In my daughter’s eyes- be the antithesis….

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sustain
səˈsteɪn/
verb
gerund or present participle: sustaining
1.
strengthen or support physically or mentally.
“this thought had sustained him throughout the years”
strengthen or support physically or mentally.
“this thought had sustained him throughout the years”
synonyms:  comforthelpassistencouragesuccoursupport, give strength to, be a source of strength to, be a tower of strength to, buoy up, carry, cheer up, hearten, see someone through.

I actually don’t know where to start here. I have been challenged, inspired, provoked and basically rarked up. To help and try synthesise and make sense of my thinking, I have decided to talk through the lens of my daughter’s eyes. Why my daughter? Well, I think a narrative through her eyes, will show you a part of what has stirred me up. Before looking through her lens, it is pertinent to consider what has provoked me.

Who has stirred me up? You may well ask… Dr Ann Milne and her Warrior Scholars from Kia Aroha College;

  • Jacob Harris-Kaaka | Year 12 | Te Aupouri | Ngāti Kuri
  • Timitimi Ropata | Year 12 | Ngāti Toa Rangatira | Ngai Tai

I was lucky enough to be a part of  our TOD for our for our Kāhui Ako. Ironically, part of their inspiring presentation was to critique the whole premise of Kāhui Ako. You can find a way into their awesome blog posts and research on Beyond Māori boys’ writing: Reading and writing our WORLD

“Kia Aroha College’s goal is to “Develop Warrior-Scholars.” Our designated-character sets out how we are different from regular state schools. Our Graduate Profiles make clear what success “as” Māori, Samoan and Tongan learners looks like at Kia Aroha College. Tino Rangatiratanga / Self-Determination is our rationale for ‘Why we do what we do’ at Kia Aroha College. Self-determination is about what Matua Graham Smith describes as the ongoing cycle of conscientising, resisting and transforming.” Beyond Māori boys’ writing: Reading and writing our WORLD [part 3].

There were so many aspects of the talk that sparked me, for many different reasons. My sense of social justice and moral purpose is why I do what I do. I want to make a difference and I will fight for unjust situations. I consider myself to be a proponent of critical pedagogy and if you read my past posts you will already know this. Some of the the thinking and influence that I have had within this lens are as follows.

When considering guiding questions within the field of education there is a deceptively simple one: What knowledge is of most valued? Historically, an extensive tradition has grown around a restatement of that question. Rather than “What knowledge is most valued?” the question has been reframed. It has become “Whose knowledge is most valued? (APPLE, 2004, 2000, 1996). In addition to whose knowledge is valued? I also recognise Praxis: Reflection and action. To no longer be prey to its force, one must emerge from it and turn upon it. This can be done only by means of the praxis: reflection and action upon the world in order to transform it (Freire, 1972 p.36). Considering the fore-mentioned “Praxis” should be a part of how we as educators “are” and “must be”. Alongside praxis is a need to ensure conscientization occurs. “Critical and liberating dialogue, which presupposes action, must be carried out with the oppressed at whatever the stage of their struggle for liberation” (Freire, 1972 p.52). • Conscientizaçào is most commonly translated as conscientization. The term encompasses Freire’s ideas and means in general terms ‘learning to perceive social, political, and economic contradictions, and take action against the oppressive elements of reality.’ (Freire, 1970 p. 17) This stood out to me when I was watching the video of Kia Aroha College and seeing the Kaiako in action. He was up fronting the power relations in society, he was allowing for that understanding of this to inform and empower his ākonga. Critical pedagogy is fundamentally committed to the development and evolvement of a culture of schooling that supports the empowerment of culturally marginalized and economically disenfranchised students. By doing so, this pedagogical perspective seeks to transform those classroom structures and practices that perpetuate undemocratic life (Baltodano, Darder & Torres, 2003, p.11). The ākonga at Kia Aroha College were experiencing that pedagogy in Praxis. Creating an environment for counter hegemony (Gramsci, 1976) to occur. Gramsci built on the ideas of Marx (1844), shifting from thesis and antithesis as opposing forces to form a dialectical relationship, to hegemony, counter-hegemony to create a new hegemony.

We must all do this, we must all be the antithesis to the “societal norms and culture” that are valued in society today. We must create an environment that disrupts this, challenges the status quo and empowers our students to create change. Kia Aroha College is living and breathing this. So are the Wharekura, living and breathing this for Māori achieving success as Māori.

The  slipped into an unconference and my uneasiness of the day ensured that I went straight to the pop up workshop on where to from here, after the powerful talk, what can we do? What change can we be? Or how can we ensure we ensure our ākonga can be. What do I mean by uneasiness? To tell you the truth. I am so proud of our Kura and what we attempt to do with shifting education. However, I was left with a sense of uneasiness in the morning. I will be open and honest here, I was uneasy that our Kapa Haka Rōpū was not here to welcome the manuhuri to our Kura by Pōwhiri, I was uneasy Maurie was not here to Kōrero Māori. Maurie was in Wellington working with NZQA and the MOE. Was there no other Tumuaki/Principals in our Kahui Ako that could Korero Māori? There was a Kōrero back after Anne spoke, but my heart said this should have been in Reo. We sing the school Waiata every morning and usually follow this tikanga and kauapapa. Why did we not do this that day? I realise there was multiple schools there within the Kahui Ako, but in a talk on “colouring in white spaces”, I was seeing the blank pages of a colouring book. We must live and breathe this every day. We are not a wharekura. However, we are a Kura of passionate teachers who want to challenge the status quo. I am inspired by my colleagues every day, in the shifts against institutions that we are  making and the moral purpose that we collectively bring.

But….. are we doing enough? No? We must do more? I must do more, I must be the antithesis of what is valued in society, I must ensure that all our ākonga are valued and that this is not occurring…..

