DFI Day 2 Workflow Reflection

Another day of learning. We use Hapara at Weymouth Primary School to help us as educators with our learners and their devices 1:1. I remember during our in-class Facilitator Support with Jeremy Ferguson last year and how he encouraged us as educators to use Hapara as a tool to support learners instead of a watchdog type application. I am quite confident using Hapara.

With Dorothy this morning she spoke to us about Ako - Learn. A question that she had in her presentation was: What does Learning look like in my school? And as a practitioner can I articulate this? At Weymouth Primary we have our Weymouth Way - We think, we help, we learn, we care. In Te Reo Maori it translates to: Ka whakaaro tatou, ka awhina tatou, ka ako tatou, ka awhina tatou. Our values: Respect and Honesty Te Whakakute me te Ngakaupono. Our vision is: Whaia te iti kahurangi which translate to Strive for the best. Dorothy also talked about: Recognise Effective Practice, Amplify Effective Practice and Turbo Effective Practice. 

A small part of the session was about Cybersmart and Smart Footprint. I take for granted that my learners know the expectations around this. I will go back to this and go through it again about "Digital Footprint".

Part of the session was to: create a meet in Google calendar. In pairs we had to share our screens with our buddies and record our meeting. In the meeting we shared a blog post from the Summer Learning Journey and had these reflective questions. 

Here is my screen recording from today:

What did I learn that could be used with my learners?

Carrying on from last week of the Reading Mileage activity. I did show my learners how to use tables in docs.

What did I learn that could improve my confidence, capability or workflow as a professional?

It has more been a refresher of what I have been learning and practicing in my classroom.

DFI Core Business Day 1 Reflection

It is great to have been part of the Manaiakalani kaupapa from the beginning. When sharing, Dorothy reminded me of the origins and how far the project has come. 

A few things that I have learned from the session today are:

* Google Groups and an opportunity of how to use this in the classroom. This is new learning. I didn't realise that it was in the Google suite. The nine dots in the right hand corner that accesses the Google apps, I call the chocolate box with my learners. I am curious to find out how different is Google Groups to Spaces.

* Google Drive: the preview eye icon had disappeared from the top table. But after today, I had to change the grid layout to see it. We also had time to tidy up our Drive. Using the preview buttons helps to view docs in the drive without having to open them. I spent some time tidying up my Drive today. I need to keep on top of this. I also get my learners to tidy up their Google Drive at the end of every time.

* Google Docs: using docs to create posters. This was new learning for me. During the session one of our tasks was to create a poster using google docs. I liked how you could use a table to help keep all your work (writing, images) tidy and how you can hide the table lines. I will definitely be using (teaching) this with my learners. Here is my example that I am really proud of.

Pasifika Fono 2023

 Thank you to the Manurewa NZEI for my opportunity to be part of the group that traveled down to Wellington for the 2023 Pasifika Fono conference. Fakaaue lahi to everyone!

Pacific Project 2023

It's been a few years since I've posted to my professional blog. Today I feel inspired to do so with purpose and from a professional aspect. 

I had the pleasure of participating in a Professional Development for Pacific Project Manurewa Wayfinders. It was held at the Nathan Homestead in Manurewa and led by our Pacific RTLB cluster. Side note: I am now an educator of Year 6 at Weymouth Primary School and I am very grateful to be part of this initiative. 

The Fono started with prayer and a hymn. There was lots of discussion about: Pacific Engagement Strategies and how to come alongside other educators of non-Pacific descent and support them with some understanding of our Pacific culture. Discussion around: Le Vā (the space between us) and Fofola le Fala (unfurl the mat, so we may speak as equals). Some statistics from today and how the Pacific demographics in Auckland and New Zealand shows that the population is projected to grow quite significantly. The three aims of this project is: Effective Pedagogy, Strategies to engage with parents and to have access to more Pacific resources.

We talked about the Action Plan for Pacific Education (2020-2030). We shared about how we encourage and implement Pacific education in our schools. At Weymouth Primary School all cultures are valued and celebrated. During Pacific Language Weeks, teachers implement cultural activities in the classroom that integrate into all curriculum areas. For example, a literacy activity is to retell a legend from the Pacific Island. We also have special assemblies which our children perform in, speak, sing and share items with the whole school. Parents and families are also invited to come along and help celebrate too.

