creating a vision statement, setting mentoring goals and objectives, and identifying learning activities. The goals focus on developing expertise, building relationships, and navigating the organization. Sample goals include improving presentation skills, understanding organizational structure, and enhancing one's reputation. Learning activities suggest developmental projects, networking, and stretch assignments. The document also provides examples of communication, conflict resolution, and other skills that mentoring relationships may target.
The document discusses Charlotte Danielson's Framework for Teaching, which identifies aspects of teaching that promote improved student learning based on research. It outlines four domains: planning and preparation, the classroom environment, instruction, and professional responsibilities. Each domain contains several components that define the various aspects of teaching.
Succession Planning and the Development of Your High PotentialsBizLibrary
There are two separate and distinct aspects to effective succession planning initiatives. The organizational or strategic perspective usually dominates the conversation, and that’s okay. It’s at these levels organizations make investments, drive the type of senior leadership involvement and generate alignment with organizational objectives that are the hallmarks of great programs.
In the final analysis, however, succession planning success hinges on whether or not organizations effectively develop and nurture their next generation of leaders. We typically see this aspect of success planning referred to as “high potential” development and it’s frequently just shortened to the term “HIPO.”
In this webinar, we will discuss emerging thought leadership on both subjects and provide some practical suggestions for development of your own high potential employees.
Teamwork involves two or more individuals working interdependently toward a common goal. An effective team has 6-10 knowledgeable members from relevant departments, a clear purpose, mutual trust and support, communication, and conflict resolution. The benefits of good teamwork include realized goals through collaboration, support and encouragement, communication, problem solving, minimal conflicts, and high productivity. Characteristics of effective teams are a clear goal, focus on results, plan for achieving the goal, clear roles, commitment, competence, consensus-based decisions, diversity, interpersonal skills, relationships, empowerment, excellence, support, openness, self-assessment, and shared leadership.
Mentoring involves an experienced teacher providing guidance and support to a new or less experienced teacher. It aims to help novice teachers transition into the profession and continue developing their skills. Some common misconceptions are that mentors have power over mentees, must be older, and take a long time. However, mentoring can be a mutually beneficial relationship regardless of age, last various durations, and involve different communication methods beyond just face-to-face. Setting up formal mentoring programs in institutions can help pair teachers and provide structure to support novice teachers entering the field.
1. The document discusses using action learning to develop shared leadership skills. It describes action learning as working in groups to address real organizational problems while developing leadership competencies through reflective questioning.
2. Key elements of action learning that build shared leadership include focusing on complex problems requiring diverse perspectives, group sizes that allow full participation, and reflective questioning that emphasizes listening to others.
3. Studies found that action learning projects helped organizations generate solutions to complex issues by developing capabilities like engaging across boundaries, understanding interdependencies, and effective teamwork.
5 Types of Modern Mentoring That Can Benefit Your OrganizationKatie Mouton
Modern mentoring goes beyond the traditional one-to-one mentoring model that has been adapted through the years. Traditional mentoring is still popular, but with the increasing number of millennials joining the workforce, organizations are beginning to include more contemporary forms of mentoring. These programs embrace a new approach where everyone is considered equal, rather than senior or junior, and the mentoring environments are more casual or even virtual.
In this webinar, we discussed 5 modern mentoring concepts that can facilitate learning within your organization that is more agile and allows for a larger possibility of knowledge sharing.
Flash Mentoring – How does it work?
Virtual Mentoring – What are the pros and cons?
Group Mentoring – Advantages and Disadvantages.
Reverse Mentoring- How to make this relationship successful.
Speed Mentoring- How is it beneficial?
This document discusses building effective teams. It begins by outlining the objectives of understanding characteristics of effective teams, team dynamics, and leadership styles that increase effectiveness. It then describes Beckhard's model of team effectiveness which includes goals, roles, processes, and relationships. Various aspects of goals, roles, processes, and relationships that contribute to effectiveness are discussed. Tuckman's model of team development (forming, storming, norming, performing) is also presented. The document concludes with an example team task of building a freestanding structure to hold a chocolate bar as high as possible.
This document provides guidance for developing a Mentoring Action Plan (MAP) to help mentorees progress in their careers. It discusses creating a vision statement, setting mentoring goals and objectives, and identifying learning activities. The goals focus on developing expertise, building relationships, and navigating the organization. Sample goals include improving presentation skills, understanding organizational structure, and enhancing one's reputation. Learning activities suggest developmental projects, networking, and stretch assignments. The document also provides examples of communication, conflict resolution, and other skills that mentoring relationships may target.
The document discusses Charlotte Danielson's Framework for Teaching, which identifies aspects of teaching that promote improved student learning based on research. It outlines four domains: planning and preparation, the classroom environment, instruction, and professional responsibilities. Each domain contains several components that define the various aspects of teaching.
Succession Planning and the Development of Your High PotentialsBizLibrary
There are two separate and distinct aspects to effective succession planning initiatives. The organizational or strategic perspective usually dominates the conversation, and that’s okay. It’s at these levels organizations make investments, drive the type of senior leadership involvement and generate alignment with organizational objectives that are the hallmarks of great programs.
In the final analysis, however, succession planning success hinges on whether or not organizations effectively develop and nurture their next generation of leaders. We typically see this aspect of success planning referred to as “high potential” development and it’s frequently just shortened to the term “HIPO.”
In this webinar, we will discuss emerging thought leadership on both subjects and provide some practical suggestions for development of your own high potential employees.
This document discusses strategies for all-inclusive learning. It begins by asking teachers to reflect on students who struggled in school. It then discusses challenges in motivating these at-risk students and implementing new instructional approaches. The rest of the document provides strategies for teachers, including understanding different learning styles, providing feedback, balancing challenges, and establishing a sense of belonging in the classroom. The overall message is that using diverse, supportive teaching strategies can help engage even the most difficult students.
The document discusses the importance of effective lesson planning for teachers. It outlines key elements that should be included in a strong lesson plan such as objectives, materials, introduction, presentation of new material, guided and independent practice, closure, and evaluation. A good lesson plan provides structure for teachers and students, keeps all parties on track to meet objectives, and enhances student achievement. Careful planning is important to avoid issues and ensure a successful learning experience.
This PPT is a tool to help focus a team / group / or stakeholders into a high performance team. It concentrates on results, commitment, processes, communication, and trust.
