Domain 2
Learning presented to meet the Criteria of ARO.
Embedded Files
Current: Student Voice
Ko tõu reo Your voice
Ko toku reo My Voice
Te tuakiri tangata It is an expression of identity
Tihei uriuri Behold, the message
Tihei nakonato and the messenger.
Student Voice
Mahi 1 task:
Having read Using Student Voice for Assessment and Inquiry (Education Hub, 2014) and the Webinar presentation by Laura Lundy,' Hearing all Voices;'
My Broad definition statement (as posted in the Mahi section 20th April, 2022,
Student Voice is proactively seeking the Right of the Child (UN Convention) to be heard. It involves the informed gathering of thoughts, ideas and opinions - by and through choice. It should be inclusive, safe and genuine and the young person should understand how it is going to be used.
The role of the adult is to facilitate the opportunity for student engagement through voice - leading to shared decision making, empowerment and ownership.
Key idea's following the module readings / presentation:
Student voice = The right to be heard
Inclusive and safe
Students taking actions
Genuine use of voice
students working with others to improve the way education happens
Change and improve outcomes for all
Listened to with respect
Available source of data
Look for ways to actively seek the voice of the child
Student voice to be involved in decision making
Collect data on student wellbeing
Voice should influence decisions
Share the decision making
Take time to listen
Share the leadership and power
Build student engagement
Change and improve outcomes for all.
Student Voice Zui reflections and notes: 10th May 2022:
Collecting voice can take many forms - what's best for this student / class?
What is least intrusive but relationship building?
Formal /informal?
Art / Theatre/ literacy/ graphic organisers /informal chats/ visual cards/ games / brainstorms / hui / whakawhanangatanga / paired work / music/ poetry / video / debates / school council / mind maps/ easy and simple conversation on the way to class.
Empower the learner to be able to express themselves
Consistent opportunities for reflection and growth in confidence
11th July online workshop. T - shaped issues brainstorm and feedback. The comment about relevance and the need for ongoing voice is particularly important. What might have felt O.K yesterday, doesn't anymore today. This reminded me of the reading I did from the Ed Gazette - an article about Student Voice in Action, whereby a special PB4L session on student voice was entirely led and facilitated by young people themselves.
Mahi 2 Part 1 Task:
What does the research tell us about student voice , leadership and agency ?
Research shows that " the more school leaders and teachers give their students choice, control, challenge, and opportunities for collaboration, the more their motivation and engagement is likely to increase" ( Ed Gazette, VOLUME 95, NUMBER 19 2016)
Student Voice slide presentation by Cluster Manager Rachel Grant, (Cluster 7) Term 2, 2022 during morning hui.
The key idea's that resonated with me were:
That to enable all students to be able to participate safely, students need opportunities for voice which are facilitated well.
Providing and creating a safe space is crucial -
Students may need to be taught the key skill of listening - it's not a given.
What evidence based interventions and programmes can we use that provide a safe, facilitated space for student voice skills to be taught and utilised?
Focus student A: High Health Needs / Autism / Social Skills
RTLB intervention: Student A - High Health Needs. Autism . Irregular school attendance due to High Health Needs.
Key area's for support:
Social skills
PLAN: Whole class intervention. Term 2 -3 2022 Liaison School.
Circle Hui to share voice and perspectives and develop Social Skills.
Mahi 2, Part 2:
Mahi 2: part 2. Voice Curation
by Louise Creegan - Thursday, 20 October 2022, 3:18 PM
https://tearawhakamana.com/
Te Ara Whakamana: Ako Solutionz
My interest in Te Ara Wkakamana came about through the learning in the C1 module Student, Whānau and Aiga Voice. In this Mahi Whakahirahira, Daelan Karangaroa (RTLB, Cluster 21) presents his work with several learners (including his own tamariki) where he has digitized the Te Ara model as a way of collecting voice. Daelan shows how he uses this format and the Te Ara model to support young people to capture their voice using technology so that they can tap into it when they need to. One boy uses his voice to self regulate and model to support his behaviour. His own tamariki recorded his voice to be used as prevention - for transition into a new school. Students use their devices to record their voice based on the Te Ara model.