The discussion led into Tapasā. We talked with a buddy about where we were from and how our family came here to Aōtearoa, New Zealand. Our presenter talked about the Tapasā - Turu. Turu 1: Identities, language and culture. Turu 2: Collaborative and respectful relationships and professional behaviours and Turu 3: Effective Pedagogies for Pacific learners. The question was asked: How do you implement Tapasā in your school?

We talked about our values and for us Pacific people, values are very important. In the book Pacific educators speak: Valuing our values, there are nine. They are: service, respect, leadership, family, belonging, love, inclusion, reciprocal relationships and spirituality. At the end of the book there were four more values included. Our focus today was around 'Belonging'. 

It was great to be there, learn alongside and connect with other Pacific Educators from the Manurewa area. From the discussion and activities, it has given me a lot to think about in terms of my own practice, regularly reflect on: how I can help my Pacific learners in the classroom and make better connections and build relationships with Pacific families. 

Success in School: Down Syndrome

Last week I was given the privilege of attending a Success in School: Down Syndrome Workshop on Monday and Tuesday. It was organised by the Auckland Down Syndrome Association (ADSA). It was in attendance of primary and secondary school educators, as well a few parents and educators from Early Childcare centres. This workshop took place at the Ellerslie Events Centre in Auckland.

Please find the timetable of the presentations here:

All the presenters were great. I really enjoyed hearing from members of the public with Down Syndrome that came to talk and share with us what life was and is like for them. It gave me a better understanding of behaviours, inclusion and friendships for people with Down Syndrome.

On the first day, I learned a lot from the presentation by Phillippa Lilburn. She presented two workshops about Behaviour and Friendships. One of her key ideas was to 'teach functional equivalent behaviour' which meant to do something different especially when what you have planned and trying to deliver is not working. A lot of what she spoke about made me think about my teaching practice and what I can do in and outside the classroom to help learners with Down Syndrome. Unfortunately, this was also Phillippa's last time to present at a workshop as she was moving to another part of the country. I wish her all the best.

On the second day, the presentation on Numeracy and how to adapt the curriculum by Dr Rhonda Faragher (via video - she lives in Brisbane, Australia) followed by Margi Leech. Dr Rhonda Faragher explained that maths is important for everyone. This presentation stood out for me because it is more than number, more than arithmetic, it's the use of maths in the context of everyday life. She also explained that the more children with Down Syndrome learn and develop in their child years, the better they are equipped for their adult life. Learners with Down Syndrome are capable. 

Margi Leech gave us ideas about how to teach maths using Numicon resources. She also explained that these resources can be for all learners in the classroom. I really liked the Numicon shapes and Cuisenaire rods that help children to visualise and talk about their maths learning which embeds understanding and confidence.

All the presentations were amazing and incredibly valuable. There were lots of ideas that I took from the two days. Thank you to the Auckland Down Syndrome Association for organising it. Please take note that World Syndrome Day is Monday 21st March, 2021. If you could participate (wear colourful bright socks) and donate if you can. You can check out more information here.

I was very privileged to have been able to go along to this workshop. It was an eye-opener for myself and to help me teacher learners with Down Syndrome.  

Polynesian Panthers

This year begins with a new part to my educator journey. I am now teaching at: Weymouth Primary School. Today was the first teacher call back day for Professional Development and it was hosted at James Cook High School in Manurewa.

We were greeted by two (founding) members of the Polynesian Panthers: Dr. Melanie Anae and Alec Toleafoa. Tigilau Ness was absent. They presented us with the "Our Living Room" workshop. Our Living Room is used in the context of how most Polynesian families gather in their living rooms to sing, pray, meet, talk, laugh, present news and build family connections together. To most Polynesian families "our living room" is where decisions and memories are made, and it is an intimate time for family gatherings.

Alec Toleafoa talked about the history of racism and prejudices that he and many others faced back in the 1970s. There was some discussion around what our grandparents, parents faced when they first migrated to New Zealand. He also spoke about the term "black birding in Niue". This resonates with me because I am of Niue descent. To my understanding "black birding", for example is when  people from other countries ie. Peru sailed (hundreds of year ago) and took by coercion or kidnapping, some Niue people back to their countries to work as slaves.

