GOALS

Te Tiriti o Waitangi Partnership

Develop my understanding of Te Reo Māori, Te Tiriti o Waitangi, and Tikanga Māori, and integrate this into my teaching practice

Use Te reo Māori in everyday communication with ākonga and kaiako like greetings, phrases
Participating in tikanga Māori like memorizing and reciting PPS opening and closing karakia, waiata
Integrate Mātauranga Māori and Māori contexts into teaching.

Weekly Plan To Meet Te Tiriti o Waitangi Partnership

Week 1

Incorporate Te Ao Māori Greetings/ phrases within the classroom
Learn a new phrase like Kei to pehea koe?
Lead Ngā mihi mihi o te Ata, roll calls, karakia, waiata
Join Kapa Haka
Plan and teach lessons to reflect the Māori context.
Integrate the Prospect School Te Ara Tupuranga values -Ako, Whanaungatanga, Rangatiratanga, Kaitiakitanga

Reflection

In week 1, my main focus was getting to know the children again from the previous practicum, I already had established positive relationships and knew how important that it was in my practice, so it was a matter of reigniting these successfully in my first week. I found that tamariki were excited to see me back again. I am feeling more comfortable in having korero during breaks which helps me towards building trust (Cody,2016). However, I am using the Māori language in my daily teaching practices. To evident, I am using some basic greetings like Ata Marie, Morena to ākonga, and kaiako in the morning. Also, my AT asked me to lead Ngā mihi mihi o te Ata which gives me an opportunity to learn and recite Prospect Waiata and Karakia. I am showing my passion by doing this everyday morning which helps in working towards my goals. Even I am helping ākonga in reading their pepeha to the classroom. I was also privileged to join Ngā Huia class with my kids for Ngā mihi mihi o te Ata in working towards learning Te reo Māori as outlined in Te Whāriki (MoE, 2017). In addition, I made ākonga to learn a new phrase -Kei te pehea koe? and practice it on a regular basis in the classroom. I also had the opportunity of joining Kapa Haka practice during Tuesday’s middle block which provided me with insight into the Te Ao Māori progression of ākonga and gave me the opportunity to focus on my goal of incorporating Te Ao Māori and recognizing the Te Tiriti o Waitangi partnership. Whilst as part of my observations in different learning areas, I found ākonga reflecting some of the Te Ara Tupuranga values in learning Maths. To signify, during the launch, my associate teacher prompted questions (Chin, 2006) like what are some of the values for working in a group?'. The responses of the children were like “I will listen to my buddy, I will ask for help and share my thoughts with my buddy. She told me to incorporate school values for the Māori concept in planning lessons. I have attached the picture of my plan as the evidence. The activities I have done this week have shown how Te Tiriti o Waitangi is incorporated in a classroom setting to promote the development of ākonga.

How do I think I met my goals?

I believe this week I have progressed towards my goal of incorporating Te Ao Māori through Māori morning greetings, learning new Māori phrases and putting my hand up to be involved in Kapa Haka. I will continue to develop this goal by expanding my vocabulary during teaching and learning the school Karakia.

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My class Karakia for kai, opening Karakia and Waiata recited during Ngā mihi mihi o te Ata

This is an example of a students' pepeha which they read at Ngā mihi mihi o te Ata

These are the examples where I am reciting Prospect Karakia and Waiata

This is an example ākonga practicing Kei te pehea koe? in the classroom.

These are the examples of me practicing Prospect Kapa Haka

This is my Maths lesson plan which shows integration of Te Ara Tupuranga values

Week 2

Continue use of Māori greetings/ phrases within the classroom
Practice a new phrase- 'Kei te pai ahau'.
Practice Māori pronunciation lesson on the short vowel ‘a’
Lead Ngā mihi mihi o te ata, roll calls, karakia, waiata
Practice presenting my pepeha in the classroom
Learn and recite PPS waiata/karakia
Helping ākonga reading pepeha in the classroom
continue participating - Kapa Haka
Incorporate Te Ara Tupuranga values -Ako, Whanaungatanga, Rangatiratanga, Kaitiakitanga in my lessons.
Teaching lessons to reflect Māori myths and legends
Use whakatauki at the beginning of lessons

