Kaitiakitanga

UNDERSTANDING OF KAITIAKITANGA IN A PERSONAL AND PROFESSIONAL PRACTICE

Personal: I am the custodian for my children, I part take in teaching my children how to take care of themselves by actively promoting hygiene, nutrition, nurturing; I teach them to care for peers by respecting others and creating positive relationships; I teach them to look after our environment by learning not to litter, not to destroy our trees; I teach them to love family forever.

Professional: as a Student Teacher I would envision my students to implement Kaitiakitanga in our classroom environment by fully engaging in relationships at all times no matter what the kaupapa may be. Understanding preservation, management, and maintaining our classroom. recognising that they are valued and learn how to approach unpredicted or bad situations.

SUMMARY OF MY CHOSEN CURRICULUM LEARNING AREAS

Numeracy is found in our every-day living, whether it is counting money, dividing lollies, or even collecting information. Understanding number knowledge, number identification will assist students by giving them the opportunity to learn, express and comprehend the connections and making sense of the world we live in.

Memory technique that would be used for numeracy is Tony Buzan's Mind mapping or Venn diagram to identify the connections.

Science takes a step further and deeper into our world, it focuses more on the natural and physical world. The significance of our world depends on humanity, so the objective of this is teaching our students of today how to be knowledgeable by collecting data, how to analyse by understanding their findings and how to be responsible leaders or researchers in our society.

Memory technique that would be used for science is Tony Buzan's Mind mapping or Venn diagram to identify the connections.

Technology explores products and systems in our everyday life, it explores the changes that technology endures. Therefore, students have the chance to investigate the someone else's perspective and then allows them to be innovative themselves.

Memory technique that would be used for technology is Tony Buzan's Mind mapping or Venn diagram to identify the connections.

EFFECTIVE PEDAGOGY

I have found that being culturally responsive within my teaching practices, has created positive relationships with other teachers and students. I feel that being culturally responsive allows each individual to be confident in their belief, religion, culture and more importantly their own identity. In my time of studying at Te Wananga o Aotearoa I have been given the opportunity to attain effective tools towards best practice, which are Nga Uara (values), Kaupapa Wananga (principles), and Ako Wananga (apply best practice). Using this as my foundation will create a purposeful meaning and can assist in creating an effective pedagogy or even a holistic learning experience for everyone with myself included.

MULTIPLE LITERACIES

For me to demonstrate Numeracy, Science and Technology using a multiple literacy, I believe I would use E-Learning. E-learning is known as a highly effective teaching method and can effectively embed literacy and numeracy skills. Face-to-face learning alongside E-learning allows the learners an opportunity to embrace motivation and confidence which can initiate their own learning experiences. E-learning also leads to using tactile and visual learning.

ASSESMENT AND EVALUATION TOOLS

I would use e-asTTle as my chosen aromatawai model. e-asTTle was developed to assess students’ achievement and progress in reading, mathematics, writing, and in pānui, pāngarau, and tuhituhi. However, there are other models that focuses on individual learning areas as well.

assessment tools extracted from TKI

EVALUATION PROCESS AND DECISIONS MADE

For an effective evaluation process, I would use the Ako Wānanga Framework which would be:

• Te Aroha – having regard for one another.

• Kotahitanga – unity amongst my classroom ethnicities.

• Te Whakapono – practicing our beliefs and having confidence that we are doing it right.

• Ngā Ture – knowing our actions are morally and ethically right.

• Ahurutanga – constant acknowledgement of quality space.

• Mauri Ora – constant acknowledgement of pursuit of well-being.

• Koha – the constant acknowledgement that our contributions are valued.

• Kaitiakitanga – the constant acknowledgement that students are engaged in relationships always.

• Aro – reflecting on the students’ knowledge that assists them through growth, change and transformation.

• Te Hiringa – creating motivation, passion and intent within indigenous world views and education.

• Ako – reciprocal responsibility and obligation to learning.

• Whanaungatanga – links from life experiences and relationships between entities, animate, and inanimate.

This allows me the opportunity to learn my learners and identify their needs inside education. This framework also shows that the environment that is created in my classroom would be learner-centred.

TE AO MAORI

Maori culture is an essential part of New Zealand. Our uniqueness, our features and qualities of living is part of the foundation that makes our country fascinating. As a māori descendant I feel that applying awareness of our culture, traditions, beliefs is not only important for our people, but, it explores and caters for social and cultural differences for our learners. Take sciences for an example; exploring through the processes of our world; such as; water cycles, earthquakes, volcanoes, plantation, they all have one thing in common, which is the need of someone to care for them. So, teaching the students about our role of Kaitiakitanga shares an understanding and importance of taking care of our world. which will hopefully be past on through generation to generation.

A TECHNIQUE AND RESOURCE THAT ENGAGES LEARNERS VIA DIGITAL TECHNOLOGY

A resource I would use that will draw on Matauranga Maori would be learning inside a Wharenui. Inside a Wharenui you will find literacies and numeracies right throughout, you just need to understand the texts. A Wharenui holds Whakapapa, Ancient patterns, Indigenous world views, whanau community, and the pure potential to learn.

Using the Whakairo and raranga, the learners can interpret the text, some may understand some may not, however, with misunderstanding comes new learning. You will find students can and will engage towards their mothers or fathers side by relating to their history as they learn to decode the belief systems.

Again using the Venn diagram to asses their understanding enhances learning progressions and transforms their learning together with this it also gives the opportunity to embed the language, the diversity and partnerships.

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