I created this tool as a means to transition a team through the four stages of team maturity: forming, storming, forming, and performing.
This document discusses the flipped classroom model of instruction. In a flipped classroom, direct instruction moves from the group learning space to the individual learning space, typically through online lecture videos for students to watch at home. Class time is used for applying concepts, clarifying understanding, and collaborating with peers. Benefits include allowing students to learn at their own pace, promoting active learning, and giving teachers more time for individualized support. Challenges include reliance on technology access and preparation of instructional content. The document outlines the key components of the flipped classroom approach.
This presentation seeks to explore dynamic leadership in the 21st century, and will focus on how church leaders in particular, can become purposeful in their quest to become relevant.
This document establishes a mentorship program for the Naval Maritime Forecast Center in Norfolk. It assigns experienced sailors to mentor junior personnel and creates a structured relationship where mentors provide guidance on career development, skills, and personal issues. The roles and responsibilities of mentors, protégés, supervisors, and program coordinators are defined. Mentors are expected to meet regularly with protégés, assist with goal-setting, and attend career reviews. The goal is to help sailors succeed through leadership development and a supportive relationship outside the chain of command.
The document outlines a mentoring training program for mentors and proteges. It provides definitions of mentoring, mentors, and proteges. It details the objectives of the mentoring relationship and program. The mentoring process involves proteges and mentors registering online, completing assessments, attending workshops, setting goals and development plans, having regular meetings, providing feedback, and completing evaluations. Tools and resources are available on the mentoring website to guide the process.
This document discusses mentor-mentee relationships. It defines mentoring as helping others manage their own learning to reach their potential. The role of the mentor is to understand professional processes, provide support and feedback, and help mentees develop skills and find opportunities. The role of the mentee is to take charge of their development, set the agenda for meetings, and reflect on their progress. It also stresses the importance of having a mentoring agreement to define expectations and provide structure to prevent relationship issues.
This workshop will be perfect for Leaders in your organization. Participants will learn the true leadership traits required to lead a team reaching business objectives. Equipped with tons of Leadership experiential learning games to help participants practice their leadership skills
Building a Successful Mentoring Program: Orientation and TrainingMentor Michigan
Orientation and Training
This presentation focuses on the essential elements of a comprehensive orientation plan for mentors, mentees, and parents/guardians. Also, we will explore what should be included in the mentor training process, and the importance of these sessions to the success and duration of a match.
To download the Quality Program Standards and Checklist, please visit: http://www.michigan.gov/mentormichigan/0,1607,7-193--123108--,00.html
The recorded version of this webinar is available at: https://www2.gotomeeting.com/register/721534419
This document discusses the skills and mindsets of exemplary facilitators. It outlines helpful attitudes like seeing everyone as human with potential, and that there is no single best way. Facilitators should use questioning techniques to clarify, probe assumptions, and examine reasons and evidence. Their role is to help groups achieve results through interactive processes like discussion, brainstorming, and presenting, while maintaining a balance between facilitating interaction and contributing content. Core facilitation skills include active listening, effective communication and questioning, handling conflict, and using feedback. The overall goal is to help groups address issues and surface difficult topics by empowering others and maintaining calm.
What it takes to be an effective teacher essential teaching skillsAmy Woods
To be an effective teacher in 2010 and beyond requires demonstrating essential teaching skills such as having a positive attitude, being well organized, strong communication skills, maintaining student focus, providing feedback, effective questioning techniques, and conducting lesson reviews and closures. Future teaching may involve more group work and creative assessment to maximize student learning and interaction. However, teachers will still need fundamental skills and address potential distractions from technology to be effective.
Leading high performance teams training enable you to create fundamental aptitudes including enhancing self-comprehension, investigating the adequacy of others, group building, authority, consolation, and compromise. You will pick up a viable training of how to break down and keep up successful group performance over the task life cycle alongside how to perceive and illuminate key issues. Venture achievement not just relies upon the viability of the task group and how well they work together, yet additionally on the undertaking director's ability to control and deal with the group and focus on individuals issues.
Objectives :
Determine the characters of high-performing project teams
Successfully initiate a new project team
Inspire peak performance in project teams
Use leadership skills to create team members’ capability and commitment
Lead and manage distant project teams
Determine tactics to manage the various performance roles people take inside a team and the ways to enhance team dynamics
Set up personal strategies and activities that will construct and secure a high performing team
Share their team vision in an attractive way to motivate team member “buy in”
Describe the value of successfully managing ‘soft-side’ concerns that cause issues and postpones during product development programs
Use effective practices of employing and initiating teams
Execute methods to effectively lead and smooth effective teams
Efficiently troubleshoot problems on a team and use methods to remain efficient
Execute proven guidelines for performing effective team meetings
Course outline:
Overview of Leading High Performance Teams
Initiating a Project Team
Constructing a High-Performing Team
Accomplishing High Performing Team Dynamics
High-Performance Team Leadership
Creating a High Team Performance Management Culture and Vision
Leading Project Teams from Long distance
Making Effective Decisions
Sound Facilitation
TONEX Case Study Sample: Unit-Based High Performance Team
Leading high performance teams training
https://www.tonex.com/training-courses/leading-high-performance-teams-training/
The document discusses the key traits of effective leadership and management. It outlines that leaders provide vision, honesty, inspiration, communication skills, and think outside the box to challenge the status quo. Managers focus on executing the vision through developing a roadmap, directing day-to-day efforts, establishing processes and procedures, and catering to employee needs. While leaders invent and inspire, managers rely more on organization and control to meet short-term goals.
How to Build a Learning Culture to Inspire Employee GrowthBizLibrary
This document discusses the importance of investing in employee learning and development. It notes that employee training and development was the top area of investment for HR in 2019 according to a Payscale study. It provides reasons why companies should invest in this area, such as increased employee engagement, retention, and productivity. It then offers tips on how to motivate employees to prioritize their growth, how to create a learning culture, and a 7-step plan for building such a culture.
In this webinar delivered for the IIC&M Bettina Pickering explains why coaches are in effect leaders, and leaders should adopt a coaching style.
