Whakawhanaungatanga

Knowing your learners

"For all students to excel, teachers must learn about them and connect with each child. This is not just about finding out how they learn, but it is finding out who they are". George Couros

Putāruru Primary School Logo:

Triangle represents: The journey to higher learning. Within the triangle are the mountains and water features of Putāruru environs.

Koru Represents: The Symbol of the journey of water similar to the journey of learning, growing, and changing constantly. The kuru signifies the unfurling of our children's minds in the learning journey.

Introduction to my class and kura

Putāruru Primary School is a contributing school located in South Waikato. Putāruru Primary School (PPS) was first established in 2004 due to the merger of 4 local schools and currently holds a role of around 200 co-ed students, led by principal Tania Morrison. PPS prides itself on the motto Te Haerenga o te Akonga (A Journey of Learning), accompanied by its mission statement of providing a positive learning environment where each child is empowered to learn and its vision statement of working in partnership with whānau and community to provide a positive and exciting learning environment, and challenging, empowering individuals to become confident and creative learners who strive for excellence. These mission and vision statements link back to the codes whakamana, manaakitanga, pono, and whanaungatanga.

PPS has three syndicates and nine classrooms, years 1-2 are the explorers, 3-4 are the voyagers, and 5-6 are the challengers. These syndicates link back to the journey of learning, starting as explorers and ending their time at PPS as challengers. While at PPS, I will be in the voyager block (class V2), led by Kaiako Whāea Megan.

PPS provides breakfast club, fruit in schools eaten during read and eat time before the morning tea bell, and lunch to all children, usually a hot meal. These meals are funded due to PPS being a lower SES school. PPS ensures that all tamariki have full pukus by having these meals, which supports focus and concentration during learning time.

PB4L is used for modeling behavior. Each classroom has a behavioral chart where students start the day on green. Depending on their level of conduct, the teachers can move their names from green to yellow, to orange, and then red. If students can avoid being on red throughout the week, they can participate in green day, the third block on Fridays, where students can choose an activity to engage in during the block.

PPS encourages its students to be their best person by respecting themselves, each other, and the environment. I look forward to working alongside the fantastic kaiako and tamariki during my practical experience.

Introducing V2

V2 is made up of year 3 and 4 students and is led by Kaiako Whāea Megan. The students are of mixed ability with a couple who require additional learning support. The class is fun and interactive and the use of Te Reo Māori is encouraged through daily learning and classroom displays.

Annotated Photos

Weekly Reflection

Titoro whakamuri kōkiri whakamua - Look back and reflect so you can move forward

Link to reflections

Goals

Mā te kimi ka kite, māte kite ka mōhio, mā te mōhio ka mārama. - Seek and discover, discover and know, know and become enlightened.

Goal 1

Putāruru Primary School

To build confidence and assertiveness around leading lessons to the class, through ongoing observations and practice.

Actions:

Observe Megan (MT) and take note of how she delivers her lessons.
Ask questions regarding the different academic levels within V2, and how Megan caters to the needs of those who have additional learning needs.
Build relationships with my learners and display whanaungatanga so I can see what inspires them, what subjects they are more engaged in, their ethnic backgrounds and beliefs, and their ability levels.
Ask questions about the school's curriculum, values, the particular theme that the school uses, and how they promote it.
Use every opportunity available to lead the class.
Reading to the class daily to help with communication and build relationships in a lighthearted context.
Use the information gathered to assist when taking lessons and instructing students.

Evidence:

Observations: Observation Notes

Knowing my learners: V2 Whānau

PPS Values, Visions, and Learning Programme: PPS Vision, values and learning

Instructing a lessons:

Photos of instructing lessons

Reading to the class: drive.google.com/file/d/1xgWlUKHDAaYlpMK5q7YvLmzQbR_bA3I7/view?usp=drive_link

Reflection:

At the beginning of term one I felt nervous when addressing the class as I was so conscious that I would muck up. Looking back I think I felt this way because I was worried that I would miss communicating something from my lesson plan and having so much riding on getting it right I lost my authenticity.

