TOD - HGHS - Dr Melinda Webber

Optimizing Maori Potential

Melinda is a former Fullbright / Nga Pae o te Maramatanga Scholar who has published widely on the nature of Maori identity. Melinda's research examines the ways race, ethnicity, culture and identity impact the lives of young people, particularly Maori students.

Every community has its own distinct identity, their own whakapapa. We must celebrate the whakapapa of maori students. We need to make them feel that their iwi is distinct. Maori students need to flourish.

Stereotype Threat - is often an unspoken fear, can influence academic performance. It effects physically, they sweat, have goosebumps.

Numerous research shows the smart children who want to do well and prove themselves are stereotypes. They start thinking either they stop being maori or stop being smart to feel and be normal. Maori students are always multi tasking which leads to stress and failure. They need access to programmes of learning that affirm and promote Maori theories & Maori knowledge. 

Maori identity/ success looks like -

How do Te Arawa define Maori student success?

In what ways do Whanau, teachers and the wider Te Arawa community foster conditions that enable success to manifest?

How is mana enacted by Te Arawa students? To what effect?

Ask your students who inspires them, their role model. Describe five words to describe them.

What are the qualities of success( 8 special No)

1. A positive sense of maori identity.

A belief in and knowledge of one's self;strength of character, strength of personality; a strong will; boldness and a tendency to take risks.

Resilient to negative stereotypes.

2. Patience, commitment and a sacrifice of time and effort; an ability to overcome difficulties; resolute confidence often balanced witha quiet, unruffled calm.

Application to school & work

Discipline

Self motivated

Attentive

Focused

3. Successful Maori students learn how to nurture strong relationships

The ability to sustain relationships that are premised on a balance of assertiveness and warmth 

( manaaki) because this provides sustenance for the inner person.

4. Successful Maori students are curious and innovative.

An enquiring mind which probes , draws conclusions and makes associations; an exploratory orientation that is exploited in social.

5. Successful Maori students look after their wellbeing

Attention to physical, spiritual and mental health needs.

6. Successful Maori students are committed to advancing their own knowledge. They are scholars who know where they want to go and persevere to achieve their goals.

An aptitude for things scholarly and a commitment to excellence and evident. A intrinsic desire to learn and an innate curiosity.

Maori students success is the whole community success and students failure is community's failure.

7.Successful Maori students possess humility.

A quality which is often a cultural point of difference because i is about service to others, generosity of spirit and putting others before the self.

8. Successful maori students understand core Maori values

An ability to model the most meaningful qualities in Maori culture, portrayed by way of aroha (love)

Manaaki (care) and wairua ( spirituality)

The Mana Model

Mana Tangatarua - The skills, knowledge and confidence to navigate success in two or more words.

Mana Tu - Efficacy, courage, humility, tenacity, and resilience.

Mana Motuhake - A positive maori identity and a sense of embedded achievement. 

Mana Ukaipo - Belonging and connection to place.

Mana Whanau - A belief that they occupy a central position of importance in their whanau

Seed Learning By Lisa

 Language

https://seedlearning.co.nz/

Seeds is not a programme, its bunch of tools.

Spelling should not be a seperate programme but need to have explicit decoding programme.

Literacy side set up in progression - check with rhymes, blending, splitting and finally phonemes.

Need to expose the kids to all sounds just not the one on  the alphabet card. There are 42 - 45 sounds.

We use  3 ways to do decoding -   with you,  preview, review

Put your finger on the picture that starts with the same sound as the word i say , put your finger on the pic that has the same sound at the end as the word i say.

what sound is the spelling ? rather than what sound does the letter o makes.
Teach the sound first then the alphabet.

In the beginning just introduce c not k as it confuses them. only use k when it is followed by the e

O sound  'a' after w pattern - Wash, watch, wand, wallet, wasp.
o sound 'o '  - lock, spot, pond, frog

Boss the sentence - change who, what, where , when in a sentence and have different sentences with the same word. Manipulate with the words.strip it, rearrange it ,  re order it, sharpen it. do it until they get it.

Wiremu Puke PL

Wiremu - The History of Kirikiriroa

Stories about our place:  Turangawaewae

How to impart these stories to our children, giving our Hapu a real sense of place.  This is Wiremu's passion.  He is a researcher at Waikato University.

One of the main reasons people first settled in Kirikiriroa was because of the fertile land.

"I cross the smooth belly of Kirikiriroa.  It's gardens bursting with the fullness of good things" - it is thought, this is where 'Garden place' gets its name from as this site was on the riverside near Garden Place.

