Task 4: Classroom Management

Links to standards 1, 3, 4.

4.1 Using the framework of ngā takepū write a 600-word essay on how student and teacher well-being is nurtured within the school.

 Select one of the guiding statements below to help you. Be clear about which one you have chosen.

• Ethical issues, regulatory and professional requirements impact on student learning environments. (i.e., the code of professional responsibility, standards for the teaching profession).

• Work cooperatively with diverse groups and individuals in schools and wider community (e.g., social services, police, kaumatua/kuia, iwi groups, etc.).

Enhancing the well-being of students and teachers in a school requires a holistic strategy that considers the physical, emotional, social, and cultural requirements of each individual. Teachers may foster an environment that is encouraging and inclusive and supports everyone's well-being by collaborating with a variety of persons and groups in the community at large as well as in schools. The Ngā Takepū framework offers insightful guidelines and concepts for promoting well-being in educational settings. Kaitiakitanga is a fundamental principle that emphasizes the significance of guardianship and care. To satisfy their responsibility as kaitiaki (guardians) of the well-being of students and teachers, educators can collaborate with a variety of groups and individuals to make sure that everyone feels respected, safe, and supported. The provision of complete integrated services by schools that cover academic, social, emotional, and mental health needs can be facilitated through partnerships with social workers, counsellors, and other support professionals. 

Students should be allowed to receive the assistance they require to succeed both academically and personally through this inclusive approach.

In the same way, working together with the police can help establish a secure and safe learning environment. Schools can create proactive plans for preventing and resolving safety issues by building strong partnerships with authorities. This can entail putting safety procedures into place, practicing emergencies, and offering de-escalation and conflict-resolution training. Maintaining Māori cultural values and viewpoints requires active engagement with kaumatua/kuia and iwi groupings. Through collaboration with kaumatua and iwi leaders, educational institutions can integrate tikanga (guidelines) and te reo maaori into their practices and policies. All members of the school community become more culturally competent as a result of this cultural responsiveness, which also helps Māori pupils develop a feeling of identity and belonging. Programs focused on promoting the well-being of teachers and students can also benefit greatly from cooperation with local companies and organizations. Schools can get resources, individuals, and experience to put well-being-promoting programmes and services into place by collaborating with neighbourhood non-governmental organizations. By establishing a sense of shared responsibility for the academic success of all students, this collaborative approach promotes relationships between the school and the larger community.

In conclusion, promoting the well-being of students and teachers at a school necessitates a team effort that takes a comprehensive approach and involves all people from the local community and schools. Teachers may establish a welcoming and inclusive environment where everyone thrives by cooperating to meet the physical, emotional, social, and cultural requirements of every individual. To promote well-being in schools and make sure that students as well as educators feel safe, supported, and appreciated, it is helpful to follow the guidelines outlined in the Ngā Takepū framework. 

Addressing the various requirements of children and families requires collaboration with social service 

• Examine a social, cultural, economic, political or historical impact on the educational practice within your school.

• Schools can be agents of social justice, change and whānau transformation (e.g., NZEI, fruit and milk in schools, breakfast club, whānau involvement in schools, PB4L, etc.).