2019 6 April SO FAR.....PHOTOS

Following are photos of a range of things I have done since my last blog in 2017....

I will start backwards and show some highlights of 2019 and then 2018.


March  2019 met up with Es(right), Jeff and Ella we went out for lunch in Cherrywood Tauranga- What a lovely day out with my friends. I so appreciate their kindness and keeping in touch.  I miss my days living in London.....and sharing and spending time together.  So when we can I am super grateful to Es Jeff and Ella for catching up in NZ.  They are looking so well.

                                                   
                                                          Below:      Jeff Jessop

March  I did a Mosaic course and learnt about cutting tiles, materials and resources needed, gluing and grouting.  The course cost $80 and I got to meet a lovely tutor and other learners. I plan to go to another course of hers using old microwave glass plates.

 School Visit to Martin Ark's Farm - on the way to Galatea

 Above-Me and Zeppelin trying to feed the little pony. Zeppelin was scared to hold out his hand I don't think he realized what it felt like.

                  Below-Nigel Martin talks to the children while holding an Ostrich Egg. Him and his father Peter own the farm and they have a great aroha and respect for their land. Their passion and care for nature is just abundant. Thank you God for people like the Martins.

 "Hee Haw.....anymore carrots?"  This donkey had the loudest hee haw ever....we could hear him from the other side of the farm.....what a charachter.

                    As  part of our topic for this term about life processes, I took the juniors along to an animal farm which happened to be called Martin's ARK farm and also tied with the theme of Noah's Ark based on the biblical theme of Gods promises.  

What an amazing trip for the juniors.  Many of them had never fed the animals before.

2019 5 April REFLECTION

5 April 2019    LIFE AND ITS STRUGGLES AND EXPERIENCES.....JOURNEYS OF A
NATURAL KIND OR IS IT TRIAL AND ERROR.

WOW  Time has flown by.
It has been some time since I have blogged and I saw this as I was teaching myself how to use the different options to google docs etc.

Since my last post when I was studying, I have been busy leaving one job (Playgroup Facilitator with Eastbay REAP) and starting a new one Junior Class Teacher at SDA Whakatane School.  

It has been a very trying and tiring process. I still do not feel I belong there because I am not a baptised member of the SDA church. So my position there is uncertain and I am hanging on a post. And relationships with staff have been so testing because we had so many deaths last year amongest the staff I never felt so exhausted but also very happy for myself to at long last have a full time teaching job.

On reflection I am so grateful for all the amazing day to day things I have in my life and one of them is having a purposeful job.

I know that there isan't anything to worry about however occasionally things will happen at work which brings up uncertainty and makes me insecure, doubtful and loose confidence and faith that God has got my back.

When I don't trust that my interests and job security is handled properly I loose an enormous amount of courage and self belief that everything is going along well.

I am doing OK and not letting other peoples pressures and negativity become part of me.  I am such an empathetic person and take on board unwittingly their stuff it clouds my mind, I so need to be aware of this otherwise by energy and mental and physical well-being suffers.  
I appreciate other peoples support and help but it is how it is put to me that irritates me.  That I am not doing my job properly and then I start thinking that my boss is looking at a way of getting rid of me.etc
It is still an long way to go till I feel I have a permanent place and my trust in God and relationship with him is always on hold and or my future is still uncertain.

I have a class of 22 children at the moment age range from 5-8 years and this is very challenging and sometimes awkward to manage and organise.
So every bit of help I can get, is a blessing.

So on that note I am going to leave it there and get back to what really enjoy, listening and singing my songs. Music and art is a refuge and huge release for me love, love, love. Oh and not forgetting just watching TV or You-tube videos. 

Ka kite ano.
PS. My emotional maturity and how I cope with stress has been tested at times.  The power of pray has helped me.

The Journey continues.......

WEEK 32 ACTIVITY 8 REFLECTIVE PRACTISE-CHANGES IN PRACTISE

WEEK 32                   REFLECTIVE PRACTISE-CHANGES IN PRACTISE


ACTIVITY 8

In reflection these past 32 weeks of doing this course and study in the Post Graduate Certificate in Digital and Collaborative Studies, has enabled and taught me to apply research, theory and ideas to my own practise.  To help me improve my teaching practise and be more informed of technological implications now and what this might mean for my teaching practise in the future.  I have been able to use what I have learnt to share with others, online and in my work place.

Collaboratively and with a better understanding of different topics and resources that are available to use in my own teaching in the classroom e.g. blogging, using different theories and research and apply these to my own teaching practise. As well as games and apts like Quvier, coggle, makeymakey, tinkercad, sculptur etc

As a student with mindlab I have learnt and still learning about writing essays, referencing and writing a literature review.  I have learnt about different researchers and their models of teaching e.g Te Whare Tapa Wha this heatlh model was developed by Professor Mason Dury and Kotters 8 Steps of Change, which I used both as a guide in my practice and with my colleagues about introducing the playgroup and new ideas about the implementation of this in my current place of employment and the wider community. My knowledge of technology  jargon and e-learning vocabulary has improved.

I think my reading and time management skills have improved, because of the work I put into my assignments and the readings I did, contributed to this.