She covers the
- key qualities that great coaches and leaders have in common
- 3 core coaching/leadership qualities with practical examples drawn from her research of interviewing/surveying 30 coaches globally
- self-leadership and a process to develop each quality further
Mentoring involves a more experienced person sharing knowledge and skills to help others progress in their careers. It benefits both mentees through faster growth and networking, and mentors through rewarding experiences that aid their own development. Good mentors are willing to share expertise, act as role models, take personal interest, provide guidance and feedback, and motivate through example. Organizations can embed mentoring culture by including it in training agendas, prioritizing personal goal-setting, embracing direct feedback across all levels, and providing broad access to leadership. Mentoring programs ultimately contribute to a more engaged and developed workforce.
This is the presentation for a paper presented by Kate Timms-Dean and Jenny Rudd (Otago Polytechnic) at the National Tertiary Learning & Teaching Conference 2011, in Nelson, New Zealand.
The presentation provides a pedagogical framework for Māori learner engagement based on tikanga Māori (Māori custom) and models such as strengths and empowerment theories.
The document discusses Team Whero's inquiry into providing opportunities for "student voice" at Whangarei Intermediate School. It explores why student voice is important for learning, evaluating teaching, school improvement, developing student leadership, and shaping school culture. It also describes methods used to lead change, such as surveying students and teachers. While opportunities for student voice have increased, student understanding of its purpose has not, and further work is needed to fully embed it in classroom practice and culture.
This document discusses strategies for all-inclusive learning. It begins by asking teachers to reflect on students who struggled in school. It then discusses challenges in motivating these at-risk students and implementing new instructional approaches. The rest of the document provides strategies for teachers, including understanding different learning styles, providing feedback, balancing challenges, and establishing a sense of belonging in the classroom. The overall message is that using diverse, supportive teaching strategies can help engage even the most difficult students.
The document discusses the importance of effective lesson planning for teachers. It outlines key elements that should be included in a strong lesson plan such as objectives, materials, introduction, presentation of new material, guided and independent practice, closure, and evaluation. A good lesson plan provides structure for teachers and students, keeps all parties on track to meet objectives, and enhances student achievement. Careful planning is important to avoid issues and ensure a successful learning experience.
This PPT is a tool to help focus a team / group / or stakeholders into a high performance team. It concentrates on results, commitment, processes, communication, and trust.
I created this tool as a means to transition a team through the four stages of team maturity: forming, storming, forming, and performing.
This document discusses the flipped classroom model of instruction. In a flipped classroom, direct instruction moves from the group learning space to the individual learning space, typically through online lecture videos for students to watch at home. Class time is used for applying concepts, clarifying understanding, and collaborating with peers. Benefits include allowing students to learn at their own pace, promoting active learning, and giving teachers more time for individualized support. Challenges include reliance on technology access and preparation of instructional content. The document outlines the key components of the flipped classroom approach.
This presentation seeks to explore dynamic leadership in the 21st century, and will focus on how church leaders in particular, can become purposeful in their quest to become relevant.
This document establishes a mentorship program for the Naval Maritime Forecast Center in Norfolk. It assigns experienced sailors to mentor junior personnel and creates a structured relationship where mentors provide guidance on career development, skills, and personal issues. The roles and responsibilities of mentors, protégés, supervisors, and program coordinators are defined. Mentors are expected to meet regularly with protégés, assist with goal-setting, and attend career reviews. The goal is to help sailors succeed through leadership development and a supportive relationship outside the chain of command.
The document outlines a mentoring training program for mentors and proteges. It provides definitions of mentoring, mentors, and proteges. It details the objectives of the mentoring relationship and program. The mentoring process involves proteges and mentors registering online, completing assessments, attending workshops, setting goals and development plans, having regular meetings, providing feedback, and completing evaluations. Tools and resources are available on the mentoring website to guide the process.
This document discusses mentor-mentee relationships. It defines mentoring as helping others manage their own learning to reach their potential. The role of the mentor is to understand professional processes, provide support and feedback, and help mentees develop skills and find opportunities. The role of the mentee is to take charge of their development, set the agenda for meetings, and reflect on their progress. It also stresses the importance of having a mentoring agreement to define expectations and provide structure to prevent relationship issues.
This workshop will be perfect for Leaders in your organization. Participants will learn the true leadership traits required to lead a team reaching business objectives. Equipped with tons of Leadership experiential learning games to help participants practice their leadership skills
Building a Successful Mentoring Program: Orientation and TrainingMentor Michigan
Orientation and Training
This presentation focuses on the essential elements of a comprehensive orientation plan for mentors, mentees, and parents/guardians. Also, we will explore what should be included in the mentor training process, and the importance of these sessions to the success and duration of a match.
To download the Quality Program Standards and Checklist, please visit: http://www.michigan.gov/mentormichigan/0,1607,7-193--123108--,00.html
The recorded version of this webinar is available at: https://www2.gotomeeting.com/register/721534419
This document discusses the skills and mindsets of exemplary facilitators. It outlines helpful attitudes like seeing everyone as human with potential, and that there is no single best way. Facilitators should use questioning techniques to clarify, probe assumptions, and examine reasons and evidence. Their role is to help groups achieve results through interactive processes like discussion, brainstorming, and presenting, while maintaining a balance between facilitating interaction and contributing content. Core facilitation skills include active listening, effective communication and questioning, handling conflict, and using feedback. The overall goal is to help groups address issues and surface difficult topics by empowering others and maintaining calm.
What it takes to be an effective teacher essential teaching skillsAmy Woods
To be an effective teacher in 2010 and beyond requires demonstrating essential teaching skills such as having a positive attitude, being well organized, strong communication skills, maintaining student focus, providing feedback, effective questioning techniques, and conducting lesson reviews and closures. Future teaching may involve more group work and creative assessment to maximize student learning and interaction. However, teachers will still need fundamental skills and address potential distractions from technology to be effective.
Leading high performance teams training enable you to create fundamental aptitudes including enhancing self-comprehension, investigating the adequacy of others, group building, authority, consolation, and compromise. You will pick up a viable training of how to break down and keep up successful group performance over the task life cycle alongside how to perceive and illuminate key issues. Venture achievement not just relies upon the viability of the task group and how well they work together, yet additionally on the undertaking director's ability to control and deal with the group and focus on individuals issues.