There was some discussion of the Mau Movement in Samoa and how the New Zealand government (at the time) was trying to take over their country by removing the systems and take over what the people of Samoa already had in place. This is an example of where the analogy of the living room makes sense, that the government was trying to take over "our living room".

During the presentation Dr. Melanie Anae spoke about the early migration of Pacific people to New Zealand. Since the 1950s, many Samoans came to New Zealand under the impression that "this was the land of milk and honey" and that "the streets were made of gold". Unbeknown to them they were the ones that would sweep these streets. This then led to the discussions of 'Dawn Raids' in the mid 1970s. Due to the Great Depression world wide, the Dawn Raids were the governments way of deporting Samoan/ Tongan families back. However, our Polynesian people came to fill the labour needs at the time.

The home truths of our young people and how they've had to grow up in a society where they are not New Zealanders because they are Pasifika but not Pasifika because they were born here in New Zealand and cannot speak their languages.

Dr Melanie also explained racism using the text 'a theoretic framework and a gardener's tale' by Camara Jones (2000). Institutionalised racism is unearned privilege, societal norms and initial historic insults to name a few. Personally mediated racism is intentional/ unintentional, maintain structural barriers and condoned by societal norms. Internalised racism which reflects systems of privilege, erodes individual sense of value and undermines collective action.

Questions that we discussed in groups:

* How would you teach the need to annihilate racism?

* What is Pacific empowerment and how would you teach it?

* Why do you want to 'educate to liberate?'

There was a general consensus with the ideas that were shared around the room. A few that stood out for me were: breaking down barriers so our children are empowered and their culture valued. Changing mindsets and misconceptions that  children of Maori/ Pasifika descent are able to achieve and aim for more than societal expectations. Encouraging our children to be critical thinkers and challenging/ researching what they are being told by educators and other outside influences.

I thoroughly enjoyed the session with Polynesian Panthers. I would also like to acknowledge all those groups that came before and are still working for the good of Polynesian people here in Aotearoa, New Zealand. They have helped to shape and highlight matters of importance to us as Maori/ Pasifika people. I am inspired to learn more about these movements and it has made me reflect on what I can do to help our children of tomorrow.

Sports and Cultural Co-ordinator

Fakalofa lahi atu everyone. This is my first post for 2020.
This year I have a new role here at Ormiston Primary School and that is the Sports and Cultural Coordinator. I also release learning coaches for PCT and help relieve across the school when needed. My focus is to get as many learners and teams involved in sporting competitions within the Howick Pakuranga Primary Association.

In term one, our Year 5 and 6 Boys cricket team participated in the HPPA competition. We began training in Week 2. This year I decided to have all boys that were interested in playing that showed some capabilities in the game. I kept two teams: a school team and a development team. The development team allowed for boys to develop their skills and a carry over of Year 5s for next year. The school team were the boys that showed capabilities with bowling because all boys had to bowl an over in the competition. The boys won 2 out of 6 games and showed promise in all games but lost out through fielding.

We also had Rip Rugby sessions run by Marist Eastern Rugby Club. This took place every Wednesday after school from 3.15-4.15pm. Most sessions had up to 40 learners from Year 1-6 boys and girls. Coaches were provided and our learners had so much fun. Parents were grateful to have their child/ren taking part and we also had some sign their kids up to play during the terms on Saturday.

For Culture we had a Samoan group practice for Samoan Language Week in Term 2. We also have Kapa Haka in collaboration with Ormiston Junior and Senior College. Because of the levels in Covid-19 our Samoan group made a movie of their items to share with the school and community. The children of Samoan descent dressed up in their Samoa shirts and dresses and wore them to school on Friday. Kapa Haka with the junior and senior college kids have helped spark interest amongst our learners especially those that are not of Maori heritage.

Here are links for our Samoan Cultural Movies:
Introduction to Samoan Language Weeks
Samoa Girls
Samoa Boys

It has been busy so far! But we are looking forward to more Sporting opportunities in Term 3 and celebrating our Cultural Language Weeks and maintaining Kapa Haka.