Pasifika and Kapa Haka groups

Key Indicator: Establish good relationships with students and respect their individual needs and cultural background. 

Communicate with families, whanau and caregivers.

Showing up to cultural performance that I know students have worked hard on helps to build relationships with my students. This was particularly important for my 'at risk' students. We had a great conversation the next day about how they felt their performance went. At the same time I was able to have important conversations with a couple of parents during the break about their child's Nga Whetu goals.

Observing & Supporting PCT - Mentoring

Key Indicators:

Engage in reciprocal, collaborative learning-focused relationships with teaching colleagues. 

Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility. 

Being a mentor teacher requires a strong working relationship. Katherine and I are constantly talking about our teaching practice, both informally and during weekly meetings. Notes are taken, with both feedback on current practices and next steps given.

Room 12 Pepeha

Key indicators: 

Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi.

Practise and develop the use of te reo and tikanga Māori.

Students learning their pepeha and sharing this with others is one example of how our class is culturally responsive and inclusive. 

Class Auction

Key Indicators: 

Manage the learning setting to ensure access  to learning for all and to maximise learners' physical, social, cultural and emotional safety. 

Foster trust, respect and cooperation with and among learners 

Develop learning-focused relationships with learners, enabling them to active participants in the process of learning, sharing ownership and responsibility for learning. 

We run a classroom economy system. Each student has a job  (receptionist, banker, visual display artist, clerk etc) which earns them a monthly salary. They can also earn classroom currency by meeting class expectations, showing our 4 virtues, completing work to their best ability, completed homework etc. They must pay rent monthly for their desk and electricity. Students must bank their money and consider ways to save currency for the end of term class auction. 

There are two key aims of this system. 

1. As a behavioural incentive. 

2. To teach financial literacy. 

Written feedback-meaningful to akonga

Readily available resources, sorted & organised in ability

Knowing different learning styles

Children contributing to their learning environment