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Good question from Claire. also put here by Lisa, inspired by Anne…

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and the point of not deficit theorising here by Ros,

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Back to my daughter’s eyes… My girl is the left hand one on the very first photo. I am Pakeha, her father is Māori. She lives with me and our blended whānau at Muriwai beach. She is from a split family, however, both her father and I have ensured she is loved, believed in and supported by all of us and our extended families. She experiences Awhinatanga and Mana Motuhake every day. In saying that, she did not know a great deal of her whakapapa and cultural connections. Her identity was predominantly influenced by me as a Pakeha mother. She has been to her Marae “Opurure” in Te Kuiti. However, she has not really known much of her iwi connections. She has grown and blossomed under the influence of a special man. I am grateful for the time she had with him and the impact he has had on her cultural identity. She has been connected to all of her whānau. However, she has just not really understood this. She has found aspects of this, still a long way to go. However, now thanks to Matua her nick name is “Maniapoto” Her connection to Ngati Maniapoto with the Joseph side of her whānau. Jaimee, my daughter has grown so much, in terms of identity wise through her time down at Rototuna High School and is continuing to grow back at Hobsonville Point Secondary. Two mainstream Kura that are attempting to break institutions and create change. Jaimee did something down the line and was influenced by a person with “mana” who epitomises being “whakaiti” who has an in depth understanding of tikanga and kaupapa Māori. Matua Anaru Keogh, who came from  Ngā Taiātea College    and is going back there. Jaimee joined Kapa Haka and that was the beginning….

 

 

 

She is in the above photos and her “Decile 10 Kura” in Hamilton as a new Kura Rototuna High School- 1 year old, attended and took part in the Tainui Regionals in Te Kuiti. One of only a couple of mainstream schools to take part… To say I was proud watching her and the ākonga is an understatement, I was beaming with pride, alongside Troy Collins another whānau/Mum of three ākonga in the Rōpū-Travis, Reggae and League. However, it is not just her learning in Kapa Haka, including Poi, Mau Rakau, Haka and Waiata that she has blossomed in, it is also her identity. Her other side of the whānau, the Poihipi side has links to Tainui and Ngaruawahia. I am sure that her Grandfather, who passed before she was born, would have been proud of her at the Tainui regionals. Her Father and whānau were there. Here she was on the stage of the Kura (Te Kuiti High) where her fathers cousins had all gone to school, in the region of her Marae. In addition I am sure he was proud to see her working in the wharekai at Hukunui Marae for the Pokai.

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Not only has Jaimee been influenced by Matua, but also other passionate teachers at Rototuna. In her module “We the People” she experienced learning into her identity from Whaea Amy Hudson, Sally McBride and Kendyl Morris. Again through Art, English and History, looking into her own identity. Teachers such as this are part of the antithesis that I talk of, that are starting with culture, identity and relationships and challenging social norms. This is how Jaimee saw herself…

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In my own module at the moment with Jessica called “Ko wai ahau?” which is Science and Mathematics. Our focus has been learning about why we are like we are. We are comparing western worldview of the biology of inheritance including cells, genes, and chromosomes, with Te Ao Maori ideas about whakapapa, genealogy, stories….and  mokopuna. We have also been exploring the patterns of inheritance through mathematics and put into perspective how close we really are. We have looked at aspects of whakapapa, however, I wanted an expert who could show in action how whakapapa is passed on to the next generation. Matua Anaru (previously mentioned), was chosen by his Grandmother to pass on the whakapapa of his whānau. He came up to Hobsonville and helped take my class for the most awesome session. Explaining the tension he had at primary school, when the teacher talked of James Cook discovering NZ, the fact he thought his Nana was telling fibs about Kupe being first. How when he came home his Nan said not to challenge the Kaiako. Matua can whakapapa right back to Kupe. He talked to the ākonga about how they learnt chants of whakapapa like the old school way of telling times tables. He did some great whakawhanaungatanga activities and Mau Rakau-which he is Pou Waru in.

 

 

 

Rather than just focussing on Punnet squares and traits, homozygous recessive genes etc… we have looked from different world views. When I was working with the stories of Papatūānuku and Ranginui, Anthony knew a lot, I asked him of his connections to the story. He had learnt about it where he had come from in Kawakawa. So when Matua came up Anthony, stayed behind after class to personally thank Matua, I told of his connection, with Matua from Ngāpuhi. They connected straight away. Just as Matua had done with Jaimee and his same connections with her with Ngāti Maniapoto. If ākonga did not know their iwi connections, Matua would ask their surnames and often find connections through this. Down the line, I worked with a project where I my group helped to make all the Maro for the Kapa Haka group, I did not know how to do this prior, so we got in Whaea Linda Keogh, who showed us the tikanga of gathering harekeke and stripping to make Muka and dye etc… we all learnt together, see more here… Ākonga making a difference through powerful partnerships. 

Continuing on with my daughter, she is back at Hobsonville Point Secondary Year. In terms of Te Reo, while Maurie has ensured that Te Reo is compulsory at our Kura, she has chosen to take the full year option “Nau Mai Haere Mai” with Whaea Leoni, continuing what she started off down the line with Matua and also in a smaller module with Whaea Nadine Malcom and Rebecaa Foster. In addition she has joined the Mana Wahine group and is excited for a couple of weeks time where her old Rototuna Kapa Haka Rōpū is coming up for whakawhanaungatanga and performance. To see some of these faces and connections.

 

 

 

So all of us as educators, in NZ, we have a moral imperative to ensure that we are allowing for world views beyond our own to be explicit in our classes. When I stayed behind at the workshop that was held on where to next after Anne’s Kōrero, teachers talked of being uncomfortable, but you know what, we need to get uncomfortable, we need to be the antithesis to the norm and allow our students to become critically conscious. We should aspire to the critical consciousness that Kura like Kia Aroha have created  and can do this in all contexts. While we are not full immersion, we must value culture, language and identity. However, cultural responsiveness is not enough as Anne Milne said. It must be a culturally sustaining pedagogy, hence the definition at the top of this post. Only then can we ensure the empowerment and cultural growth that will enable positive outcomes in our school. When I talk of outcomes, I mean more than academic outcomes, I mean personal and academic achievement. When my girl started school at Hobsonville, Maurie interviewed us and asked Jaimee and I what we wanted for her at the Kura. Jaimee, was excited to be back, to be back to sport, friends and talked about a few subjects. I said “I just want her to be happy, if she is happy the rest will come”. While I am not Māori, I will continue to be the antithesis and hope I can help make a difference for my daughter and all the ākonga that come my way.

