Terminology Impacts Engagement & Learning

I'm nearing the end of almost two terms of teaching at Horowhenua College, back in NZ. I have a long commute and still have boxes to unpack at home, because we arrived into our new town in August and then started working the next day! As a result, my blog has been neglected! I have a few posts I've half written though (in my mind) and would like to finish my year completing some of these. I'm reaaaaally looking forward to creating a routine next year, and I might dedicate 1 hour or so fortnightly to blogging, as I do enjoy the research and reflection. 

I have taught in four different schools across the last three years. That's a lot of systems, procedures, values, names to learn. But one thing has stood out across them all, which has frustrated me (yes, I have expressed this frustration). Health lessons being referred to as theory lessons and PE lessons referred to as practical lessons. And actually, any lessons that are in a stereotypical classroom referred to as theory. WHY?! I actually blogged about this briefly when leaving Australia, but this has been a frustration back in NZ too.

I have observed the terminology and names used to refer to learning activities and spaces directly impact on engagement and attitudes towards learning. I've just spent about 30 minutes trolling through academia to see if there is any research to support this observation but haven't located anything yet (please comment or send through to me if there is some research!). However, I have noticed this issue across several schools. The connotations associated with the word 'theory' for so many students appear to include difficult, work, disengaging, and not hands-on. Students have misinterpreted that 'theory' is the 'Education' of PE and 'practical' is the 'Physical'. Of course, this is inaccurate (not to mention implies that Health and lessons in classroom spaces are the only places learning occurs). 

Therefore, hearing colleagues use the word 'theory' especially, really annoys me. I do not want our curriculum areas to be misinterpreted by students, other staff or the community. This is something we've been battling for years already! I really hope no one makes kids run laps or gives them push-ups as a 'punishment'! So why is there still the misconception that theory = learning and practical = fun? I genuinely think some of the effects misconceptions can have on students include:

- A reduction of interest in the subject
- Less engagement/participation in tasks
- Barriers for learning progression
- Negative attitudes towards courses/classes and
- Impacts classroom dynamics

There are already several misconceptions about Health and PE (some here to name a few). I think our terminology can help to reduce these misconceptions and not create more. My suggestions: refer to the physical space you will be in for your learning experiences and frequently remind students they are learning in, through and about movement. Yes, we are learning theoretical ideas, concepts and frameworks, but learning is not just about 'theory'.

Supporting Māori Students, As Māori

New Zealand teachers are required to maintain their full registration status every three years once fully registered (this occurs generally after the first two years of teaching). When I moved from being provisionally registered to fully registered, there were 12 criteria I needed to provide growth and evidence for - now there are 6 standards (see further information about the criteria here). 

I have often had stacks of evidence for most of the criteria, but standard 1 I have had little to support my growth (evident from the lack of labels on my blog, and from my final appraisal discussion with my appraiser this year). Standard 1 is about demonstrating partnership to Te Tiriti o Waitangi (The Treaty of Waitangi), and commitment to tangata whenuatanga (the history and connections of where we come from). As a result of this gap, I knew I needed to complete further readings and start to develop greater strengths in this area throughout 2020, so thought I would get the ball rolling. 

Earlier in the year, Hana O'Regan presented to our cluster of local schools. Hana mostly spoke about her own experiences, and the experiences of others she knows, growing up as a Māori in New Zealand. She explored some of the common stereotypes and educational challenges that exist within our education system, that are consistently reinforced. We are surrounded by statistics about low achievement rates for Māori students (here for example), and we are constantly placing labels such as 'priority learners' onto our Māori students. Whether we like to admit it or not, we all have an unconscious bias, and this bias is often shaped by what we are surrounded by. Associate Education Minister Tracy Martin comments that this unconscious bias, and racism, plays a significant role in the gaps in Māori achievement. 

Hana encouraged me to think about my own biases, and be more actively aware of my words, expressions and mannerisms in the classroom, and how small things may come across as rude, disrespectful or racist. The kids are a product of the environment they are brought up in - and unfortunately many have preconceived ideas about what it means to be Māori, negative ones, and consequently believe it of themselves, internalise these ideas. Māori are low achieving, Māori are naughty, Māori are drop outs - stereotypes which many students believe they need to conform to. Being more aware though, we can begin to challenge and interrupt the discourses, and educate our learners as to why they are not factual and definitely not written into their futures. (Sidenote: if you would like to read more about Māori ontologies/tikanga, I would suggest reading Rachael Dixon's post).