I was interested in this model for a number of reasons. My work this year supporting a student with high health needs led to a class intervention using a Circle Hui model (broadly based on Jenny Mosley's Circle Time model) and adapted to a more authentic and appropriate approach for learners in Aotearoa and the diverse needs of my student community.
https://www.circle-time.co.uk/resources/
Part of this shift to a Circle Hui (as opposed to Circle Time) was based on my desire to build in an approach that related to a model of Māori mindfulness teachings.
https://pausebreathesmile.nz/a-maori-perspective/
Following the learning from this module, I contacted Ako Solutionz to find out more and to find out more about training options for Cluster 7 in 2023. I have since liaised with our Cluster Manager about this possibility.
Te Ara Whakamana is a kaupapa Māori approach - a whole whānau approach. It is a tool that has been developed to collect voice for positive relationships. It supports the individual to recognise their own strengths and unique mana - to notice strengths and believe in their worth in order to navigate life challenges. It is strengths based, collaborative, inclusive ecological and culturally affirming.
Ethical issues may involve the filing of student voice -where it is kept and if it remains protected and private if the learner is using a school device.
Based on my research into Te Ara Whakamana, I adapted my Circle Hui model and practice but this is a work in progress. I'd like to work towards A Mana Enhancing Circle and I hope to have the Cluster P.D in 2023.
Mahi 3 Part 1 task: Digging Deeper
Making the connection between Te Ara Whakamana and my Circle Hui Intervention.
My intention is to build mana through sharing student voice in a class Circle. My focus student told us early on in the intervention that she thought it would be helpful for students in her class to share their thoughts, doubts, strengths and challenges to gather a shared understanding and appreciation of one another and to help make connections. I researched models of wellbeing that used a Māori perspective. The Pause, Breathe, Smile website describe cultural practices as:
"Maori cultural practices that support mindfulness include manaakitanga (respect, generosity and care for others); aroha (love, compassion and deep affection); kaitiakitanga (look after, care for and protect) and karakia (recite blessings, forgiveness and compassion.)"
Pause, Breathe, Smile (2020)
https://pausebreathesmile.nz/about-us/
I believe these practices are affirming for all learners . I think the Te Ara model may potentially be utilised in a way that will enhance this Circle Hui model. Students could use their captured voice to reflect during a Circle Session - creating shared mana enhancing voice opportunities and leadership.
Mahi 3, Part 2: mapping a plan.
See above presentation for Circle Hui - mana enhancing student voice.
The plan is to further research and investigate the Te Ara Whakamana model, receive P.D (either as an individual or whole cluster) in 2023 and find ways to incorporate this into the Circle Framework of wellbeing.
Sharing the presentation of my Circle Hui intervention with the kaiako. 5th May 2022. Liaison school prior to our collaborative planning session. We planned weekly after our session reflection.
Considerations: how best to plan to ensure we were being culturally responsive, inclusive of all students, with particular consideration to a student who is a selective communicator. Student A needs to have comfy seating and can not have excessive game activity.
Te Ara Wkakamana: Uses: "Māori creation story to explore the uniqueness of the individual, their mana (spiritual authority, true nature) and their world. To ensure resonance and ownership, the model is designed to be adapted to fit the many iwi, hapū and whānau belief systems and stories as well as those from other cultures. Te Ara Whakamana: Mana Enhancement is supported in both indigenous and western science research."
Te Ara Whakamana (2007) https://tearawhakamana.com/
Awareness, reflection and regulation. A direct link to my Circle Hui model.
Next steps: (based on module reflections)
To liaise with Ako Solutionz to find out about training opportunities in Te Ara Whakamana.
To liaise with the Cluster Manager, Cluster 7 about possible P.D for the Cluster in 2023.
Continue to develop and adapt the Circle Hui model to ensure that it is relevant to a N.Z context.
Develop model lesson plans to incorporate role play and 'hot seating' with teacher guidance notes.
References:
Readings:
Education Gazette,/Tukutuku Kōrero, (2016) A Seat at the Table: Student Voice in Action.
ISSUE: VOLUME 95, NUMBER 19 https://gazette.education.govt.nz/articles/a-seat-at-the-table-student-voice-in-action/
Lundy, L. (2007). "Voice" is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child", British Educational Research Journal, 33:6, 927-942, http://dx.doi.org/10.1080/01411920701657033
Media:
Pause, Breathe, Smile website (2021), Sept 6 )https://pausebreathesmile.nz/a-maori-perspective/
Ministry of Education website He Pikorua Framework (2020). https://hepikorua.education.govt.nz/
Te Ara Whakamana website (2007) https://tearawhakamana.com/mana-enhancement/
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