Apple, M. W. (1996). Cultural politics and education. New York: Teachers College Press, 1996. ______

  • Power, meaning, and identity. New York: Peter Lang, 1999.
  • Official knowledge, 2nd ed. New York: Routledge, 2000.
  • Ideology and curriculum, 3rd ed. New York: Routledge, 200

Baltodano, M., Darder A., & Torres, R.D. (2003). The Critical Pedagogy Reader. NewYork: RoutledgeFalmer.

Freire, P. (1972). Pedagogy of the oppressed. London: Sheed and Ward Ltd.

 

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Make a difference…

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What drives the value I place on making a difference and on our ākonga making a difference…

Proponents of socio-critical discourses have foregrounded critical pedagogy (Culpan & Bruce, 2007; Gillespie & Culpan, 2000; Ross, 2001; Sparkes, 1996; Tinning, 2002). In  education, advocates of critical pedagogy are committed to ongoing reflection and action, as a process for creating change in classroom structures and practices that perpetuate undemocratic life. Furthermore, proponents attempt to develop a culture of schooling that supports empowerment of culturally marginalised and economically disenfranchised students (Baltodano, Darder & Torres, 2003). Critical pedagogy involves questioning assumptions of power, inequalities, and the relationship between power and knowledge. In addition, by acknowledging these inequalities, critical pedagogy aims to empower individuals and groups to take social action for change. Consequently, emancipation and social justice are major goals of critical pedagogues (Culpan & Bruce, 2007; Friere, 1972; McLaren, 2007).

I have written about students making a difference in a couple of posts before…

engage through powerful partnerships ….contribute confidently and responsibly in our changing world…

Ākonga making a difference through powerful partnerships.

This is a major driver for me philosophically. I am therefore lucky to be working in a school that has “powerful partnerships” as a main driver and critical pedagogy being applied in praxis, through an on going process of reflection and action. I am excited to be able to work in the “Impact Projects” at school this year and ensure I put this into action so that it is not just rhetoric. The intent of the project is to work with our special needs unit on site here at school “Arohanui” to ensure inclusion for all. To ensure we challenge power relations involving those with special needs and how they are included in society.

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with a focus on the Manaakitanga strand…

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Liz , Cairan and Rebecca make up our awesome project team at HPSS and have developed the curriculum around this to have student voice into passions, interests and needs of our students. The students are currently working their way around sparks over a six week period to get a true taster for what project may light their fire. I am running sparks for students and have tried to do this with the voice of the Arohanui students. Here is the voice of our potential partners…

What has been exciting to me over the past few weeks is that there is great interest from our students in this project. They see this project as a potential symbiotic relationship, where both groups of ākonga benefit from this definite challenge to the status quo. On the one hand, I feel that those who opt into this project have had a sense of empathy from the outset, on the other hand, what an amazing opportunity to develop many other skills and attributes. These attributes and skills may include, empathy, compassion, communication skills, leadership skills, patience, tolerance, acceptance of diversity and many more… The Arohanui students are excited to work with the mainstream kids and it has been rewarding seeing the students after the video provocation, going down and introducing themselves to the Arohanui students, the smiles on their faces as they say their names and introduce themselves has been tear jerking. As all of the seniors in the school are moving through the sparks, they are all learning their names, so we talked to the fact that even if they do not pick the project they can set on the path to greater inclusion by interacting and acknowledging at the least. This is another provocation that I used around #notspecialneeds

People talk of ākonga being citizens of the future, I believe they are citizens now and truly can make an impact locally and globally. I look forward to finding out who is coming into the project, continuing to develop a path based on social action and starting to co-construct with them a way to “make a difference”, knowing in doing so the rewards are great for all….As a final note, assessment will fall out of this around taking action. However, the evidence will be the on going journey of reflection and action of the ākonga as a portfolio and not be used as the main driver…

Baltodano, M., Darder A., & Torres, R.D. (2003). The Critical Pedagogy Reader. NewYork: RoutledgeFalmer.

Culpan, I., & Bruce, J. (2007). New Zealand Physical Education and Critical Pedagogy: Refocussing the curriculum. International Journal of Sport and Health Science 5: 1-11.

Freire, P. (1972). Pedagogy of the oppressed. London: Sheed and Ward Ltd.

Gillespie, L., & Culpan, I. (2000). Critical thinking: Ensuring the “education” aspect is evident in physical education. Journal of Physical Education New Zealand, 33(3), 84-96.

McLaren (2007). Life in schools: An introduction to critical pedagogy in the foundations of education. Boston: Pearson Education, Inc.

Ross, B. (2001). Visions and Phantoms: Reading the New Zealand Health and Physical Education Curriculum. Journal of physical education New Zealand, 34(1).

Sparkes, A.C. (1996). Research in physical education and sport: Exploring alternativevisions. London: Falmer Press.

More reflection….less action…. Happiness and the Hobsonville Habits

reflection

As we come towards the end of another year, it is a time to slow and reflect…
Educators around the country will acknowledge the fact that sometimes you are so heads down, bum up that you need to ensure you come up for air, breathe and learn from all that is going on around you. A time for reflection before action again in the new year. I find it good to try this while things are still fresh. Hence this post…

This year I have been working on a teaching inquiry that has looked at making learning visible in HPE. Working on a project collaboratively with Alex Smith and her crew from Rutherford, alongside Anne McKay and Kylie Thompson from Unitec and Margot Bowes from the university of Auckland. There has been some tutuing with this and we have manged to pull out data to analyse and use as baseline data for exploring positive student outcomes for our priority learners. Here is a presentation that shows some of the tools and strategies we have used, student voice and data we have pulled. However, this is a separate blogpost to come….

So why am I writing this post then???
I have recognised that I am missing a major aspect in my teaching inquiry. While positive student outcomes are what I always come back to in reflecting on what we are doing and why? I am missing a part of what we are doing at HPSS that I am passionate about. Yes we want academic excellence, but where is the personal excellence that underpins what we are doing here. If you have read my posts before you will know that we have the “Hobsonville Habits” that we teach explicitly to and try to make visible to our akonga.