Reflection

This week, my focus was to incorporate Matauranga Māori in to my teaching. Part of Matauranga Māori is the use of Whakataki. So I found some of those using the te reo Māori classroom online platform. I decided to incorporate Whakatauki "Ehara taku toa i te toa takitahi, engari he toa takitini"at the beginning for my reading group lessons. My plan was to allow tamariki to draw their ideas of working together in a group, which I found ākonga discussed while scaffolding the meaning of Whakatauki. I have attached the image of the modeling book as evidence. As a part of the morning routines, I thought of practicing 'Kei te pai ahau' phrase with ākonga when doing the Monday sharing circle activity. Along with, I am actively leading the Ngā mihi mihi o te Ata everyday and found myself progressing in learning the school waiata and karakia. With the dedication, I have done a good progress in learning the 'Te Pou' waiata by heart. Whilst, I am working towards practicing my pepeha by heart and presenting it in the classroom. To focus on working towards my goal of Te Tiriti o Waitangi Partnership, I am getting opportunities to participate in Tuesdays Kapa Haka session and spending my lunch time learning in doing with actions and practicing different waiatas by Ngā huia ākonga and Kōkā Phily during Fridays middle block.

How do I think I met my goals?

I believe this week I have progressed through my first goal of incorporating Te Ao Māori by learning and expanding my vocabulary of Waiata in my spare time and actively participating in Kapa Haka and buddy class with Ngā Huia. I also did my group reading lesson using whakatauki which helped me to develop my Te Ao Māori with ākonga and focus on pronunciation. I will continue to develop this goal by taking Māori class to focus on learning and teaching vowels.

This is ākonga practicing Kei te pai Ahau phrase during sharing circle

This is a modelling book where I used whakatauki for my reading lesson

I am the part of weekly Kapa Haka

Here I am more confident in reciting 'Te Pou' Waiata

This is a writing lesson reflecting Te Ara Tupuranga Values

Week 3

Continue use of Māori greetings/ phrases within the classroom
Make resources to practice Kei te pehea koe?Kei te pai ahau phrases and linking to the Manapotential
Practice Māori pronunciation on the long vowel 'ā'
Lead Ngā mihi mihi o te ata, roll calls, karakia, waiata
Continue presenting my pepeha to ākonga
Learn and recite PPS waiata/karakia
Helping ākonga reading pepeha in the classroom
continue participating - Kapa Haka
Scaffold Te Ara Tupuranga values -Ako, Whanaungatanga, Rangatiratanga, Kaitiakitanga in my writing and Maths lessons.
Plan and teach a series of reading lessons that look at Māori myths and legends.
Continue use of whakatauki for teaching lessons

Reflection

This week, my focus was to make connections with the Māori myth and legend for the 'Big Book' reading as I was in full control of my classroom. I specifically chose "How Kiwi saved the forest" as the same book for one of my reading group lessons as well. While reading, it was exciting to see that the Kōwhai groups ākonga were familiar with the tale and excited to learn more while the wider groups were capable of making connections of text-self as stated by Tompkins et al.,(2019).On reflection, I believe that I could have done more in connecting ākonga ideas to the tale "Maui and the Sun" and spending more time in the discussion so they would be able to make connections between the two tales at the end of the lesson. However, I am making good progress in using whakatauki as part of Matauranga Māori. The whakatauki I used was "Nāu te rourou, nāku te rourou, ka ora ai te manuhiri" which worked very well for my writing lesson. I found that children liked talking about their home experiences and linking ideas with whakatauki. Also, during the launch of Maths lessons, I asked key questions each day (Chin, 2006) to underpin the Te Ara Tupuranga values. My focus was to develop a shared understanding amongst children about the key things to work with peers. However, to progress in working towards the goal, I continued to help ākonga practice the 'Kei te peha koe' and 'Kei te pai ahau' phrases in the sharing circle activity. To extend on this, I enquire about individual child's emotions and link them to the Mana potential as advised by my AT. I also took a Māori class on learning and teaching vowel sounds 'a' and 'ā'. I have made very good progress in leading the Ngā mihi mihi o te Ata and presenting my pepeha in the classroom. Also, I have been actively participating in the Kapa Haka sessions and buddy class with Ngā Huia ākonga to keep learning different waiatas and understanding the Te Reo vocabulary. Yet, I found myself challenged in remembering the actions that Kōkā Phily was always there to teach children and me while doing these sessions.