Objectives :
Determine the characters of high-performing project teams
Successfully initiate a new project team
Inspire peak performance in project teams
Use leadership skills to create team members’ capability and commitment
Lead and manage distant project teams
Determine tactics to manage the various performance roles people take inside a team and the ways to enhance team dynamics
Set up personal strategies and activities that will construct and secure a high performing team
Share their team vision in an attractive way to motivate team member “buy in”
Describe the value of successfully managing ‘soft-side’ concerns that cause issues and postpones during product development programs
Use effective practices of employing and initiating teams
Execute methods to effectively lead and smooth effective teams
Efficiently troubleshoot problems on a team and use methods to remain efficient
Execute proven guidelines for performing effective team meetings
Course outline:
Overview of Leading High Performance Teams
Initiating a Project Team
Constructing a High-Performing Team
Accomplishing High Performing Team Dynamics
High-Performance Team Leadership
Creating a High Team Performance Management Culture and Vision
Leading Project Teams from Long distance
Making Effective Decisions
Sound Facilitation
TONEX Case Study Sample: Unit-Based High Performance Team
Leading high performance teams training
https://www.tonex.com/training-courses/leading-high-performance-teams-training/
The document discusses the key traits of effective leadership and management. It outlines that leaders provide vision, honesty, inspiration, communication skills, and think outside the box to challenge the status quo. Managers focus on executing the vision through developing a roadmap, directing day-to-day efforts, establishing processes and procedures, and catering to employee needs. While leaders invent and inspire, managers rely more on organization and control to meet short-term goals.
How to Build a Learning Culture to Inspire Employee GrowthBizLibrary
This document discusses the importance of investing in employee learning and development. It notes that employee training and development was the top area of investment for HR in 2019 according to a Payscale study. It provides reasons why companies should invest in this area, such as increased employee engagement, retention, and productivity. It then offers tips on how to motivate employees to prioritize their growth, how to create a learning culture, and a 7-step plan for building such a culture.
In this webinar delivered for the IIC&M Bettina Pickering explains why coaches are in effect leaders, and leaders should adopt a coaching style.
She covers the
- key qualities that great coaches and leaders have in common
- 3 core coaching/leadership qualities with practical examples drawn from her research of interviewing/surveying 30 coaches globally
- self-leadership and a process to develop each quality further
Mentoring involves a more experienced person sharing knowledge and skills to help others progress in their careers. It benefits both mentees through faster growth and networking, and mentors through rewarding experiences that aid their own development. Good mentors are willing to share expertise, act as role models, take personal interest, provide guidance and feedback, and motivate through example. Organizations can embed mentoring culture by including it in training agendas, prioritizing personal goal-setting, embracing direct feedback across all levels, and providing broad access to leadership. Mentoring programs ultimately contribute to a more engaged and developed workforce.
This is the presentation for a paper presented by Kate Timms-Dean and Jenny Rudd (Otago Polytechnic) at the National Tertiary Learning & Teaching Conference 2011, in Nelson, New Zealand.
The presentation provides a pedagogical framework for Māori learner engagement based on tikanga Māori (Māori custom) and models such as strengths and empowerment theories.
The document discusses Team Whero's inquiry into providing opportunities for "student voice" at Whangarei Intermediate School. It explores why student voice is important for learning, evaluating teaching, school improvement, developing student leadership, and shaping school culture. It also describes methods used to lead change, such as surveying students and teachers. While opportunities for student voice have increased, student understanding of its purpose has not, and further work is needed to fully embed it in classroom practice and culture.
This document discusses teaching strategies and cultural competencies used at South Otago High School. It outlines the Teaching as Inquiry model and the Effective Teaching Profile which includes elements like Manaakitanga, Mana motuhake, and Ako. Culturally responsive tools mentioned include building relationships through the He Kakano model, using feedback/feed-forward, and reciprocal teaching. The document emphasizes that developing teacher-student relationships is important for learning and discusses strategies like focusing on a group of students and their achievement through inquiry.
The document discusses reading interventions for struggling grade 3 and 4 students. It notes evidence of declining reading achievement around ages 9-10 and a lack of specialized interventions beyond programs like Reading Recovery. It describes the characteristics of struggling readers as being a diverse group, mostly boys, who are disengaged, disruptive and lack self-management strategies. The document proposes addressing inconsistencies in teaching practices, assessment, teacher capacity, parental involvement and student self-efficacy through interventions like professional development, diagnostic tools, coaching and parent education.
The document discusses reading interventions for struggling grade 3 and 4 students. It outlines characteristics of struggling readers, such as being predominantly boys, disengaged, and having low self-efficacy. Effective teaching strategies discussed include differentiation, scaffolding, explicit instruction, developing student self-efficacy and engagement. A variety of intervention programs and assessment tools are also described. The document recommends allowing more opportunities to build teacher capacity and promote parent-teacher partnerships to help struggling readers.
The document discusses reading interventions for struggling grade 3 and 4 students. It outlines characteristics of struggling readers, such as being predominantly boys, disengaged, and lacking self-management strategies. Effective teaching strategies discussed include differentiation, scaffolding, feedback and building respect. The document also discusses guided reading, literacy circles, reciprocal reading and the five components of effective reading instruction: phonemic awareness, phonics, fluency, vocabulary and text comprehension. Recommendations include building teacher capacity, strengthening parent partnerships and providing additional support for low-achieving students.
The document outlines strategies for building an adaptive school. It discusses having adaptive and resilient schools that are optimistic, decisive, have integrity and open communication. Adaptive school leaders build empowered teacher teams, support learners, enable student voice, collaborate globally, and focus on equity outcomes for all students. This requires building commitment to common goals through evidence and success sharing, valuing differences, listening to build understanding, and achieving authentic outcomes for students and teachers. Specific actions outlined include valuing teachers, visiting classrooms, pursuing individual students, partnering teachers with at-risk students, alternative learning days, end-of-year reflection, leveraging crises positively, and finding challenges to address.
This document outlines strategies for increasing student motivation in the classroom. It discusses establishing a conducive learning environment, varying teaching methods, incorporating positive competition, and the importance of motivation for student learning. Effective approaches include setting goals, developing student skills, making content relevant, and providing feedback. The presenter draws on research and experience to suggest ways for instructors to maximize student motivation.