Hobsonville habits

I talked to this earlier in my leadership inquiry…In a world where knowledge is ever changing and easily accessible, shifts are occurring in the way teaching and learning occurs. Many talk of developing dispositions, working learning muscles, learning to learn, key competencies, capabilities, metacognition, making learning visible and more…

What I am recognising now is that while I have explored supporting learning coaches around their coaching of the dispositional curriculum and how they are supporting our learners around this. That I have not actually inquired into how this is impacting on positive student outcomes.

When a Year 9 boy is reflecting on their learning like this, you know that there is something special developing…

To development in his reflections for the second semester…

Semester 2 Overlook

My Being:
I have learnt over not just this semester but the first one is that school isn’t just about scores and test but also how you have to work others and it’s about getting along with your peers and teachers because in a real life situation such as work you aren’t going to be judge on how smart you are at maths and you aren’t going to be given multi choice tests about maths but you will need skills such as communication and other social and interpersonal skills.

My personal achievements have been to be able to work more independently without help from teachers and I have achieved this, it’s just I need some guidance such as this blog post here. I’m doing it independently but there are guidelines to help me so I stay on the right topic. Another achievement is that my grades improve which in some aspects of learning like science and technology they have but in reading and maths I got the same scores as my mid-term e-asttle test and I even when down in some aspects of reading like language features but I did go up in other aspects such as my understanding of the text.

I have been inspired by a lot of things, some of the main things being art and design. Because of my dream to be a graphic designer, seeing all these different pieces of art and design work just wants inspires me to follow that dream. For example when I saw what the students did last year for big projects and how they created those banners, I thought it was really cool how we can do art and design but it is also helping out the community and when I got a chance to do it my self I took it up immediately.

When people like Johnny (a school/public speaker) came in it gave me a real good understanding of how other people and teenagers think and the situations they go through and now I have a better understanding of why some people do things and also I have better understanding of things that seem cool but can really harmful because they can say it in a way that everybody can relate to. So now that I can understand why people act the way they do I can find a way to help or at least try to help if its a bad situation.

This semester I have been thinking about my future such as what I want to have as a job and I am working towards that by taking class learning how to use tools for graphic design and I have been In contact with my uncle (works for a web design company) and he has said that he could give me a small job and maybe an internship and the business which I am really excited about to see what the work space is like and how to work in the environment.

My Communities:

My place in the world and how I make a difference, now and in the future. The connections I bring and the connections I make.

One highlight of working in my community is how I have created new friends through working with people I don’t normally work with, it’s not just in the school but outside like the primary I have created new friends and I get along with a few of the primary kids. I also made some friends when the year 8’s came for there orientation day. In my classes I have had to work with people I don’t really get along with but I have been forced to get along with them and now we are sort of friends. Being able to get out of the class and help out people from all around the community really brings out what this school means and how we are extremely community based.

Manaakitanga: I have shown Manaakitanga by respecting other equipment by using my own stuff and not relying on others to from equipment, for example at the start of the semester I would always forget my maths book and would have to use pages out of my friends book but now I have been more purposeful and have just kept my book in my bag so I don’t need to use anyone else’s.

Whenua: I have shown Whenua in my big project because it has been all about sustainability and they way I am showing it is by creating movies and documentaries about the topic “sustainability”. For one activity we did, we went to the city and filmed things like cars, buildings and rubbish to show that even though New Zealand is considered “Green”, Its really not and we are creating lots of pollution and rubbish.

Whanaungatanga: I have shown Whanaungatanga when I have had to help out at the primary and teach LC4 how to play a certain sport, my crew and to teach a group how to play tee ball, different skills used in tee ball and how to practice those skills and incorporate these skills into a game of tee ball. I have also shown it in big projects as I had to work with Flynn and Jack, two people I had never worked with before, and we ended up working really well together and we came up with some good ideas for documentaries and then put those ideas into action.

My Learning:

This semester I have learnt a lot from things like why chemical reactions happen and why they split the way they do, things about geometry and angles and other areas in maths, in maths I have also done some Pythagoras theorems and other level 5 stuff. In technology I have expanded my knowledge on prototyping and creating a brief for a product. I have also learnt skills on Adobe Illustrator as a lot of web and graphic designers use this tool and if I am going to peruse my goal of becoming a graphic designer than it is a good skill to learn. Those are just some of the things I have learnt but a highlight of this semester has been that in my e-asttle reading test in some aspects I have progressed and achieved level 6 beginner which is at year 10/11 knowledge. Another thing I have done really well in was science and how I have been doing a little bit of year 11 science work independently, one example of this was when I stayed back after class and asked about why the chemical worked the way they did and Cindy, my science teacher, explained what was going on with the quickeze and why when added to the hydroelectric acid it lower the Ph level. She also explained why the chemicals bonded they way they did. I have enjoyed the class Lunchbox because I have learnt lots of skills that I wanted to know like how to design a product and brief as well as more complicated maths techniques and I have expanded my maths knowledge. They way I learn best is either by myself with no distractions and that way I am complete focused on completing the task or the other way is in a group doing each thing to make a whole but working together to make it get done quicker, for me there is no in between otherwise I would get distracted. I feel more confident about speaking in front others because of my class ABBS, in ABBS we have to go to the primary school and teach sports there and most of the time I have been the leader. This has boosted my confidence at talking in front of others.

Habits

Three habits that I showed this year are Resourcefulness, Contribution and Reflective.

My first habit Resourceful, means to use the materials/situation that are provided to come up with a solution to a problem. Some examples of me using this habit are when I have been able to sort out conflicts between friends such as when there was a bit of misunderstanding and one of my friends and I got into a fight but we talked it out and found out that we were thinking abut two complete different things. Another way I have shown this habit stepping outside my comfort zone and worked with people I don’t normally work with and I have shown this by in big projects working with Flynn and Jack who I wouldn’t normally get along with but we worked well together and it was a lot of fun working with and I got to know them better. This habit has helped me to make to best discussions in a unexpected situation and has also helped me make new friendships and I has made me more confident to try new things. My next steps in using this habit are to use the skills I have acquired to help me in everyday life and take it with me into everything I do.