Near Grey street, there was a burial site.
Kirikiriroa means a gravel patch, the soil is good which is where Kirikiriroa gets its name from.
Kirikiriroa pa site is on the river on the shop side where the land wars happened, Governor Grey declared war on Māori on 13th July 1863.   Kirikiriroa lost the most land in Aotearoa. The lands by the Pa were confiscated in 1863, Māori took their Pa to Hukanui where it still stands to this day.

Five Cross Roads - used to be a large Kahikatea forest.  It was a primary source of food.

Toki taputapu - Greenstone
This is the largest greenstone measuring over 68.8 cm in length, it was discovered near the Fairfield Bridge in 1924 which now resides in the Auckland Museum.

Most Pa are built on headlands because of the steepness of the sight, also springs flow.
There were thermal springs near Kirikiriroa Pa.  They are still underground and active today.

Traditional food gathered around our surroundings:  Koroi - Kahikatea berries, Tawa and Hinau, these were soaked in baskets in fresh flowing streams in order to remove toxins.
Harakeke (flaxes) - nectar gathered from flax, it is also an invaluable source of fibre material vital for everyday domestic uses.  Tikouka, Mauku and Tipore - The roots of these trees were baked in large Umu for up to three days.  The Tipore was grown in order to provide a sweetener Its fibre was pounded and juice extracted.  Pikopiko - could be likened to asparagus. 

The term 'Hangi' wasn't traditionally used,' Umu' was used, the word Hangi is a new term which means 'cooked'.  There are different types of umu as well, there are connections between our Pacifika neighbours.

Maeroa gets its name from its freshwater springs. 

Developing an Effective Writing Programme - 30th Jan 2019

Developing an Effective Writing Programme

by Sheena Cameron &Louise Dempsey

Developing an Effective Writing Programme

http://www.youblisher.com/p/740592-Developing-an-Effective-Writing-Programme/

://www.thewritingbook.com/resources/

Lipogram-  Ask children to write a sentence about an image, not using a specific letter for eg the letter 'e'

Discuss purpose and audience with students before writing.

Support students to transfer their knowledge toolkit to new writing purposes.

Learn about the knowledge toolkit during reading

Older kids- Looking at authors writing while shared reading, introduce the book and ask them what they expect from that text, what kind of text it is, different features. The first sentence how the author hooks you in? , punctuation, Sentence starters. Shares reading is a great approach.

Younger kids - while reading notice titles, capital letter, full stop, wow words, bossy verbs, time connectives. Read the sentence and clap at the full stop.

Punctuation is a courtesy to our readers. It helps them to tell what the writer is trying to tell. 

Spellings - Routines around spelling ( know to listen to the sound, underline the spelling mistakes, find the resource and fix it.Word choices very important.

Editing- Model the process explicitly as children cant see that in a book.Need to show them.

 

Positive Class environment

The physical environment of the class helps children, put writings or charts where they can read from.

Be encouraging from day 1 even though the kids say they can't write. t!'st week make them write at least 1 sentence, get them in a routine to write. 

Set the noise level.

Don't rescue the lower group all the time. Plan to spend time with every group at a time. You can't guide 20 students in 20 minutes. 1 group is achievable. 

Roving is powerful and saying have you got this in your writing and praising them would make the kids learn better.

Don't try to do too much, do few things until they are embedded.

Long feedforward for next time to the kids doesn't work as they forget what to do next time, better to show them then.

Writing Groups

Mixed ability groups- Set days for groups.

Mixed ability during writing and then pulling in an ability group.

Grouping children according to their needs- capital letter, spacing, sounding, punctuation, sentence starter group.

Have a week in between to share and celebrate their writing.

Other Writing Forms

It is good for children and for us to do different forms of writing like a newspaper report, comics and plays. Keep your text styles short. 

Refer for fun and silly ideas to the book. 

One chunk in a day, there's another for another thing. Less is more, leave kids with clarity. By keeping it shorter you allow yourself more time to review and kids learn more that way. Be comfortable with the idea that not everyone will finish. Lesson wrap up - how did we get on, it's good to know how the lesson went - this way know the needs and requirements of the students and are able to plan for the next day. 

Chunk the task

Plan your lessons in chunks, which is achievable.

Day1- 

let the kids plan

Day2- 

Chunk, write first two paragraphs

Day3-

Chunk, explanation(teacher modelling and kids doing)

Day 4- 

Chunk - editing 

It is a good idea to chunk the idea when you start the new type of writing. 

Does not need to do big activities like going to the zoo. 