How do I think I met my goals?

I believe this week I have progressed through my first goal of incorporating Te Ao Māori by taking a Māori class and widening my Te Reo Māori and incorporating this in the classroom. I also did a reading lesson on a story called "How Kiwi saved the forest" and linking with another tale "Maui and the Sun", which helped me develop my Te Ao Māori with ākonga and focus on our pronunciation. I also continued using whakatauki as one of my pedagogical approach in teaching lessons. I will continue to develop this goal by exploring more with Māori myths or legends in the classroom in helping ākonga with their knowledge and pronunciation

These are the tales I used for my 'Big Book' reading lesson

This is a modelling book where I used whakatauki for my writing and reading lessons

These are writing lessons showing ākonga responses about Te Ara Tupuranga Values

Here ākonga are practicing the Māori short vowels

This is a resource I made for the sharing circle activity

Here I am practicing PPS waiatas with Ngā Huia class

Here I am practicing Kapa Haka with ākonga and Kōkā Phily

Week 4

Use of resources to practice Kei te pehea koe? Kei te pai ahau phrases (Sharing circle).
Practice Māori pronunciation lessons on the short vowel ‘e' and the long vowel ‘ē’
Lead Ngā mihi mihi o te Ata, learn and recite PPS waiata/karakia, pepeha, Kapa haka
Learn and understand the school’s Te Tiriti policies
Explore Māori themes in my writing lessons

Reflection

The final week of placement, I continued to practice 'Kei te pehea koe' and 'Kei te pai ahau' phrases in the sharing circle activity. To extend on this ,I allow ākonga to look at the picture(resource) and linking the emotions in practicing the māori phrases. Ākonga were able to connect their feelings and said phrases like 'I am feeling māuiui or I am feeling ngenge". With regards to working for my goal, I continued practicing waiatas in leading the Ngā mihi mihi o te Ata and participating Kapa Haka sessions. I took a māori class on learning and practicing the words using the long vowels and explained students the difference in dragging the sounds of words having macron on it. I am also seeking information about the school Te Tiriti polices from my AT. I have attached the report as part of the evidence. Meanwhile, I got the opportunity to meet both my Tiriti o Waitangi and Design for Learning goals this week. Our class did a writing activity on exploring the tale ''Pania, the woman from the Sea". The focus was to allow ākonga to make connections by linking the prior knowledge and pictures in the story and scaffold the ideas in writing what happened in the beginning, middle and end of the story. To support ākonga in the process of shared and guided writing, I used a model of writing to provide opportunities in developing new vocabulary and structures while ākonga exploring the text (Loane, 2017).Reflecting on this, I noticed that ākonga were facing difficulty in recollecting the things that happened in the story. Therefore, I kept the story book and modelling book open for the children to help them in developing the ideas.

How do I think I met my goals?

I believe this week I have progressed through my goal of incorporating Te Ao Māori by exploring māori themes in my writing lessons and continued practicing māori words, vowels and phrases in the classroom.

This is the story I used for my writing lesson

Here I am practicing Kapa Haka with children

These are the writing samples of ākonga

Here ākonga are practicing the Māori long vowels

Here ākonga are practicing the Māori phrases

Design for Learning

Design learning opportunities which support an understanding of ākonga needs, interests, reflects New Zealand curriculum, effective pedagogies, and constructive assessment practices.

Design and teach sequenced lessons on Reading
Use formative assessment strategies to monitor ākonga learning progress and to guide planning.
Develop planning for lessons that cater diverse learner needs in my reading group.