My second habit is Contribution. This means to help in anyway possible and give things a go. Some examples of me using this habit are when I helped out at the primary school for my class A Brief Skill Session. For this class we have to help one of the primary school classes learn some sports such as tee-ball, football, touch, etc. This helped because it got me out and being contributive with the primary school, and in big projects working together as a group with people I haven’t worked with before to create documentaries about sustainability and this was good because I learnt who to be contributive in an environment in not used to. This habit has helped me to understand the needs of others and how to give things ago even when I’m not used to the environment or the activity that is happening. My next steps in using this habit are to contribute more in day to day life and getting out and helping out when the opportunity arises.

My third habit is Reflective. This means to look back at what you have done in the past and use that to make better choices in the future. Some examples of me using this habit are when I do most school work like in my spin “PROD” and in this spin we learn to create a product with the laser cutter using Adobe Illustrator. The way I used my prior knowledge on this was that I already knew a lot of skills in Photoshop and because the two are both made by Adobe the tools worked very similarly I pick up on how to use it really fast. Another way I was reflective was when we went to the city to film for my big project I already knew my way around the city and suggested where some good spots to film would be and in my smaller group of Jack, Flynn and I, I kinda took charge and worked as the navigator. This habit has helped me to draw from my prior knowledge to help me when needed for example don’t jump over fences because there could be a sharp pole in the ground. My next steps in using this habit are to before I do anything, it be a test, sports or just having fun always think about what happened last time and what the consequences are going to be.

BUT…. what do we value when we talk about positive student outcomes… it is more than academic…it is the personal excellence we talk of. However, do we revert to the curriculum and SOLO levels to see whether the outcomes are having a positive influence? Why would we do that? Well it is easily measurable quantitative data. So how can we measure success in other ways. This has been the difficulty of tracking habits. Not measuring them as you don’t become “extended-abstract” in being “resilient”- a habit. Speaking from personal experience, there will be times in your life, in your year, in your weeks and in your days, when you will be more resilient than others. Times when you will need strategies to do this, develop strategies to do this and learn along the way. What is important is that you recognise when you are doing this, recognise what you did and what you need to do in the future. Again this is something we are working on.

We have explored teaching explicitly in hubs to the habits, however, this is sometimes out of context, so I know that I need to embed the habits in everything we do, in reflections in class, in “speaking learnish” in all aspects of what we do. Catching the habits in action, or the need for the habits to be enacted.

So alongside reflecting against the habits, making explicit the habits, collecting evidence of the habits in action, setting goals where habits need to underpin the success of these goals, what else can we measure? Why do we need to??

I am going to go to a personal level here…I am lucky enough to have shifted my older girl to the Hobsonville Point Primary School. Who are part of us and we are part of them. We have a reciprocal relationship and powerful partnership we are developing all of the time. We are two schools with one vision. Sitting in in my girls IEM last week, I am blown away by the how lucky I am to have a girl who can lead her own IEM, talk to her learning, set her own goals, talk about her own dispositions and drive her own learning… She is being empowered in a way that I can not believe… However, do you know what I really care about? Is it the curriculum level? Is it that she has met National Standards? Is it that she can do her basic facts????? No I care that she is HAPPY!!! I know that most parents would agree, but I am serious, this is all I really care about. Her hauora, wellbeing and happiness… So…. yes I am going to continue to inquire into making learning visible…but what is my shift. I am going to add a second inquiry into the mix next year. It is going to involve qualitative data not quantitative data and it is going to be along the lines of…

How might the Hobsonville Habits support happiness and in turn positive student outcomes?

happiness

engage through powerful partnerships ….contribute confidently and responsibly in our changing world…

Engage through powerful partnerships ….Contribute confidently and responsibly in our changing world…
Parts of our vision and not just rhetoric…

I truly believe that we are making a difference more than ever before. Many people are talking about MLE (modern, learning environments) rather than about the pedagogy. Here at HPSS, the thing that is apparent when you come into our school as an outsider is that it is all about the pedagogy, not just the environment.

I would like to focus in on the above two aspects of our school vision. In the past I have gathered anecdotal evidence on what “taking action” looks like in the context of PE in schools. My take on things is it is often just to meet the requirements of a standard. Often not really underpinned by the underlying concepts in the NZC. These underlying concepts are..

Hauora – a Māori philosophy of well-being that includes the dimensions taha wairua, taha hinengaro, taha tinana, and taha whānau, each one influencing and supporting the others.

Attitudes and values – a positive, responsible attitude on the part of students to their own well-being; respect, care, and concern for other people and the environment; and a sense of social justice.

The socio-ecological perspective – a way of viewing and understanding the interrelationships that exist between the individual, others, and society.

Health promotion – a process that helps to develop and maintain supportive physical and emotional environments and that involves students in personal and collective action.

Also often with a token relationship with Strand D of the HPE curriculum.

“Healthy communities and environments, in which students contribute to healthy communities and environments by taking responsible and critical action”.

As the National Moderator for 5 years for PE I saw a lot of work on taking action where it was often a one off event where it was difficult to reflect and act in an ongoing manner as would be expected by taking action models such as the action competence process (Tasker 2009)…

Action-competence-learning-process

Action competence learning process

The action competence learning process is a process for engaging in health promotion. It provides a framework that enables students to take individual or collective action. The term “action competence” means the development of those competencies (understandings and skills) that enable students to take critical action. The issue selected for action should be one that students have chosen so that it has meaning and relevance for them. Issues will emerge out of the themes or contexts that are currently being studied. (TKI-HPE online)

At HPSS our students are only year 9 and 10, so we are not being driven by assessment to take action, rather by a belief and vision that involves…engaging through powerful partnerships ….contributing confidently and responsibly in our changing world…
Well I really want to reflect on the amazing impact that the akonga/students in our module MATHH is making for the akonga/students from Arohanui (the special needs school on site here at HPSS).

In this module we are working towards the following…
Modification and Equality for Arohanui Through the Hobsonville Habits (MATHH)

We will work closely with Arohanui in this module. We will explore how disabilities can effect peoples participation in physical activity. You will make sense of this by experiencing how it feels to have a variety of disabilities. You will innovate games, activities, equipment, space and rules by using and developing your knowledge of geometry and measurement. You will explore the specific needs of the students in Arohanui to allow you to transform participation for them. In all aspects of this module you will do this through the Hobsonville Habits.

