Reflection of Learning Journey

Learning intention: Critically reflect on the learning journey through Domain 2, drawing on relevant literature.

What are the key insights you’ve learnt across these modules/ currents?

My key learnings across the currents and modules in Domain Two have been most influenced by the Student Voice learnings and reflections. The Lundy Model of Participation was so simple and clear and yet thought provoking - I found myself wondering what alternative ways can we hear and collect voice? The Performing Arts? Drama? Music? Role play? Speech delivery as a medium? We often dismiss or fail to capture the unique and golden opportunities for genuine student voice and how vital this is for our more vulnerable and complex students.

This interest and learning led into some research of models that use more authentic and targeted approaches , more relevant to a New Zealand context such as Te Ara Whakamana , designed by Ako Solutionz. This approach to collecting student voice is based on a Kaupapa Maori framework. Their framework uses " cultural metaphors as powerful tools to connect individuals to their Mana, their sources of strength, and their world." ( Te Ara Whakamana: 2007)

How has your learning changed your thinking?

Lundy's model (2007) describes the importance of creating effective Space - one which is safe and inclusive. Teachers are often reluctant to create this' space' due to other learning commitments, curriculum demands and time constraints. And yet, research would indicate that Voice is crucial to good outcomes when seeking to create equity. Researchers Toshalis and Nakkula, (2012) in their paper ‘Motivation, Engagement, and Student Voice’,have noted that “Promoting student voice has also been linked to other important educational outcomes, including: elevated achievement in marginalized student populations; greater classroom participation; enhanced school reform efforts; better self-reflection and preparation for improvement in struggling students; and decreased behaviour problems.”

What new directions would you like to follow? What is your future horizon?

To increase student engagement, participation, wellbeing, self reflection and mana through effective student voice. To research and utilise 'home grown' frameworks such as Te Ara Whakamana and the Te Whare Tapa Whā model into my own approach to Wellbeing and Student Voice collection. I hope to take this further to develop a model which facilitates student led capacity, skill and leadership.

How has your new knowledge become markers of progress for you and others?

The learning has been put into direct action - the student voice collection in my liaison school led to small and unforeseen outcomes, creating positive ripples. The student who is a selective communicator who suddenly had a voice for the first time in two years by writing on a small whiteboard during our Circle. Her new found voice created ripple effects on her peer group. The positives of watching teachers delight in her new found voice. These are magic moments.

Rationale/map of learning pathway:

Which modules / currents did you select and why?

The modules and currents have reflected my various interests and mahi and broadly fall into themes of diversity, equity, voice and family. These themes reflect the type of diversity in my liaison schools as well as my own interests and life experiences. The learning relates to my 'next steps' (of integrating a kaupapa Maori approach) because I have observed my Rūmaki students working in ways which reflect this framework - one which works to enhance the mana of the individual within a whānau based unit. My discussions and feedback from teachers and valued Teaching Assistants echo this. To have genuine talanoa space which strengthens relational learning and sharing.

My interest in the Maori spiritual world was triggered when I attended the tangi of a neighbour's mother when I was at primary school. I was also inspired by the spiritual connections highlighted in Mason Durie's Te Whare Tapa Whā model (1984). Durie describes the elements of wellbeing as being likened to the four walls of the whare; representing spiritual wellbeing, emotional wellbeing, physical wellbeing and family /social wellbeing. Durie describes the Taha Hinengaro - the mind, heart, thoughts and feelings and how integral they are to the wellbeing of the whare.

In my Role as an RTLB in my context , I aim to facilitate in a way which encourages learners and their families to lead - a 'handing over' and genuine sharing of power to facilitate true rangatiratanga for all learners.