If I was to summarise the key things I took away from this Professional Development what would they be and why?
Tokenism vs Normalisation of Te Ao Māori in NZ schools
Understand and recognise the unique status of Tangata Whenua in Aotearoa, NZ,
Understand and acknowledge the histories, heritages, languages and cultures of partners in the Tiriti of Waitangi
How has this professional development challenged my thinking?
Using Te Reo in class - what to do to create a new norm and why it's important.
My personal deeper understanding of NZ history and what 'being culturally responsive' means and delivering relevant content.
What aspects of my practice would I consider changing as a result of this professional development and why?
As a result of Brenda's PD sessions, I deeper understand and see more value in normalising the cultural kete. With a big focus on Identity, Acceptance and Belonging, I continue to intentionally implement the culturally responsive pedagogy by:
- using Māori and other language phrases in class (examples: daily greetings, playing games using Maori phrases)
- doing Karakia
- As a Y3/4 syndicate, we went to Taurere (Mt Taylor) to experience our connections to local places. After that, we created our individual written and visual PepehaI have high expectations for my Maori and other Pasifika learners
- We sing Waiata daily (we now have a bank of Māori waiata)
- Class Displays - Pepeha, cultural Art, Aspects of the Treaty of Waitangi and its relation to our life in Rm 9 (Class Treaty)
- A deeper understanding of the Treaty of Waitangi and NZ history by playing the Game of Land Trade and presenting our learning and thoughts at the school assembly.
- Learning about NZ endemic animals, learning their proper Maori names and their meanings.
- Connecting with my students' whanau and supporting them with learning and well-being (lockdowns, family situations, connecting them with a social worker, korero and talanoa time - not just set up by the school but ongoing)
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