Recognise the obligations of the Treaty of Waitangi as they relate to teaching and learning.
Evidence 1.) Notes taken in Class, Tuesday 5th Feb, Te Tiriti o Waitangi.
N.T.S - must incorporate Maori
N.E.G focus on Maori achievement
NZCD incorporates Maori, acknowledges the treaty and states that all students should be provided with opportunity to learn Te Reo Maori and about Tikanga.
Tikanga is ways of doing things, cultural traditions (tapu - don't sit on tables)
History of the Treaty in NZ
Signed in 1840, Feb 6th
45 Chiefs signed it
Only 30 Maori signatures on the English version compared to 512 on the Maori version.
Flags
1835 - NZ's first flag, purpose to unite tribes
Used on ships in trade between NZ and Australia
James Busby
Currently still at Waitangi
1840 - The Union Jack
Todays flag was created in 1902. Other flags have been proposed:
In 1990 there was a competition to create a flag that represented Maori culture, Tino Rangatiratanga was chosen. It consisted of the colours red, black, white and a koru.
Red - signifies the earth mother, Papatuanuku, coming into new being
Black - represents the realm of potential being
White - represents the realm of light
Koru - unfolding of new life
Treaties in the classroom - Should be a partnership between the teacher and students, not a power thing, each has to contribute. NOT just a set of rules or guidelines for the classroom.
Tataiako - Initiative focused on fostering Maori achievement by creating strong, effective relationships between the teacher, students and whanau.
This reading focused on what teachers and schools can do to make a difference in regard to reducing educational disparities between Pakeha and Maori students by raising the achievement of Maori students.
What the study found and how it could affect my teaching practice.
1.)Negative/deficit thinking on teachers, and schools, behalf bought about negative relations and interaction between students and teachers. Rejected their basic need to be accepted and feel they could bring something to the classroom/school.
2.) Teachers that believe their students can achieve not matter what, and classrooms where Maori students could be themselves and be accepted for being different, help to promote achievement.
3.) The teachers ability to teach and interact effectively with Maori students largely came down to having positive, non-judgemental relationships with Maori students.
Significant actions that effective teachers demonstrated were identified. These are the following:
Manakitanga: Caring for students as Maori
Caring for Maori students as Maori students by being aware and accepting that they have experiences and cultural understanding that are different to other students and interact with the world in different ways.
Mana Motuhake: Caring about the performance of Maori students
When the students knew teachers had low expectations of them, this affected their performance - they were not driven to produce quality work. Teachers who allowed and expected students to work independently would seem them become independent learners.
Nga Whakapiringatanga: Creating a secure, well-managed learning environment.
The effective teachers and students wanted and needed boundaries, rules etc in the classroom for effective learning to occur.
Teachers need to be able to organise classrooms so that all individuals involved are able to contribute to their own learning and support the learning of others.
Wananagu: Engaging in effective learning interactions with Maori students.
Traditional approaches rarely worked for the students e.g dictating notes. They learnt through interacting with their peers and want feedback on their attempts at learning and indications as to where they could go with what they had attempted so far.
They wanted to share their ideas and prior knowledge with peers and their teacher and have a say in the direction of the lesson and their learning.
Ako:Range of teaching strategies
Teachers can learn from students just as students learn from teachers - co-construction of knowledge
Kotahitanga: Using student progress to inform future teaching practices
Students wanted to know about their learning progress and monitor it. Teachers and students came up with goals together.
Evidence 3.) Notes taken in class, 'Meeting the obligations of the Treaty of Waitangi', 27th March.
N.E.Gs - Aim is to increase the participation and achievement of Maori students. Schools and teachers have abide by the NEGs, which include the teaching of Te Reo and the values and practises of Maori in relation to the Treaty.
We need to recognise that all children can learn and we have to facilitate their learning
According to a ERO Report - Data shows difference in performance between Maori and Non-Maori.
However, NEMP testing showed that when Maori students were tested on tasks which incorporated Maori contexts, they performed just as well and better than Pakeha students.
We need to support and develop inherent skills Maori possess through creating an inclusive classroom which acknowledges and incorporates Maori practises and values.
Tataiako - change the education system, not the learners.
Includes 5 competencies which when incorporated in the classroom, can work to enhance Maori students achievement and learning.
Incorporate it naturally as possible, avoid tokenism
To promote participation and achievement, teachers/schools should work to build strong relationships with the whanau of Maori students, showing genuine belief and interest in the students learning.
Better to try something e.g use Maori greeting, than nothing at all, as long as you have good intentions. However, going through the motions is not sufficient - you have to believe that you can make a difference to these children and really want to do it, or you won't.
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