This presentation discusses effective approaches for increasing student motivation in the classroom. It explores establishing a conducive learning environment, varying learning experiences through incorporating positive competition and other techniques. Research and the presenter's teaching experiences are used to demonstrate the important role motivation plays in student learning. Strategies discussed include setting goals, developing time management and study skills, using interactive materials and social media, and providing feedback to students. The overall goal is to help instructors maximize the value of student motivation.
To design an effective program for a diverse group of students, the teacher should:
1) Consider students' various differences like age, abilities, culture, motivation etc. and how they impact learning.
2) Focus on student learning outcomes and choose teaching methods and resources to help students achieve different learning levels.
3) Employ diverse teaching strategies like differentiated instruction, active learning activities, peer support and multi-media materials to meet different student needs and help them progress in their learning.
This document summarizes a teacher's philosophy and teaching principles. It discusses developing teaching techniques through reflection on practice and theoretical knowledge. The teacher emphasizes creating a friendly learning environment and involving students in the learning process. Blended learning approaches are discussed, including using technology and online resources to customize learning to individual students and allow digital assignment submissions.
This document provides information on developing character in students through authentic learning experiences like service learning projects. It discusses that character is developed gradually over time, and recommends engaging students in real-world problem solving that addresses community needs and is tied to curriculum. Students learn by planning, taking action, and reflecting on their service experiences.
The document discusses the roles of teachers, parents, and technology in promoting students' learning. It states that teachers facilitate learning through classroom management and linking the school to the community. Parents are students' first teachers and their involvement in their child's education, like helping with homework and communicating with the school, contributes to academic success. The document also notes that technology supports different learning styles and allows students to learn through online resources.
This document discusses developing a learning-focused curriculum and school environment. It emphasizes cultivating deep learning goals and skills like collaboration, problem-solving, creativity and resilience in students. It advocates giving schools freedom over their curriculum design while maintaining a national minimum standard. Various learning approaches are mentioned, like performance, project and problem-based learning. Developing student autonomy and celebrating successes are priorities. The highest performing education systems internationally are looked to for curriculum guidance.
This document discusses effective educational practices and benchmarks for quality teaching and learning. It outlines five national benchmarks: academic challenge, student interaction with faculty, active and collaborative learning, enriching experiences, and supportive campus environment. It also discusses seven principles for good practice: contact between students and faculty, reciprocity among students, active learning, prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents. Resources are provided for implementing these principles effectively in the classroom.
The document discusses the author's philosophy of teaching English as a foreign language based on their experiences as a student teacher. Some key points include:
1) The author believes motivation is critical for student learning and they work to engage students through activities like reading projects.
2) Technology can attract student attention and support learning, so the author incorporates tools like videos and online articles.
3) A print-rich environment stimulates student interest and curiosity, so the author stocked their classroom with a library, story sacks, and student displays.
Planting seeds, growing futures our ancestors can walk in with our grandchildrenMATSITI
Hine WaitereNo Tuwharetoa, Kahungunu, Tuhoe me TainuiBuilding on Success
Director: Indigenous Leadership Centre
National Institute of Maori Education
Te Whare Wananga o Awanuiarangi
MATSITI Teacher Education Forum, Adelaide, 3 July 2014
The document discusses Academic Co-creative Inquiry (ACCI), an innovative teaching method that emphasizes collaboration between teachers and students. Some key aspects of ACCI include co-creating course content and processes, using learning contracts, self and peer assessment, and defining resources and criteria. ACCI aims to increase student engagement, ownership over learning, and integration of theory and practice. The document proposes applying ACCI principles to an existing course in 2012 and evaluating its effectiveness through reflection and research.
A course on Learning Theory and Implications for Instruction.
These slides: Try to explain how teachers raise learners' motivation. By discussing some important theories, and using different instructional techniques.
This document provides information about mihimihi, which are introductory speeches traditionally given in Māori at the beginning of gatherings. Mihimihi establish links between people by sharing one's genealogy (whakapapa), which is important for identifying one's identity. They can vary in length depending on the reason for the gathering and how well people know each other. Mihimihi generally identify one's ancestral waka, iwi, hapū, marae, whānau, and ancestors in order from oldest to youngest. Students are assigned to prepare and memorize their own mihimihi in te reo Māori for an assessment.
This document provides Te Reo Māori greetings and farewell phrases for ceremonial use. It includes common greetings like "Tēnā koe" (hello), "Kia ora" (hi), and greetings for different times of day. It also lists phrases for welcoming people to a class, asking how someone is, and saying goodbye whether leaving or staying. The document encourages practicing these greetings in daily life and links to additional resources.
The document discusses considerations for facilitating online learning for indigenous learners. It begins by defining indigenous peoples as ethnic groups with earliest historical connection to a geographic region. It then discusses why indigenous learners should be considered in online facilitation, noting they often experience colonization, oppression, language and cultural loss that can cause alienation from western institutions.
The document proposes a cultural framework for online facilitation based on tikanga Māori (Māori sociocultural practices), including ako (reciprocal teaching), manaakitanga (hospitality), whanaungatanga (relationship building), kotahitanga (building knowledge together), rangatiratanga (learner-centeredness) and pū
This document discusses cultural competence and its importance in online facilitation. It begins by defining cultural competence as having awareness of one's own culture, attitudes towards cultural differences, knowledge of other cultures, and cross-cultural skills. It then discusses how indigenous and minority groups have faced issues like colonization and oppression. The document presents tikanga Māori, a Māori cultural framework, as an approach for online facilitation. This framework includes concepts like ako (reciprocal learning), manaakitanga (hospitality), whanaungatanga (relationship building), and others. Each concept is then further explained in terms of online facilitation best practices.
This document outlines the author's teaching philosophy, which is centered around concepts like transformation, empowerment, and ako. It discusses theoretical frameworks such as conscientization, Maslow's hierarchy of needs, and Te Whare Tapa Whā. Core values of the author's philosophy include tino rangatiratanga, reciprocity, and aroha. The goal is to foster learner-centeredness and develop students' academic skills while upholding educational standards.
This document outlines key principles of Māori pedagogy including:
- Tikanga Māori values such as aroha (compassion), awhi (guidance), manaaki (hospitality), tautoko (support) and whanaungatanga (relationships).
- Ako emphasizes teaching and learning as reciprocal activities where teachers and learners work together to create knowledge.
- Tuakana/teina recognizes senior and junior roles where each contributes to knowledge development through tradition and adaptation.