Weekly Plan To Meet Design for Learning

Week 1

Discuss with AT about weekly planning and lesson plans
Observe ATs whole class lesson on writing, math, and reading
Design a series of Reading lessons
Seek information about ākonga needs, and interests in planning lessons

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Reflection

In week 1, I closely observed my associate teachers' lessons in different learning areas like Maths, reading, and writing. I took notes of how she uses different pedagogical approaches while delivering lessons. I can see the connections between the approaches that I am learning and applying them in daily teaching. My associate teacher shares her weekly planning on Mondays which gives me an insight into teaching topics of different learning areas and to plan likewise. To view the planning click here.

For reading groups, I observed that the kaiako always checks the prior knowledge of ākonga as stated by Tompkins et al., (2019). Along with, writing WALT in the modeling books is very important at the beginning of a lesson to connect ākonga with the topic of discussion. Based on the observations, I design a series of reading lessons for a particular group of ākonga. The focus of the lesson was to find keywords from the text. While incorporating my goal of design for learning, I have also learned that it is important to seek information on diverse learners' needs and interests in teaching to support ākonga in their learning (Edward & Douglas, 1998). Along with, connecting one lesson to the other by planning for the next steps is also evident to understand ākonga progress towards reading and do the future planning to meet their learning objectives. To view the planning click here

How do I think I met my goals?

I believe I meet my goal of design for learning by having discussions with my associate about weekly planning lessons and doing observations of different learning areas. I also did my planning for reading groups and Maths which develop my understanding to plan lessons based on children's needs and interests and to meet their learning outcomes.

These are the notes of me doing observations of ATs reading lessons. The notes shows children's voice while kaiako using different pedagogical approaches.

These are the notes of Maths lesson reflecting children's conversations

This is a modelling book showing WALT for a reading group lesson

These are the notes of Writing lesson

These are the notes taken when attending a DMIC workshop on Talk Moves. Here I am getting more information about using different talk moves in lessons.

Week 2

Plan and teach a series of Reading group lessons using a guided reading approach
Doing formative assessments e.g helping circle, Flexi groups to gather evidence of ākonga learning
Discuss with AT in planning and teaching lessons, ask for feedback
Reflect on my teaching practices and identify strengths and areas for improvement

Reflection

This week, my focus was to plan and teach reading group lessons based on guided reading approach as mentioned by Tompkins et al.,(2019). I had by now started to understand where the learners were at regarding their reading understanding and used this knowledge in selecting the books with the help of my AT for each reading group learners. The lessons were like ākonga having their own texts and reading at their own pace with me(kaiako) supporting them with the reading fluency (Burns, 2006). I used the modelling book to record WALT and ākonga responses for each reading lessons. Along with, I used the strategies like asking questions (Lawrence,2015) to activate their prior knowledge, looking for key words and pictures in the text. I used talk move repeat to help ākonga clarify their understanding of ideas(Edward-Groves, 2014). To view the planning click here. Based on my ATs feedback an area of improvement as my 'next steps' was to time manage myself for each reading group learners and use of wait time( Edward-Groves, 2014) to allow students to gather their ideas for sharing in the wider group. I will take this advice for teaching next weeks Panui lessons. While incorporating my goal for design for learning , I have also learnt to do formative assessments in teaching for ensuring myself as a growing teacher as well to know about children's learning progress. To implement this into my teaching, I sat separately with a group of learners (Flexi group) marking their writing work samples. as well doing helping circle at the end of writing lessons with the whole classroom. The responses I have gathered through formative assessment in the classroom have been helping me in getting more information to plan for my week of sustained teaching.

How do I think I met my goals?

I believe I have met my goal of design for learning by planning for my reading group lesson by using guided reading and talk moves strategy and putting formative assessments into my planning. The design for learning that I have completed this week has provided me with a confident platform to complete my sustained teaching plans and expand my use of resources.

Here I am doing 'Helping circle' & 'Flexi group in the form of formative assessment

This is the modelling book showing ākonga responses

This is me using Guided reading approach for one of the reading lessons.