Best writing for kids would be something that they can relate to. 

Drama  

Teachers can do an impromptu drama act using rich oral language and getting the children to experience the learning. It gets the kids moving, unlock their imagination, which supports their understanding of their writing.

Choose your own topic

Let kids choose their own topic for writing sometimes, AT the start of the year brainstorm some ideas about what they would like to write about at the back of their books. On Monday they can write from the list, rather than recount writing all the time.

Clear criteria and challenge

Learning intentions set the scene. Success criteria (checklist) unpacks it. Block sometimes publish their writing and celebrate it. Good idea to follow the same planning template every day, they will gradually learn to add a lot of variety to the same format.

If you have an active main goal, you can add two things to the criteria. 

Icons/symbols help remind children about the success criteria. Encourage to add details not just actions.  

Hooks

Start with dialogue

Start with an action 

Start with a beautiful description

Editing 

When the student has finished writing teach them to self-check by reading to themselves in a quiet voice, spot three mistakes. Keep it simple and same for the next three weeks, until they have mastered self-check. After this, introduce partner check. Children can put their initials after they have done self-check, even the partner out their initial after doing partner check. Children can fix their mistakes using another coloured pen. Use a highlighter to highlight the success criteria. Reward the child for working hard on their goals. Partners can help to make the last sentences as a super sentence. 

Recommended Books & websites

www.thewritingbook.com/recommended-books-websites/

TOD - 26th Nov 21018

TOD - 26th Nov 21018
Pl with Anaru

idhttps://docs.google.com/presentation/d/1vf1NlEjJ6RV4R0vxUG_OcVzm_UrlIpUtDCX1FY1clnk/edit?ts=5bfb0702#slide=id

Karakia:-a range of karakia and show the difference between types of karakia, and some that will fit the context of our "multicultural school".  

Legends of birds
Karakia's with different birds to go with mana

Importance of different culture

KO WAI Tatou - Importance of Whakapapa
Whakapapa - where you come from, your ancestors come from-
Waters you connect to:
Sea, lake, stream, river
Deeper still
Waters in the placenta

Whakapapa Celebration
Celebrate everyones genealogy - school could do it as a whole school one day activity or in teams.
Hui - who we are, looking at strengths of tamariki, confirming Whakapapa
There are ways to find more about Whakapapa is through Maori maps https://maorimaps.com/
Iwi maps http://www.tkm.govt.nz/ Your iwi comes under your waka

Korero Tuku Iho - myths
There were Nga Iwi before Tanui

Our Area - The Tainui Waka Area
The worst affected area is waikato & Hauraki, the resources were taken away

MAC- What is the purpose of MAC
Principals put up their hands to change things around to make it work.

Normalising Practise
It's not about extra time , but evolves over time as a natural, organic process led by tamariki.
Maori role models for maori kids, Karakia & blessings, Kapahaka, Pepeha, mihi
Mihi - welcoming , greetings
Pepeha - is followed by mihi - telling who you are, where are you from
Need to have photos of maori role models with their achievements displayed at school for children to look at as they might not have role models in their family.
Learn 5 new maori words a week.
Start karakia by saying lets pray, say blessings, Mihi at the start start of the day.
Talking to the unsettled children at the start and addressing the issues helps them to settle down.

A Trauma Sensitive Approach to Learning

Trauma

Trauma is the inability of an individual or community to respond in a healthy way ( physically, and/or mentally) to acute or chronic stress. Trauma occurs when stress compromises the health and welfare of a person and his/her community. 

ACE's - Adverse Childhood Experiences that may lead to Trauma Responses

ACE

Substance abuse in the home

Parental separation or divorce

Mental illness in the home

Witnessing domestic violence

suicidal household member

Death of a parent or another loved one

Parental incarceration

Experience of abuse( psychologically, physical, sexual) or neglect( emotional or physical)

Other

Criminal behaviour in a home

Terminal or chronic illness in a home

Bullying or victimisation

Natural disasters

Military deployment

Exposure to war

Homelessness

Big Idea -1

The compassionate Teacher: Self Awareness
Keep grounded in your core beliefs, your integrity and your life's mission. 
When a child creates a tornado we can get sucked in too. Nothing good comes from an event were both adult and child are sucked in.
It's not about you. Students are driven by unmet needs. Stay focused on the student: what is your role? Who are you working for? What is about to drive your behaviour?
Be assertive in addressing inappropriate student conduct, however, avoid any controlling method that might resemble the behaviours of perpetrators of violence.
Provide unconditional positive regard in a safe and caring environment.
Maintain high expectations, reasonable limits, and consistent routines- leasing to stability and development.
Compassionate teachers observe their own and others responses and questions in a relevant way.
Provide opportunities for helpful participation - We all need to belong. Belonging gives an opportunity to be heard, to make choices, to have responsibilities, to engage in problem-solving.