Presentation of my teaching philosophy for assessment of prior learning panel for the Graduate Certificate of Tertiary Learning and Teaching (Level 7) from Otago Polytechnic. Grad Cert was conferred in December 2009.
This document discusses principles for effective learning approaches for indigenous and Pasifika learners in flexible learning contexts. It outlines 6 principles of indigenous learning: intercultural competence, respect, negotiation, meaningful outcomes, relationships, and indigenisation. For Māori learners, key aspects are institutional support, integration of tikanga, involvement of qualified leadership and staff, developing effective teaching strategies, and removing barriers to study. Principles for online learning with Māori learners include ako (reciprocal learning), manaakitanga (hospitality), whanaungatanga (relationship building), kotahitanga (building knowledge together), rangatiratanga (learner-centredness), and pū
This PowerPoint looks at the reasons for cultural considerations in flexible learning in terms of Indigenous peoples and their experiences of colonisation and oppression. It then considers the Treaty of Waitangi as a framework for considering cultural needs in flexible learning environments.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Film vocab for eal 3 students: Australia the movie
Engaging Maori learners
1. Engaging Māori Learners: A Pedagogical Framework Kate Timms-Dean and Jenny Rudd, Otago Polytechnic, 2011
2.
3.
4.
5. The Koru Model of Teaching & Learning Mauri Manaaki Whakapapa Whanaungatanga Tūmanako & Pūmanawa Tautoko Aroha Whakamana
6.
7.
8.
9.
10. Why nurturing the mauri is central Smith (2010, p.14) has this to say… … .“In a classroom situation, having been a teacher for many years, I have always thought about working with young children—how easy it is to hurt the mauri, as a teacher, as someone in power. A look, a word, an action can all do damage and it can happen in a single moment. Easy to damage, hard to recover”…
11. How do we nurture our students mauri? By attending to….
12.
13.
14.
15.
16.
17.
18.
19.
20. Tautoko Included in our model because supporting Māori students in a way that works for them is crucial in effective engagement. Refers to support . Bishop and Berryman (2006) drew attention to the deficit support model – whereby Māori students have been perceived as academically limited and provided with remedial support.
21.
22. Aroha Included in our framework because these are essential qualities in an educator who is committed to engaging Māori students. Refers to compassion, empathy and love.
23.
24. Whakamana Included in our framework because it reminds us to bring social justice, human rights and a power analysis to our work as educators Is underpinned by the notion that some individuals and groups have more than fair share of power in society.
25.
26.
27.
28.
Editor's Notes
Mihi / Kate’s Mihimihi Tēnā koutou, tēnā koutou, tēnā koutou katoa. Ka mihi ki te whenua o tēnei rohe. Ka mihi ki te mana whenua hoki. Ka mihi ki a koutou katoa. Kia ora. Ko wai au e tū mai nei? Ko Tararua te maunga. Ko Pukekaraka te puke. Ko Waiorongomai te roto. Ko te Moana o Raukawa te moana. Ko Tainui te waka. Ko Ngāti Raukawa te iwi. Ko Kate Timms-Dean taku ingoa. Ko Conway Dean taku tane. Ko Jacob rātou ko Charlotte, ko Torrey, ko Lachlan, ko Madeleine, ko Genevieve ā māua tamariki. My name is Kate Timms-Dean and I have ancestral links to Ngāti Raukawa in Ōtaki, Scotland and England. I feel a strong connection to my Māori and Scottish ancestry, and am currently completing a doctorate exploring Māori and Gaelic language revitalisation tactics. I am married to Conway Dean who is an artist from Perth, Western Australia. We have a blended family of six children aged from 19 to 5 years of age. Nā reira, tēnā tātou katoa. Jenny’s Mihi Tena Koutou, Tena Koutou, Tena Koutou Katoa My father’s ancestor’s the Tuckey’s and the Richies hail from Ireland and England respectively. My mother’s ancestors the Morrison’s and the Martin’s hail from Scotland, the Morrison’s from Glasgow and the Martin’s from Edinburgh. I am lucky enough to have visited Edinburgh and I feel a strong sense of connection to this place. My father was born in Adelaide, Australia and moved to Dunedin New Zealand when he was seven. My mother was born in Wellington, New Zealand. She grew up in Owaka in the Catlins and moved to Dunedin as a teenager. I was born in Dunedin under the mantle of Ngai Tahu. I spent my early years moving around dam towns, Otamatata and Te Anau but ultimately grew up in Dunedin. I am married to Oliver Rudd who I met in Australia. Oliver and his family are from the North of England. Three of Oliver’s grandparents are from border riever families. They have lived in the same area for centuries. Oliver and I have two wonderful young adults, Samson & Elizabeth and one delightful adolescent, Cohen.
Kate’s Kōrero: Mihi Mihi (a welcome) and mihimihi (personal introductions) are important protocols in Māori society. In the Māori world view, all events and activities are signified by an appropriate beginning point and end point. The beginning when meeting new people is usually marked by a process of mihi and mihimihi. This is when people are welcomed and introductions are made. We do not have time today for everyone to mihimihi. Instead we want you all to take 5 minutes to move around the room and introduce yourselves to as many people as possible – mihimihi to people you don’t know. We will let you know when there is one minute to go. Please use that minute to wrap up your introductions and re-seat yourselves.
Jenny’s Kōrero: Pedagogical Framework Today we want to introduce you to our pedagogical framework for engaging Māori learners. For anyone that doesn’t know, pedagogy just means education theory or values and principles. A framework or teaching philosophy integrates the knowledge, values and skills we integrate to inform our practice. A practice framework acts as a yard stick – something explicit against which we can measure our day to day practice. We have called our framework The Koru Model of Teaching and Learning. The koru is the young fern frond or leaf and has a stalk and a number of blades. When the koru first emerges the stalk and blades are tightly coiled for protection. These unfurl as the koru matures (Wiakato University, 2007-2011).
Kate’s Kōrero: The Koru model The Koru is used frequently in Māori carving and moko. It is associated with identity, growth and new life (Tauroa, 2009: Wilson 2001-3,) and with the concept of "Taonga Tuku Iho" which literally translates as“ treasures allowed down” and means “the passing of life, information and resources from one generation to the next” (Wilson 2001-3). For us, the Koru captures the essence of teaching and learning in the tertiary technical sector. Many of our students arrive in a tightly coiled state. We see it as our responsibility to provide a safe and nurturing environment, one that responds to mental, physical, social and spiritual needs and that allows our students to uncoil and grow and be strong. Just as the koru has a number of blades all part of the whole, our model has a number of components. The first of these is the Mauri.