The Education Hub have suggested seven principles to support Māori students, as Māori, as outlined/summarised in the infographic I created alongside. I would recommend reading more of their posts related to this topic, such as this post and also this post (both more specifically about culturally responsive pedagogy).

After reading these posts, creating the infographic, listening to Hana's presentation, and reflecting on my own experiences, I now need to put into action some of the alongside principles in 2020 (some I feel I already do, but implicitly). I look forward to learning more, to see how I can further support my Māori students in particular, but all learners!

Culture Matters in Teaching and Learning

The communities I grew up in, were mostly Pakeha populations. Throughout school I rarely interacted with Pacific people, so I know very little about Pacific culture. One of the reasons I was really excited to work at Tamaki College, was the opportunity to work with young people in a community where Pacific people are the majority, to learn more about their traditions, values, and beliefs. Upon reflection throughout the year, although I have learnt a considerable amount, I feel I still need to include and be conscious of cultural practices and traditions in my teaching. So a goal for 2017 is to build on my culturally responsive pedagogy.

After reflecting on this, quite timely, our principal shared this lecture - Culture Matters in Teaching and Learning. I went along intrigued to hear what it would be about, in hope to start working towards my goal. Professor Konai Helu Thaman presented her educational journey as a Tongan woman, and shared some simple tips for educators of Pasifika people. I found the seminar incredibly interesting and I felt blessed to be in her presence. Some key things I took away to think about further as a colleague and teacher include the following;

Students who speak English as a second language may speak little throughout class, this may not be because they are unable or do not want to, but because they are afraid. Afraid of judgement, punishment, making mistakes in a language which is not their own. This highlights the need for positive, supportive classroom cultures.

We know we should attempt to integrate and incorporate activities, language and traditions from students' backgrounds and cultures, however something Konai said that stuck with me was cultural democracy. She explained how lacking inclusion of student culture into the learning environment is culturally insensitive and undemocratic. 

There is a stereotype that Pacific people cannot think critically. Konai strongly insisted that educators provide as many opportunities for Pacific students to ask questions, to challenge their thinking and learning so their critical thinking skills can flourish. She said many PI students share their thoughts, opinions, ideas and questions in small groups with their friends, but are often afraid to share their thoughts and questions with their teachers. Therefore, it is important teachers shape their lessons to provide students with opportunities to critically think, and scaffold student confidence and ability to critically think with others outside their friend group.

Konai suggested if you have students in your class who are misbehaving, try not to break down or yell at the students, as many will not respond to this. Rather, she said to question the students upbringing; what their whanau expectations are of them, and how they have taught them to act. This is likely to encourage students to consider how their behaviour may reflect on their families.

Finally, if English (written or spoken) is hindering their success, encourage students to express their ideas and creativity in their own language. Once the students are comfortable with their learning and creations in their language, to increase their confidence with English, ask them to translate back into English.

There were many other gems throughout the presentation, and I cannot wait to read her work as an academic. Her story was wonderful to hear, and a reminder that all students have equal opportunities, as long as we, the teachers, provide them. This is also a powerful message to the students; although they may be on the backfoot, they could become Professors if they really wanted to!

To learn about Konais metaphor for education, the kakala (a special garland), please click here!

Uike Lea-Faka Tonga 2016

Welcome to Tongan Language Week 2016!

This morning I was feeling quite lethargic, exhausted and not excited for the week ahead. The Latu family (2 are teachers at school) changed this after their beautiful singing. Check them out here!

We went through some of the basic words in Tongan and then the Latus and the Tongan teachers sung their national anthem. I felt much calmer, happier and blessed after this, it was a lovely start to the week.

Although I don't pronounce everything correctly, I am trying and students are appreciating this nevertheless. Once I am fluent with my sign language, I would like to learn some basic words and phrases from a variety of languages to use in the classroom.

Ma'u ha 'aho lelei!

(Have a good day!)