CIA 

CIA 1    The role of the teacher 

Initial Beliefs about Teaching and your role as a teacher

Mid-year Beliefs about role of the teacher 

During my time as a trainee teacher in a school, I learned that being a teacher in New Zealand requires creating an inclusive environment for all learners to succeed. New Zealand schools have students from diverse cultural backgrounds, including those with learning needs due to disability, behavior, or medical conditions. It's important to understand and respect Māori culture and acknowledge the significance of the histories, languages, and cultures of the Treaty partners. Teachers can demonstrate their commitment to honoring Māori culture by integrating Te Reo Māori into their interactions and refining their pronunciation of Te Reo Māori words and phrases, including Karakia. By embracing these practices, teachers can value the identity of Māori learners. I aim to understand and address the impact of my perspectives on the learning environment and the success of all students. The pursuit of knowledge is a lifelong journey without a conclusion. Engaging in continuous professional education and implementing newfound knowledge in practical settings is paramount. This approach not only gives us an advantage, but also enables me to effectively support and guide my learners, propelling them towards success.

What is the role of a teacher in Aotearoa New Zealand 

Part A: Individual statement 

A teacher's role is multifaceted, evolving from being a mere transmitter of knowledge to becoming a guide, mentor, and role model. At its core, teaching involves shaping young minds and fostering a love for learning. Still, it's also about creating a nurturing environment that respects and celebrates students' cultural diversity.

Culturally Responsive Practices: " Culturally responsive teaching is about making school learning relevant and effective for learners by drawing on students' cultural knowledge, life experiences, frames of reference, languages and performance and communication styles"(The Education Hub. (2019). Culturally responsive practices in education involve teachers recognizing, acknowledging, and valuing the diverse cultural backgrounds of their students. This means integrating the unique cultural references of students into the learning process to make it more relatable and meaningful. By doing so, students feel empowered and validated as their identities and experiences are acknowledged. Additionally, incorporating local customs, languages, and histories into the curriculum creates a more inclusive and engaging classroom environment where every student feels represented and respected. 

Learning Cultures/Environments: Teachers focus on nurturing a classroom culture that encourages collaboration, critical thinking, and self-expression to create a positive learning environment. Teachers aim to foster a sense of community and belonging among students by implementing various teaching strategies and activities. This involves using inclusive language, promoting open discussions, and providing opportunities for students to express their ideas and opinions. By establishing clear expectations and guidelines, teachers help students develop a strong sense of responsibility and independence in their learning journey.

Ethics: Ethical teaching practices are essential in fostering a positive and supportive learning environment in the classroom. Teachers must demonstrate fairness, impartiality, and integrity in their interactions with students. This involves upholding confidentiality, respecting student privacy, and establishing and maintaining professional boundaries. Ethical conduct creates a safe and inclusive space where students can flourish without the fear of facing discrimination or bias.

The Education Hub. (2019). What is culturally responsive teaching? In The education hub. https://theeducationhub.org.nz/wp-content/uploads/2019/08/What-is-culturally-responsive-teaching.pdf

Part B

After four weeks of placement, I resonate with my initial belief about the kind of teacher I aspire to be. My goal is to be a teacher who, when my students reflect on their educational journey, fills their hearts with warmth and joy. I want them to remember my classroom as a place where they feel valued and cared for and smile when they think of our time together. 

Becoming a memorable teacher takes work, dedication, and a nuanced understanding of what education encompasses. A teacher is not merely an instructor who delivers curriculum content. Instead, they must be able to forge meaningful connections with their students, imparting knowledge of various subjects and essential life lessons that will benefit them beyond the classroom.

Classrooms comprise a diverse array of students, each bringing their unique backgrounds, abilities, and challenges. This diversity necessitates that teachers have a strong foundation of knowledge in pedagogy and an understanding of individual learning styles. By being adaptable and responsive, teachers can create inclusive learning environments that cater to each student's specific needs and strengths. 

Moreover, educators need to engage with their students personally, fostering trust and respect. This will enhance students' academic performance and promote their emotional and social development, ensuring they feel supported and inspired to reach their full potential. I aspire to embody these principles, creating a classroom where learning is enjoyable and enriching for every student—a knowledge base to approach these students and support their learning goals.

CIA 2 -  Ethical dilemmas for educators 

Educators frequently encounter ethical dilemmas that require them to navigate the complex landscape of conflicting interests and values. These dilemmas often arise when they must consider the diverse needs of their students, the expectations of parents and the community, and the educational institutions' policies. Balancing these competing interests can be challenging as educators strive to uphold their professional responsibilities while ensuring a fair and supportive learning environment for all students. This intricate balancing act often demands careful consideration and reflection as educators work to make decisions that align with their ethical beliefs and the best interests of their students.