Kate’s Kōrero: The Mauri We have located Mauri at the centre of the koru’s coil. Depending on which way you look, Mauri is the first or final point on our model. Mauri is the life force, that which enables “the heart to beat, the blood to flow, food to be eaten and digested, energy to be expended, the limbs to move, the mind to think and have some control over body systems, and the personality of the person to be vibrant, expressive and impressive” (Mead, 2003, p. 54). When a person is physically, mentally, socially and spiritually well, the mauri is well, when the person is unwell, the mauri is unwell too. When a person dies their mauri ceases to exist……Kate to develop this korero
Jenny’s Kōrero: The Mauri cont… This concept of Mauri or a life force can be a bit difficult to grasp. I don’t think it’s the same for everyone and I find it useful to visualise and consider how Mauri might look and feel for you. For me Mauri is a flame in the centre of my gut. When my energy is low, my flame dies downs, when I’m sick or very stressed my flame splutters but when I’m well my flame burns big and bright. Question: When your flame is burning brightly what do you feel? Record responses on board: Hope, energised, excited, motivated etc Okay so maintaining or igniting those feelings of hope and energy and motivation or nurturing the mauri of each student is at the centre of our Koru model. This poses two questions: 1) Why do we see the mauri as so central in a teaching and learning model? 2) And how do we go about nurturing it?
Jenny’s Kōrero: Why nurturing the mauri is central Question: When your flame is spluttering or burning low what do you feel? Record responses on board: unenergised, unmotivated, sad, alone etc A weak or unwell mauri is clearly not conducive to engaging with others or with learning. Not all students, but many of those who come to us arrive in a tightly coiled state. They come with limited secondary education or with Masters degrees, with low self-esteem and a deep sense of failure, or with confidence and skills to match. Regardless of what they bring, most students start with some fear and anxiety about what to expect, concerns about whether they’ll be good enough, whether they’ll be able to cope with the workload and assessments or even whether we’ll be good enough for them. These fears and anxieties weaken the mauri and interfere with the student’s capacity to engage and learn.
Jenny’s Kōrero: Why nurturing the mauri is central When engaging with and seeking to engage a new group of students, an educator can relieve a number of fears and anxieties for many students in a good orientation and induction process. Clear course outlines, manageable timetables, assessment marking criteria, introducing students to support services, scheduling a library tour and so on go a long way to alleviate fears and anxieties but for some students the fears and anxieties go very much deeper.
Jenny’s Kōrero: Why nurturing the mauri is central Ice breakers, name games, sharing kai, group activities and learning waiata during orientation are also useful activities for alleviating fears and anxieties. One activity I do is have students work in groups to brainstorm and list all the fears they have and share these with the bigger group. Students are always relieved to see that their peers experience the same fears and I can often see the mauri of some students grow stronger after this exercise. It is evident in their body language, facial expression and engagement. I also use a name game to demonstrate for students who think they are incapable of learning that they are able to learn because they have just learnt 25 names. But still for some students the fears and anxieties go very much deeper and for these students, constant monitoring and care and nurturing is required to light their fires and get those flames burning bright. Some students come to me with very damaged mauri.
Jenny’s Kōrero: Why nurturing the mauri is central For these students, constant monitoring and care and nurturing is required to light their fires and get those flames burning bright. Some students come to me with very damaged mauri. Smith (2010, p.14) has this to say….“In a classroom situation, having been a teacher for many years, I have always thought about working with young children—how easy it is to hurt the mauri, as a teacher, as someone in power. A look, a word, an action can all do damage and it can happen in a single moment. Easy to damage, hard to recover” Activity: Discuss in groups (5 minutes) A classroom experience in which your mauri was damaged A classroom experience in which you damaged a student’s mauri So many students come to us with very damaged mauri. As educators we need to take such care with our student’s mauri.
Kate’s Kōrero: How do we nurture our students Mauri? Manaaki traditionally refers to the importance of hospitality and generosity on the marae. It can also relate to the importance of providing a nurturing environment and ensuring that people feel welcome. We have incorporated the concept of manaaki in our framework to draw attention to the importance of taking care of student’s physical, mental, spiritual and social needs. Engaging Maori learners through manaaki means that as educators we are aware that learners are not just two-dimensional beings. It is easy in a classroom setting to forget the things that our learners carry with them that we cannot see. This includes their lives outside our institutions, their families, their ancestors and their histories. It is important that we remember that our learners carry these things with them at all times. These can influence their learning, their confidence and their relationships with others. By including manaakitanga in our framework, we are signalling to you that when we welcome people to our classes, we welcome everything they bring, the seen and the unseen. Physical Mental Spiritual Social Room set up Temperature Sufficient space Air circulation Plugs for computers Lighting Comfortable chairs Water Flat structure (Not lecture theatre) Tables for group work Dedicated space (a home base for students) Attending to learning styles VARK Visual Aural/Audio Reader/ Writer Kinesthetic Stimulating content VARK approach to assessments Appropriate support and scaffolding One on one tutorial support Computer labs Fish & Chip nights Peers support Clarity about expectations, structure, roles and boundaries responsibilities Providing an Agenda Powhiri/ mihi whakatou/mihi haere mihimihi Karakia and blessings Opening and closing rituals Acknowledging ancestors/ Whakapapa Acknowledging ancestors presence Outdoor activities Carving, weaving or painting Mihimihi Introductions Signature search Name games Icebreakers Group activities Singing waiata Dedicated space Eating together Group assessments Learning communities
Kate’s Kōrero: How do we nurture our students Mauri Whakapapa - means to trace or recite genealogy and incorporates ancestors as well as immediate whanau. We are incorporating whakapapa in our framework to draw attention to the importance of creating space for whanau. The concept of whakapapa is related to manaaki. A learner’s social networks have a huge influence on the learning experience. This includes their family, friends and communities. In the Māori worldview, it can also include whānau, hapū and iwi. It is important to remember the important role and influence that social connections and relationships have on our learners. The implications of this are: Making space for whānau in our classrooms. Allowing children, parents, partners and friends to engage, share and celebrate through attendance at orientation, group presentations, graduation celebrations and class functions. Recognising whakapapa as an aspect of identity – identity has been linked to health and well-being by people such as Mason Durie. Allowing opportunities for students to explore and share genealogy can enhance engagement for some learners. Another way that the concept of whakapapa can be utilised to support Māori learners is through accessing scholarships offered by iwi and hapū groups. This can be achieved by linking Māori learners to Māori support services within institutions. Simply