Through continuous observation of my MT and questioning I started to find my groove, I worried less about mucking up and focused more on my why which is being an approachable kaiako where tamariki feel respected, valued, and know they have my trust. Getting to know my learners was very important to me and having one-on-one time with them all allowed me to korero with them in a relaxed setting.

I made sure to take every opportunity to address the class by reading to them daily, instructing as many whole class and small group instructions as possible, and making sure that I had fun along the way taking the pressure off getting it right and focusing on delivering instruction in the most authentic way possible.

Through the opportunity to co-instruct the voyager's syndicate with my MT during my five-week placement (due to a teacher leaving), I was able to fully immerse myself in teaching and wow what an amazing opportunity my assertiveness and confidence I believe shot through the roof.

I feel comfortable standing in front of the class, instructing, and through this I feel the tamariki also feel at ease with me and trust me. I feel very privileged to be a part of the voyager's learning journey.

Goal 2

Putāruru Primary School
I will develop competence and understanding of Te Reo Māori, and integrate my knowledge through daily instruction and activities within the classroom.

Actions:

create a whakataukī to use within the classroom to convey key messages that I want to share with the tamariki to endorse growth mindsets.
Use a variety of morning greetings in Te reo Māori when taking roll calls.
Integrate Te Reo into lesson plans and have some lessons centered around mātauranga Māori.
Use pūrākau stories to develop knowledge of Māori myths and legends.
Use Te Reo Māori kupu throughout the day by means of instruction e.g. Please go and get your pene and pukapuka.

Evidence:

Whakaronga Tamariki Mā mp4: Whkaronga Tamariki mā

Brain break using Te Reo: Ha ki roto

whakataukīs: Whakataukī Cards

Roll call mp4: Roll Call

lesson plans based on Māori culture:

Matariki Knowledge Matariki Introduction

Māui and the sun Māui and the sun reading lesson

Reflection:

My Te Reo Kupu journey has grown immensely over the last five weeks during my practicum placement. I continuously tried to incorporate and use Te Reo as much as I could within the daily instruction, and the more I used it, the more it became natural and communicated with ease. With Matariki being a central component of all learning within term two, I had the opportunity to dive into Māori myths and legends, aiding in my growing knowledge of Māori culture, which I enjoyed.

I introduced whakataukīs into the class, used as daily affirmations that we revisited throughout the day to reaffirm our why, which was a great success. The whakataukī resource that I made will be something that I will use in my future classroom.

I used Ha Ki Roto as a brain break and to regroup the class after breaks. The tamariki enjoyed this breathwork exercise, which soon became something we all looked forward to during the day.

I still have a long way to go on my Te Reo journey. However, I feel so proud of my achievements, considering I started with an empty kete of Te Reo Kupu at the start of the year. As I continue this journey, I hope to become more fluent in speaking and understanding the amazing Māori language and culture.

Infographic

V2 Putāruru Primary School

Lesson Plans

Ko te ahurei te tamaiti arahia ō tātou māhi - Let the uniqueness of the child guide our work

Numeracy Planning

Algorithm Unit Plan

Literacy Planning

Literacy Lessons

Kupe Writing

Arts Planning

Self Identity Art Lesson

Clay Wheke Art Lesson

Kupe Mixed Media Art Lesson

Health and Physical Education - ANZH - Social Sciences Planning

Whare tapu whā Unit Plan

Whakarongoa Tamariki mā

Poi Rakau

Introduction to Matariki

Tech Matariki Stars

Yoga Wellness Lesson

Mindfulness in Nature Lesson

Stress Ball Making

Memorable Moments

Whangaia ka tupu ka pūahai - That which is nurtured will blossom and grow.

Dressing up has Harold

The tamariki loved it and I had a blast. Fair to say I was the most popular person at Kura that day.

Matariki Evening

Showcasing our tamariki and their hard mahi. Hosting 750 members of our whānau and community with an in gorund hungi.

PD Te Mātaiaho

Hosted my Reshma Patel-Harman. Awesome opportunity and so much knowledge gained from such an inspirational lady. I valued this learning so much and walked out feeling empowered and excited to be part of the amazing curriculum refresh designed by the voice of our amazing ākonga.