Week 3

Plan and teach a series of reading group lessons using an instructional reading approach
Assess learning at the end of the lesson for a targeted learners (Flexi group, Helping Circle))
Discuss with AT for sustained practice planning and teaching lessons, incorporate all my planning with ATs planning
Independent reading approach-reflecting on ākonga learning progress with their whānau by checking reading logs/giving rewards

Reflection

This week was my five consecutive day of sustained teaching in the classroom. Along with teaching the class for the week, I have created weekly lesson plans, whole-class lesson plans, and small group lesson plans. I created these plans in collaboration with my AT and discussed the planning requirements for this term. To view the planning click here. To add, I am also gathering information on individual child's interests, needs, and strengths from my AT in taking this knowledge to understand what works for my planning and style of teaching. However, I know that reading is the only area whereby ākonga were streamed into ability groups. Reflecting on this my focus was to use the knowledge of learners based on their ongoing reading progress and to use the instructional reading strategy (Tompkins et al., 2019). For Kauri and Puriri group learners, I decided to focus on word recognition fluency, and help ākonga in using letter-sound patterns to decode unfamiliar words while reading. I have made good progress in time mange myself for each reading group. However, as my next steps, I need to makes sure about ākonga doing their next mahi quietly after finishing reading with me, so it allows me to work with a particular learners group and support them in their learning needs (Clarke, 2003).To view the planning click here. In contrast, for my 'Big book' reading, I decided to focus on making predictions about the story "How Kiwi saved the forest" using the illustrations and prior knowledge (Ministry of Education, 2009). My focus was to allow ākonga to engage in conversations and think critically like how the characters were feeling, what might is going to happen next, and if there was anything else they want to change in the story. To view the planning click here. Along with this, I decided to incorporate an independent reading approach to allow group learners to re-read the text in the form of practicing more at home with their whānau. Since, I want children to progress in their reading, I checked their reading logs the next day and provide stickers as reinforcement to promote their interest in reading (Burkins & Croft, 2010).In terms of my assessing ākonga in their learning, I continue doing Flexi group and helping circle. Reflecting on this, I found it a bit challenging because ākonga sometimes get restless at the end of the lesson in sharing back their ideas. So, I have changed my approach to allow each child to share back in the wider group to understand how we achieved the learning intentions.

How do I think I met my goals?

I think I have met my goal by creating my own weekly and daily lesson plans and having conversations with my AT in developing my whole class and small group lessons. I also did use different reading strategies to meet the learner's needs in guided, instructional and independent reading contexts.

This is a reading log of a child showing stickers as rewards

This is a child's writing sample assessed by me

This is a modelling book showing ākonga responses using an instructional approach for 2 reading groups.

Week 4

Plan and teach a series of Reading group lessons using a shared reading approach
Planning a follow-up group activity to help ākonga assess their learning
Getting feedback on my lessons for improvement
Seek the information of a group of ākonga interests, needs, and strengths from my AT

Reflection

Week four was my final week of placement at Prospect Primary school. I have gained a good understanding of Room 15 ākonga learning abilities by getting information from my AT. So, I took this knowledge to understand what works for my planning and style of teaching to cater diverse learner needs. I decided to plan a 'Big Book' lesson using a shared reading approach (Brown, 2004). I was known that reading a big book starts with the focus on doing predictions. So, I took this opportunity to use questioning as a tool to allow ākonga to critically think about what is going to happen next in the story by linking their prior knowledge and pictures in the story. I continued framing questions and using talk moves to elicit children's ideas so that all ākonga can engage with and access the thinking of their peers. My approach to creating 'question-answer relationships' (Lawrence, 2015) worked well throughout the lesson. To view the planning click here. Reflecting on this, I perceived that the follow-up activity I planned to assess the learning of ākonga did not work very well. I found it a bit challenging in framing the question for the activity so ākonga was a bit confused about like what they are expected to do. I learned this through the feedback from my appraiser that the activity was not required for the lesson since this age group of children doesn't like to be on the mat for a longer period. I took this advice as my next step in planning future lessons.

How do I think I met my goals?

I meet my goal of design for learning by understanding individual students learning needs and using different methods of teaching and planning to help ākonga take control of their own learning.

Here my AT is sharing information about a student with me

This is the modelling book showing 'questions' asked for a reading lesson

This is the modelling book for my reading groups showing ākonga responses