recognising that students are part of a whanau and that this has implications for who they are and what they bring Encouraging potential students to bring whanau members to initial pre-course meetings Including a ‘meet the family’ session during orientation Including whanau in official welcoming ceremonies A whanau orientated signature search Allowing children to come to class as required and making it comfortable for parents to feel okay about children being present Fostering a family tolerant environment among class members Asking class members to invite whanau with relevant expertise to come to class and share their stories and experiences Inviting whanau to assessment presentations and end of term/semester/year celebrations – establishing a class culture around this Being flexible about due dates in recognition of family/community responsibilities Creating opportunities to talk about whanau/whakapapa and share photo’s histories, and family stories Using mihi whakatau and mihi harere ceremonies within your class Sharing of yourself appropriately to indicate that it is okay to talk about family Using the term whakapapa and talking about ancestry and the way that it impacts on values, beliefs, customs and so on
Kate’s Kōrero: Whanaungatanga – refers to the building and maintenance of whānau connections and relationships through shared experience. It extends to non-kinship relations where there is mutual need, support and reciprocity. We have incorporated whanaungatanga in our framework to draw attention to the importance of establishing relationship, belonging and a sense of community. Whanaungatanga is an essential component in seeking to engage Maori learners. It involves establishing a warm, trusting and reciprocal relationship between teaching staff and individual students and also establishing warm, trusting and reciprocal relationships between the students themselves. Checklist Engaging Māori learners through whanaungatanga involves: Modelling warm, trusting and reciprocal relationships between staff involved on a programme including support, teaching, tutoring and management. We have found that it is very important not to let students play staff off against each other and for staff to maintain a strong and united front. Making time to see students one on one Having an open door policy or an open door policy one day per week Providing opportunities for students to share their stories and experiences during class time or as part of assessments. Lot and lots of group activities during class time provides an excellent opportunity to move among the groups and build relationships with groups Discussion based activities in the classroom Ice breakers and name games are essential. One thing I do is plan orientation activities so that students go for breaks in groups or in pairs with tasks to discuss. I work hard to ensure that students aren’t left out or alone in these initial days. Incorporate activities involving self-awareness and awareness of others into orientation sessions. I get students to do a range of temperament, personality and learning styles test and discuss their characteristics and needs in groups Sharing of characteristics and needs in the creation of a class kawa Group work activities that include developing and revisiting a group kawa. Group activities that encourage students meeting outside of class time Planned social events as part of the academic year Discussion forums, Facebook
Jenny’s Kōrero: Tumanako refers to desires or Aspirations while Pūmanawa refers to natural talents. We have incorporated these two important concepts to draw attention to the importance of a Strengths approach when seeking to engage Maori students. Strengths theory is a paradigm shift in western human service approaches. It signifies a move away from a deficit or problem focus and instead advocates focusing on strengths and aspirations (Rapp & Goscha, 2006). When working with a student from a strengths perspective the idea is to focus on the talents, aspirations, resources and opportunities: what does the student want to achieve figure out how to support the student to achieve their aspiration adapt their approach to accommodate the student rather than expecting the student to accommodate them seek to counteract the students negative self-image and consistently reinforce the students achievements, abilities, talents, courage and resilience provide opportunities for the student to be successful Have high expectations of each student
Tautoku means support. We incorporate this value because supporting Maori students in a way that works for them is crucial in effective engagement. Bishop and Berryman (2006) drew attention to the deficit support model – whereby Maori students have been perceived as academically limited and provided with remedial support. There is a tendency in education to think badly or become frustrated with those who don’t think or act or process in the same way that we do. Take a minute to remember a time when you have thought a student stupid . I have found that I frequently need to work in a different way with Maori students than I do with European pakeha, equally I need to work differently to accommodate Asian and African students.
Aroha – refers to compassion, empathy and love. These are essential qualities in an educator who is committed to engaging Māori students. For me the compassion and empathy comes from my own learning and education regarding Te Tiriti o Waitangi, its history, its function for Maori, Crown breaches, inequity and its current place in New Zealand’s constitutional framework. An educator who wants to engage Maori students must try to understand what happens to a people when you take away their right to be, their right to speak in their own language, their right to function according to their own protocol. When you take away a people’s land, their capacity to feed their children, their capacity to prosper, what will be the consequences? What have you done to their mauri? When you tell them to sit in your classrooms, and read your books and follow your protocol and speak your language and when you fail them because they don’t get it, what will the consequences be? For me compassion is about living with the consequences, it’s about understanding why my Maori students might not always come to class, understanding why they struggle trying to a function in western teaching and learning environment. Most recently it’s been about trying to get my own head around the fact that the support that I provide for Maori students isn’t extra support – its different support. I’m aiming for a bi-cultural classroom. I have a long way to go. Kate’s Kōrero My last job was as a Māori support person at a university. Many Māori learners that I worked with expressed their feeling that when they entered the institution, they had to leave their identity at the front door. Who they are, their history and their ancestors had no place within the institution. What this showed me was that by practicing in this way, educators are continuing a process of assimilation that ignore the cultures and identities that our learners carry with them. Our role should be to let our learners be who they are within the context of an environment in which they are learning and growing.
Empowerment Theory is represented as the final or first blade on our koru model, depending on which way you look. For me feeling or being empowered is analogous with having a healthy mauri. Paulo Friere (1996) is typically identified as the father of empowerment theory. He was an educator who worked with Brazilian peasants in the 1960s. His ideas have been hugely influential in mobilizing indigenous peoples and he brings a social justice, human rights and power analysis to our pedagogical framework.
Checklist Take a minute to review the strategies we have discussed today. Put a tick next to those you are already doing. If you’re already doing everything on that list put your hand up and we’ll give you a big gold star. For the rest of you, identify three strategies that you are not yet implementing and put an astrix next to those. Let’s have a quick round and share one strategy that you will go away and implement.