The following example highlights educators' multifaceted challenges when attempting to navigate their ethical responsibilities. The path to making the right decision is often complex and can involve a range of competing interests and perspectives. Educators must demonstrate a high level of sensitivity to the unique needs of their students and the broader school community. This process frequently calls for professional judgment as educators weigh the implications of their choices on student well-being and learning outcomes. Additionally, collaborating with colleagues and support staff within the school is essential, as collective expertise and varying viewpoints can lead to more informed and balanced decisions. Such collaboration fosters an environment where ethical considerations are discussed openly, leading to a more comprehensive approach to addressing the complexities of educational ethics.

CIA 3 -  Inclusion, Social Justice and Equity 

Inclusion, social justice, and equity are fundamental principles that aim to create a fair and just society where every individual has the opportunity to thrive. Here's a brief overview of each concept:

Inclusion: Inclusion is about ensuring that all individuals, regardless of their background, abilities, or circumstances, are welcomed and supported in all aspects of society. In education, this means creating learning environments where every student feels valued and has access to the same opportunities. Inclusive practices involve accommodating diverse needs and removing barriers that prevent full participation.

Social Justice: Social justice is not just about addressing inequalities, but also about proactively advocating for policies and practices that promote fairness, protect human rights, and ensure equal opportunities.  It seeks to address and rectify societal  inequalities and injustices , focusing on issues such as income inequality, discrimination, and access to resources like education, healthcare, and housing.

Equity: Equity is about fairness and justice in the way people are treated and the opportunities they have. It differs from equality, which aims to treat everyone the same, in that it recognizes that different individuals and groups may need different resources and support to achieve the same outcomes. In education, this means providing tailored support to ensure all students can succeed, taking into account their unique circumstances and challenges.

Together, these principles guide efforts to build a society where everyone can live with dignity, respect, and the opportunity to reach their full potential. We work towards a more just and compassionate world by promoting inclusion, social justice, and equity. 

Teach 101- Assignment 2: My role as an agent of change

I don't have a video presentation for this assignment, but I have uploaded the script we developed. For this task, we had to watch and engage with three of the seven video files related to the theme "Land of the Long White Cloud." The specific topics we focused on during our discussions included:

• Recognizing racism

• Understanding the concept of Pakeha paralysis

• Examining the inheritance of privilege within society

In our video presentation, we primarily concentrated on colonization's profound impact on the well-being of the Māori people. Due to colonization, the Māori community has faced significant hardships, losing their ancestral land, cultural practices, and sense of origin. As the process unfolded, many Māori gradually began to lose their distinct identity, leading to a crisis in cultural continuity.

Throughout history, the Māori people have endured immense suffering, mainly because they have repeatedly been denied social justice. The legacy of colonization continues to affect them, and instances of racism persist in various forms within contemporary society. As prospective educators and agents of change in Aotearoa, New Zealand, we must acknowledge these historical injustices and strive to create a more equitable and inclusive educational environment. By working collaboratively, we can ensure that all students—regardless of their background—are allowed to thrive and succeed.

CIA 4 - Readiness to teach 

According to the curriculum, teachers work to create " young people who will be confident, connected, actively involved, lifelong learners." After completing a one-year initial teacher education and teaching practices, I am confident enough to be in front of the classroom and deliver instructions. I have developed a solid understanding of designing engaging and effective lessons by referencing the New Zealand curriculum document. This resource allows me to tailor my teaching to various student levels, particularly in the key learning areas of English and Mathematics. I can identify specific and measurable learning outcomes that align with different lesson topics, ensuring each student can achieve their goals. Additionally, I can choose and implement various teaching strategies that cater to diverse learning styles, promoting an inclusive classroom environment where every student can thrive. Furthermore, I am confident in cultivating meaningful and enduring relationships with students. I prioritize creating a supportive and encouraging environment where they feel empowered to pursue their academic aspirations. By actively listening to their needs and providing personalized guidance, I aim to inspire them to reach their learning objectives and maximize their potential.

" uses Te Reo Māori in class and encourages us to speak Māori if I want." As a teacher of Māori students, I am confident enough to integrate Te Reo and Tikanga Māori in my lessons, speak Māori for greetings, and give simple instructions.

tĀtaiako cultural competencies for teachers of mĀori learners Education council matatū aotearoa nEw ZEaland. (n.d.).