Our learning objectives are..

To TEST by applying concepts from measurement and geometry to model physical education equipment and activities to transform participation by Arohanui students.

To REFINE physical activity and sport for Arohanui students by transforming games, activities, equipment, space and rules.

Along the way students have taken individual and collective action within this module and are taking action every week for two terms in an on-going way including reflection and action…

Students got to know their learners…
Gina's google drawing

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Libby Arohanui questions

They plan in an ongoing manner, where there is individual responsibility for stations but collective action…

Week 3 Stations For Arohanui Students

Hurdles - Stations For Arohanui Students

Copy of Stations For Arohanui Students

(Katherine and Rebecca) Stations For Arohanui Students

There is also on-going reflection and action about individuals that learners have worked with…
Copy of Copy of Arohanui Reflection

Petra - Arohanui Reflection

As well as personal reflections on the disabilities that they are experiencing through their own practical PE and how modifications are required from here, gaining understanding and empathy for others…
Inclusion for all

Pictures speak louder than words so here are the crew taking action…
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In conclusion, taking action does not need to be token, assessment driven or one off experiences… it can be meaningful, authentic and truly make a difference and the highlight of my year to date is seeing these kids (both HPSS and Arohanui) developing the powerful partnerships we talk of and allowing our learners to be fulfilling the school vision of…contributing confidently and responsibly in our changing world…alongside showing our Hobsonville Habits in action, including, being compassionate, contributive, purposeful and resourceful.

Something truly special is brewing here….

Whakataukī

E kore au e ngaro, he kākano i ruia mai i Rangiātea.
I will never be lost, for I am a seed sown in Rangiātea.

To search a little further, I believe this whakatauki to have a real tie into the first week at Hobsonville Point Secondary School. Once again I am left awe of our community and the partnerships we have continue to nurture between our school, Hobsonville Point Primary school and the wider community and whānau.
I will develop this further, however, it is important to look at aspects of the metaphor used within this whakatauki.

He Kākano
“Kākano means “seed”. The concept of He Kākano conveys growth, development, and expansion. Even before a seed is planted or nourished, it has inherent promise — the capability to take root, develop, grow, and blossom. A person, like a seed, is inextricably linked to generations who have gone and are yet to come. He Kākano comes from somewhere, it belongs to someone or something, and it cannot be isolated or detached from those connections. It has both history and potential. He Kākano reminds us of the opportunity we have in schools to make new beginnings, to plant, to nurture, to cherish, to realise potential, to grow and enhance that which is. He Kākano is a symbol of productivity and the promise of success through learning and achievement”. (TKI Whakatauki)

This makes me think clearly of what we are nurturing in our akonga within our community. From our relationships and whanaungatanga that we are developing working on in our on-going journey as a school. See past reflections on whanaungatanga here… https://sallyhart72.wordpress.com/2014/04/27/whanau-connections-what-how-why-so-what-now-what-the-importance-of-whanaungatanga-at-hpss/
I will talk more specifically to our Waitangi celebrations below. After a couple of weeks of inducting new staff and starting to introduce akonga to our school, through getting to know the learner development in hubs and communities, I feel another level of community developing within our schools. Both affirming and exciting as we the next steps on our journey as a new school. Akonga/ learners in this sense is wider than just the students. We are all on a learning journey as staff and Whānau as well.

Ruia
“Ruia means to plant, to sow, or to establish a foundation from which to develop. As the name of these leadership resources, Ruia represents the stepping stones, building blocks, or foundations that contribute to realising a seed’s potential. Individually, the parts of Ruia are valuable. Together, they form a strong platform upon which to grow future successful practice.
Ruia earths the seed – He Kākano – so that it can be nourished with time and energy. Ruia is the link between potential and realisation. It sets the direction for development, travelling forward to Rangiātea and from it as well. Rangiātea is the start and finish, depicting the cyclical nature of growth and development, the links and connections, and the enduring strength of relationships and location”. (TKI Whakatauki)

We are planting those seeds and releasing their true potential. We had a stream running in twitter #HPSWaitangi, which I will draw from. Through the day there were inspiring action shots, engaging activities showing the powerful partnerships in action between the two schools and whānau. However, for me the most moving of them all, was when I got home last night and our Principal had tweeted two tweets. It was wider than just Waitangi day and reflective of the whole week. Here are the two special tweets…

These were a true reflection of the difference we are making with learners, this is a testament to the vision, values that have developed and come back to, this is affirming for all involved, this is after one week!! This is why (selfish here) I am one lucky teacher to be a part of this.

Rangiātea
“Rangiātea is the origin of Māori migration. It represents the wider world, a place to put theory into practice and observe others who do the same. Rangiātea marks the start and the end of the journey of potential – He Kākano – as well as arrival at the point of opportunity to realise it – Ruia.
Rangiātea as the name for a collection of case studies provides location and context. It represents an opportunity to examine the way in which ideas, concepts, and tools can be applied and how the tools developed in Ruia to tend He Kākano manifest in the real world”. (TKI Whakatauki)

We are not at that arrival point, I think you are actually never there, as life is an ongoing journey and so is learning, however there are many points along the way that you need to take stock, recognise and celebrate that something truly special is brewing here….

Here are some other tweets to show you the special community I am a part of…

I am not the only one on the staff feeling the “love” of our school, which has been triggered by our first week and Waitangi as the final highlight of this. Steve has written a great post on powerful partnerships that show his inspiration around the day… https://stevemouldey.wordpress.com/2015/02/05/powerful-partnerships-in-action/ Sometimes on the ground you are so involved in your workshops and activities, it is not until you get a chance to sit back and see what all have experienced and to hear my daughters explanation of her awesome day, that you see the full extent and impact of it all.

