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Inquiry

on July 22, 2017

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Leadership

https://nzareblog.wordpress.com/2020/11/03/positive-leadership/ NZARE post on leadership, discussing high well-being of teachers and low well-being of teachers. “Teachers are the most precious resource that we have in our education system, but too often we fail to treat them as ‘taonga’ [treasures] but as a means to an end.” ( Cameron et al., 2007 ) 1. The importance of teachers feeling that they are valued Teachers all talked about the importance of appreciation, recognition, and feeling valued in contributing to their wellbeing. High wellbeing teachers were more likely to comment positively about this, for example leaders’ listening to their views: “I think they listen to teacher voice, and I think they do value it” (Teacher D). The same teacher commented on the effects of a lack of recognition in a previous school: “I kind of really worked hard to make it a wonderful department, we got brilliant results for our students, but still I didn’t get any promotion within that sch...

Play based learning research 2019

Reflection 1: What was your reasoning for starting Play-based teaching and learning in your classroom? In May 2016 the school was advertising for a teacher with play experience, so I applied and won the position. The school is committed to learning through play. We recognise that not all children start school ready for formal or instructional learning, and that play can support and develop skills children need to for formal learning. One of the main areas of concern was (and to some extent continues to be), the age of oral language of children entering school (very low), and the impact an environment rich in play and language can have on a child with low oral language skills is very beneficial. Where did you get your knowledge about Play-based teaching and learning from? I am a qualified and experienced early years teacher, with 30 years in the ECE sector. What issues/challenges have you faced when implementing this at your school? Trying to balan...

Ako: critical contexts for change

Mere Berryman - educational disparities for Maori In this presentation, Mere talks about the exciting possibilities now in the NZC, that it can be opened up rather than narrowed. Implications for practice? To create contexts for student learning where their mauri is alive and well. Excerpts from her presentation that resonated with me: So you know, I’m pleased now, she will be still learning reading and stuff but hopefully she will be enjoying as a five year old, the opening of the curriculum in the Primary School that she attends and life will become not the little bag of blackline masters and words in isolation, but absolutely words in context, and contexts which open the door not only to her whole world but to the world of others. Mauri: he (Durie) talks about us as having mauri that can be languishing; mauri noho. Or we could have mauri that is ‘mauri ora’, our mauri is well, it’s vital, it’s energised. And I guess our job is as educators, what...

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