Big Idea -2

The compassionate Teacher : Relationships
Strong relationships are the core of safe, predictable, trauma-sensitive learning environments.
Safety first - Know the student, Know yourself( know your triggers) Know what to expect.
Understand the child (History and reasons behind the behaviour)
Forget labels, Remember influence
What you can influence-
How you greet them, The attention you give the student before they begin to struggle, How you listen to the parent and hear their needs and concerns, The environment you provide and the willingness to look at the need versus behaviour of the student who behaves under stress.
Warnings and second chances are generally ineffective because they establish patterns of attachment are often not connected with wanting to please or establish relationships. Instead of warnings help the child comply with the request. eg - "I see you need help with that" and support them to engage appropriately.
Door and Windows : Sometimes there seem to be no win situation. Rember when doors are closed there is almost always a window.... find that window.
The intensity and challenging nature of the behaviour of traumatised children and young people can lead to unitary explanations being applied to their motivation and drives. This creates environments in which children and young people are more likely to be excluded from activities which can prove to be beneficial to them.
Strategies which promote adaptability in children are those which are able to maintain multiple meanings for behaviour and remain open to multiple options for intervention.
Clear, calm, simple instructions
Structure choices to Remain in Control ; Offering choices, any of which gets the job done, is a useful practice. Using them with humour and creativity also defuses the child's desire to fight.eg "Do you want to wear your coat or carry it  to the playground"

Big Idea -3

The compassionate Teacher : Belief
Forever Changed....Not forever damaged. Childhood trauma is real, and significant for many students and it impacts them. Remind ourselves, other adults and children that we can and will persist, survive, continue and flourish, anyway`
It's OK to be not- OK. How can we give permission to be not - Ok And provide a safe place where the students can be 'where they are at?'

Big Idea -4

The compassionate Teacher : Live, Laugh,Love
Show grace- this involves showing or offering yourself and others forgiveness, a second chance or a free pass, even though they don't seem to have earned it. While the goal of consequences may be to shift the behaviour, sometimes offering grace may be more powerful. There are three potential benefits of showing grace:
Give the students a different way of seeing you
Fosters connection and a sense of safety
Receiving the gratitude of acknowledging we are all human and that this prevailed over the need to prove wrong.
Hand out cookies...... Reinforce the behaviour you want.......or put differently.... The behaviour you notice will increase. Additionally, self-acknowledgement is vital.

Geometry - Bruce Moody

Geometry - Measuring of the earth

We constrain the geometry to limited shapes and children thinks that's what it is. We have branded different shapes with different names. Teachers need to be careful that students do not over-generalise the appearance of proto-typical shapes. There is research that suggests that if students learn geometry through the association of a term with a single version of a shape, it causes difficulties later e.g. Students who are given a plastic isosceles triangle as “the triangle” they may later reject an obtuse-angled triangle because it does not match the ‘branding’. The features of the single example are held by the student to be all-important.

 For eg octagon has to look like this but has to have eight straight sides with eight sharp corners.There is also the suggestion to examine purpose and function involved with shapes; rolling, stacking and packing for example, and not simply naming and describing features. we need to start linking compass points typically eight points - North, North east, North south, South, South,South West

Why circle is 360?

Angles are turns.

360 is a full turn, If something is turning around more than once, it will be more than 360. So  need to teach children that 

1/4 turn = right angle = 1/4 of 360= 90

Triangles

Different shape rather than a regular branded shape. Draw five different type of triangles, or five different types octagons

Circle is not just a shape but it is set of points, certain construction. Use a string to do this by tying a chalk on one end and draw a circle keeping same distance.

Diameter is the longest chord. You need to know how to find it. Sometimes you cant physically find the centre then how to figure out the diameter.

Net - you make a dice using the net and then put the numbers on it remembering the pattern ( the opposite sides add up to 7) 

If we are putting names on the cube, how are we gonna put the names so that when you fold it they are in the right direction.

Use a book on a piece of paper and draw a net rather than imaging.. Use roll and draw method.

How many ways of you can roll and draw possible nets. There are more than 1 way to draw nets.

Developing spatial awareness will allow you to see different nets will work. 

Maps

Maps are not zones but points (Co ordinates)

Directions

Different cultures work from East as sun rises in the east and from there work out north.