We are sharing and communicating through our blogs, not only to show you what we have experienced, but to show you potential for the way things should be. Sarah and Sharon did the most amazing job of bringing things together. Our akonga did an amazing job of working together to run workshops, learn and celebrate the powerful partnerships at the fore of our vision and values. I love that I have moved my older girl to the primary. She is thriving and I feel lucky that she too gets to be a part of this. For her seed to be planted and nurtured as she works along the way to her final destination…

Resourceful

Pulling out the PE…Deconstructing my teaching and learning…what did I do with my PE hat in connected learning this year?-Resources and thinking to share…

SOLO

The long holiday period is a time for rejuvenation, reflection, resolutions and relaxation alongside the chance for more intensive and invigorating whānau time! In my last post I recorded my thinking on the end of year celebrations and how this aligned with our values, see here
In this post I want to deconstruct my teaching as a bit of a resource bank for others, maybe Physeders will find this useful, maybe not, but I will put it out there. The links and connections I have made in teaching and learning I have been a part of have been a part of, have arisen from the three aspects of our school curriculum. These have included, hubs, specialised learning modules and Big projects. What I would like to do is share a record that includes resources that can be modified, shared and used to suit others learners and context.

A good way is to start with knowing the learner activities, over the last holidays, I prepared resources for a hub tool box for all our coaches to uses, these included activities for knowing the learner, hauora, quadrants of thinking and reflections. These types of resources in the past have been the scope of Health and Physical Education teachers and others who may use to get to know their learners at the start of a year. I would like to think that others may find some of these useful for getting to know more about their learners in any context, so here are the resources (I am adapting, but these are the current slides/cards)…

As well as the knowing the learner type activities that we have used with our hubs, which this year was a group of approx 9 students with each hub coach (shifting to 12 this year with the second intake for us coming in). I have also developed resources that I have used within modules across the year to get to know the learner in these different areas, with my PE hat on. Here are some of these resources below. I will not get into so much what was involved in the modules, but the resources and teaching and learning programmes aligned to our Big concepts each term, such as, identity, citizenship, place and space and systems.

The first one was exploring my pepeha, which learners also did-“Museum of Mihi”…
https://www.haikudeck.com/pepeha-who-am-i-where-am-i-from-education-presentation-IYyOw7cC7c

Explorations of family trees-“Museum of Mihi”…
https://www.haikudeck.com/exploring-my-family-tree-education-presentation-WzGNpKmlpp

Exploration of passions in PE-“P.A.S.S” (Physical Activity, Sport and Society)…
https://www.haikudeck.com/exploring-passions-in-physical-education-education-presentation-s3e4ZSInrN

Exploring critical thinking in PE-“P.A.S.S” (Physical Activity, Sport and Society)…
https://www.haikudeck.com/critical-thinking-in-pe-education-presentation-FxV0kHZJtP

My hub and their exploration of the local whenua and history of Hobsonville Point…
https://www.haikudeck.com/waiarohia-tahaki-hub-sally-education-presentation-Ux7avZs51a

Goal setting the “purposeful habit” for “thought in sport”…
https://www.haikudeck.com/purposeful-education-presentation-r45XWQq1gI

and my learners from my first big project, taking action at the primary school and demonstrating the school habit of “contributive”…
https://www.haikudeck.com/physical-project-primary-school-coaching-uncategorized-presentation-D5RO6vsSzi

Haha, yes I do quite like Haiku deck as a form of presentation software!!!!

This was a planning board linking PE and physics-“going through the motions”…
https://docs.google.com/document/d/1sy76FoieK2NHVPGtdPtEJw3y8gckYSGVP6m34J_T_Ns/edit?usp=sharing

This was a scaffolded task for “going through the motions”…
https://docs.google.com/document/d/1iBMqZ03mMCyl6d3qMkxcUmINGQVOrtb8d4HlZB_t1LY/edit?usp=sharing

A google form gathering prior knowledge…
https://docs.google.com/a/hobsonvillepoint.school.nz/forms/d/1PNtYH4hCuWOglaqDyrGAbun9KUIcxT6aDcVXWmLca64/viewform

These are examples of docs and tasks that we did in -“move it, move it” -with Liz and Technology…
movements

skeletal

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These are a couple of docs that learners have worked on to show the interrelationship between anatomical movements and cams and followers in technology…if you pan down the side of the docs you can see the whole thing…

This is an infographic for personal and social responsibility…this came from the module “It’s not all about me” and also “just do it and analyse it”… read reflections and details on these modules here…https://sallyhart72.wordpress.com/2014/09/26/i-am-a-writer-of-books-in-retrospect/

Personal and social responsibility

This was an infographic for “thought and sport”…here is a reflection and more on this module here…
https://sallyhart72.wordpress.com/2014/07/27/about-time-overdue-reflections-and-where-to-now/

-Thought in Sport--Reflective thinking Copy (1)

There were many other resources that I used along the way, some are included in the deeper reflections, some are formats that cannot embed, others were using hobsonline and online forums etc to gather evidence along the way. Some verbal debrief docs and ongoing narratives that I have blogged about previously. This is a collection of a few, it may help to trigger ideas, it may not, but teaching and learning is an on-going experience that will evolve and transform as we go along the way, my ideas come from working with others in a variety of curriculum areas and from reflecting and acting, trying to be responsive to learners and the environment I work in…if not useful for others, it is useful for me to collate some of the ideas that have arisen for PE this year in the modules I have been involved in…I hope this may help others by sharing.

My major focus and goals across aspects of teaching in a connected, cross-curricular manner, where learning is attempting to being relevant and responsive to the learner, is to experiment, research, collaborate with other physeders (Alex at Rutherford is keen to get involved in working together-with her department), Bryce and Anna are at our school, with the potential to work with Anne McKay, Margot Bowes and Kylie Thompson with some flipped research they are looking at, with teacher lead research. Both Alex and I are keen to look at ways to develop, utilise and empower students through different modes of assessment and gathering evidence of learning along the way and in action. While the potential focus will have a physed hat from my end, it will still be in conjunction with those teachers I co-teach with this year and responsive to the learners that we have. Watch this space for reflections along the way…

Deliberation on dispositions…pondering on “the point”…

imitators

Photo-of-child-imitating-prayers-in-a-mosque-chosen-best-picture-of-the-week

immitate

Something I believe strongly, is that as educators we should be modelling the expectations we have in our learners…

