In TBH Maori Boys Writing May Not Be Your Target, Janelle Riki-Waaka talks about the importance of relationships, another theme echoed by Mere Berryman.
http://blog.core-ed.org/blog/2016/11/tbh-maori-boys-writing-may-not-be-your-target.html
Points that resonated with me were:
Teachers perceptions may be:
TBH Māori boys are disengaged in learning
TBH Māori boys misbehave and distract others
TBH Māori boys find writing too hard
TBH Māori boys have a bad attitude and/or a closed mind set
TBH Māori boys have a poor work ethic
TBH Māori boys get little or no support at home
TBH Māori boys don’t like writing
Russell Bishop (Kotahitanga)
discovered that the largest positive impact we can have on Māori student achievement lies in the hearts and minds of their educators. High expectations; a genuine ethos of care; effective personalised teaching strategies; and supporting the success of our Māori students as Māori, are all essential ingredients to raising achievement for Māori students.
It might be that the answer doesn’t exclusively lie in developing our writing programmes. Could it, in fact, be that the more pressing need is to develop the Culturally Responsive practices of our teachers and schools, and further affirm our status as treaty partners.
Put simply, this means that if we create learning environments that are conducive to Māori students, they will be conducive to everyone. Why? Because we are really just talking about great relationships with students that will inform the way we teach and support each and every one of them — responsive practices. Furthermore, if we are wanting to meet the needs of all of our students in a holistic way, then culture, language, and identity must be at the forefront.
http://blog.core-ed.org/blog/2016/11/tbh-maori-boys-writing-may-not-be-your-target.html
Points that resonated with me were:
Teachers perceptions may be:
TBH Māori boys are disengaged in learning
TBH Māori boys misbehave and distract others
TBH Māori boys find writing too hard
TBH Māori boys have a bad attitude and/or a closed mind set
TBH Māori boys have a poor work ethic
TBH Māori boys get little or no support at home
TBH Māori boys don’t like writing
Russell Bishop (Kotahitanga)
discovered that the largest positive impact we can have on Māori student achievement lies in the hearts and minds of their educators. High expectations; a genuine ethos of care; effective personalised teaching strategies; and supporting the success of our Māori students as Māori, are all essential ingredients to raising achievement for Māori students.
It might be that the answer doesn’t exclusively lie in developing our writing programmes. Could it, in fact, be that the more pressing need is to develop the Culturally Responsive practices of our teachers and schools, and further affirm our status as treaty partners.
Put simply, this means that if we create learning environments that are conducive to Māori students, they will be conducive to everyone. Why? Because we are really just talking about great relationships with students that will inform the way we teach and support each and every one of them — responsive practices. Furthermore, if we are wanting to meet the needs of all of our students in a holistic way, then culture, language, and identity must be at the forefront.
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