If you have read any of my past posts, you will realise that we have a dispositional curriculum as an aspect of our teaching and learning, which has derived from our school vision and values. Currently our learners are reflecting on aspects of this as they gather evidence of their learning. This evidence of learning is arising from both naturally occurring evidence as well as carefully selected destinations of learning. I like to use the word destination as it denotes a ‘journey’. There are several aspects of their learning that they are reflecting on currently. I am one of the many strong proponents of our school vision and values and a highlight for me are the ‘Hobsonville Habits’. These are dispositions that we have selected and highlighted, that will allow learners to “flounder intelligently” (Guy Claxton) in the time of ever changing knowledge. Dispositions that can be developed and nurtured, applied and reflected on. Here is an infographic showing our Hobsonville Habits…

Hobsonville habits

Beyond the four walls…is an important part of my philosophy on learning, learning that is relevant, meaningful and lifelong. To develop my “point” further, I would like to take on board the importance of modelling. Just as I have asked my learners to reflect on the use of their “Hobsonville Habits”, I will do likewise as well…

Adventurous:

I believe I have been adventurous predominantly outside the classroom. I am therefore going to take adventurous literally in an outdoor context. I would like to draw on examples from time with my whanau, times that also influence the physical aspect of my hauora. Here are few shots of our whanau being adventurous on our back doorstep. The amazing walks in this region are a relatively untapped gem that people should be aware of.

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Where I would like to develop being adventurous, is to bring my love of the outdoors to our learners, in the next term with a focus on place and space, Lisa and I are looking at a module integrating novels with a focus on rising against adversity in sport/outdoors contexts. So this learning becomes real, I am keen for us to allow the learners to test their adventurous and resilience habits in the great outdoors. Goldie’s bush could be a great starting point, to then put into perspective feats greater than this…

Creative: I believe this is a disposition of mine that I need to develop. I believe this is down to my own perception of creativity. I have always felt that creativity is in the development of work such as art. This is definitely not a my forte…even though my mother is an accomplished artist! However, my understanding of creativity has shifted, so I believe there is aspects of creativity slipping into my learning and life. I am being allowed the opportunity, through my job here at Hobsonville Point to be creative with teaching and learning, shifting education in a way it should be. I am but one of an awesome team of colleagues working on this creativity with the curriculum and schooling and the evidence is here in my pasts reflections/blogs…

Curious: I am always curious about the big picture and how everything fits together. This is again being enabled in our jobs at HPSS. Allowing for the yellow quadrant (Hermann’s Brain) to come to the fore. I am curious to see how learning can be more cohesive, how all the silos and disconnections that can occur in Secondary Schooling can be framed less tightly allowing power to the learners rather than the teachers. This is a work in progress and we are still only at the end of the first term, watch this space for on-going curiosity in action…

Contributive: I think I have always been contributive, one to help out and support others beyond the four walls. I think being a physeder, this is something we all do…so far…I have organised athletics, helped take netball trials, have got basketball trials this week and will coach this. I have coached my older girl (Jaimee) and her netball team. I am also helping to enable this in my learners and have a large crew of Year 9’s getting ready to take action in the primary school in the sports they are passionate about. I see being contributive as an extremely important part of learning and life. I am really interested in helping develop student leadership further in the school as well.

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Reflective: The Museum of Mihi will be my example of being reflective and will consider collaboration within this module. I have been a part of a big module this term with @GeoMouldey and @Mrsmeganpete, this has been great and my first real attempt at team teaching. I have thoroughly enjoyed this module as we have experimented and mixed up how we work together as a crew. The big concept has been “identity” for this term and we have had our Health and PE, Social Sciences and Drama hats on allowing learners to see real connections in learning. In terms of where to from here I look forward to working with @MissDtheTeacher and @PeteMcghie in a big module next term, integrating Mathematics, Science (my other subjects) and Food with the big concept of place and space. Also in a small module with Lisa, looking at the power of the mind in sport and the place and space that you go to when times are tuff. Collaborative teaching is great, however, it is important to recognise there is a loss of autonomy in the way you structure your teaching and learning, I am still learning here and look forward to further honing of these skills.

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Compassionate: I would like to use an example of being compassionate, without delving into the details of the situation for the sake of the learners. We are a restorative school and I got to apply restorative practices through a hui I ran at school. I enjoyed taking part in this hui and believe the outcomes were good for all. All learners involved were heard and the outcome has mended relationships that had been damaged. I look forward to working further with these processes in the future. Ensuring we are doing education “with” and not “to” our learners.

Resourceful: On a very busy day this week I was extremely resourceful. I had running club in mytime, where learners opt into this and I take them running around the point. However, with a very hectic morning rushing my kids out the door I had forgotten my t-shirt, towel and toiletries. I managed to borrow resources at school, a towel from Lea, a shirt from Maliina and some underarm for after my shower from Maurie!!! Very resourceful and committed 🙂

Purposeful: I continue to be purposeful with my study and my thesis involving the integration of curriculum, assessment and pedagogy….However, in these busy times with a full time job in a super awesome, responsive school, involving collaborative planning, alongside a young family, I am not dedicating the time I would like to the completion of this..I am up to writing the findings of my comparative case study…watch this space.

Responsive: I believe at HPSS we are being more responsive than most Secondary schools in the country. I have written about this in the past. However, I would like to be even more responsive with my hub (who I coach). This term has been busy as we do education in such a different way and currently we are involved in learners evidencing their learning, conferencing getting ready for their IEM’s. This is adding real rigour to our hubs as an aspect of our curriculum and pathway support. However, I would like to be spending more time at the relationship level with my learners. I believe this will develop next term as the systems and structures we are setting up, will be more familiar allowing for more time on the relationship building.

Resilient: No matter how busy life gets….as it is for everyone with family, work, life and more…I believe I am resilient. I will not get into details of my past 😉 but I am a glass half full, work-life balance kind of girl, who makes sure that she works on balancing her hauora to the best of her ability. This includes family time (Taha Whanau) and also physical balance (Taha Tinana) to ensure the other dimensions are also ok. Running for me is a very important part of this and I make time for it as much as I can…

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I have deliberated on my dispositions and pondered on “the point”. This is but a snapshot though and I need to blog more regularly and reflect on my practice more consistently. This is a goal I will set myself for next term. I have however, practiced what I preach by reflecting on my habits, just as I have asked my learner to….