Using the Mindlab site with Unitec has been a huge learning goal and learning curve. The study in the last 32 weeks has been rewarding,hard work and I would like to think that my teaching and learning practise has improved because of my effort and determination.

That the people that I work with, especially the children have and will continue to benefit from what I have achieved and have implemented in my job and in the new change initiative I have started and plan to do.

Some of the disadvantages of e-learning is that some people like myself (because this is what I am also use to) prefer the contact of having a person present and therefore on line learning does not have face to face learning.  I sometimes needed encouragement and motivation to complete my tasks especially reading the required material for our assignments.

I tend to learn when discussing in groups face to face,as oppose to reading messages on G+ community as my knowledge of how to use some of the computer skills necessary was limited.  This however illustrates why I think my reading skills have had to improve.

Lack of flexibility when it comes to time management and organising other activities alongside working online.

I have used Rolfe's model to illustrate my reflections and tie this in with the two key teacher criteria I have chosen.
                                   

                           
                               

Two key changes in my own research informed practise in relation to Practising Teacher Criteria in e-learning are:

1. Criteria 4: Demonstrate commitment to ongoing professional learning and development of professional personal practice. 

 I have definitely achieved this and overcome some big challenges to get some of my assignments in on time. I could therefore learn at my own pace.

My knowledge and skills of how to use a computer and how to use this to participate in distant learning and collaborative practise has improved. I have gained in confidence, this was due partly to the benefits of e-learning.

I have been able to concentrate and complete tasks in my own time and when I could manage to this especially when something unexpected came up in my family and I could come back to my studies and my course when I could.

I could also learn anywhere in the country, when I had to go back home to help with a family matter I could take my lap top with me and study etc in my own time.

I felt more at ease if I failed an assignment that I had that choice and opportunity to resubmit.



2. Criteria 7: Promote a collaborative, inclusive, and supportive learning environment

My literature review about mindfulness in education and the work force was an opportunity to share with others their ideas, knowledge of this area.  I could include others in this topic by the questions we discussed putting a survey together to find out more of this research topic. This I could use to inform users of our service and parents to help them with everyday life and activities.

This is the key for me to reflective practise-not just looking back on what was done but what I hope and plan for the future to help teach our tamariki and learners to move foward for a more positive and constructive future. Not only for educational purposes but for gaining employment and a meaningful job(s). According to Osterman, K. & Kottkamp, a reflective practise approach enables teachers to solve problems together and therefore is more self-directed. We can observe, analyse the teaching experience and then reflect upon it or in a shared way other colleagues together can problem solve. As an inquiry we can see our role in the problem more clearly and how we can improve.(1993 pages 6,8)

What next       My next dream regarding my future professional develop
My next dream regarding my future professional development is too continue to implement some of the knowledge, skills, strategies in helping others learn about the changes in education, technology and the way we work together in an e-learning world.  Look at ways I can encourage people to learn about e-learning and in particular encourage girls to feel confident about STEM learning. Science, technology, engineering and mathematics.  Even if this means starting at pre-school level. How Te Whariki framework can be utilised alongside the The NZ National Curriculum to help our teachers cope with the huge changes happening in education, how this will change the jobs and careers our young learners are facing. I would like to continue my future professional development where I can be of help to others especially teaching our tamariki not only about what e-learning is but what they can do to build on science technology and become e.g. designers, creators of new devices, apts, electronic gezzmo that could be the next life saving technology for all kind.

Reflective practise is important to create significant change for our tamiariki and their learning.  Especially as there are many changes already taking place.
These past 32 weeks has been a long learning journey I have been so lucky to be a part of this with Mindlab and Unitec.  Thank you and kia ora to everyone involved. Particularly the Post Certificate Mindlab team. 

I was so privileged at a presentation last night here in Whakatane, where I met Frances Valintine. Just in case you do not know, she is the founder, inventor and brainwave behind Mindlab.  What an inspiration to meet her and hear her talk about technology and education etc.  What a fantastic way to finish off, actually to start my digital and collaborative studies.

Happy life learning to everyone.
Mauri Ora
Vera

                                          Frances Valintine and me(Vera Cheffers) 
                                          Monday  3 June 2017 Whakatane at the 
          Legends in Business-Celebrating Sir Peter Blake Leadership Week-Frances gave a presentation and she received another award for her service to Eastbay Whakatane.




REFERENCES:

Osterman, K. & Kottkamp, R.(1993). Reflective Practice for Educators.California.Cornwin Press, Inc. Retrieved on 7th May, 2015 from http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf


Learning Through Reflections: http://www.ventureteambuilding.co.uk/learning-through-reflection/#prettyPhoto

Rolf Model-2001  https://www.nationalcollege.org.uk/transfer/open/mentoring-and-coaching-core-skills/mccore-s06/mccore-s06-t01.html

WEEK 31 ACTIVITY 7 Professional Context Crossing Boundaries

WEEK 31 ACTIVITY 7
Professional Context Crossing Boundaries

Ross Curriculum is an integrated system of all areas and subjects combined to provide an interdisciplinary approach to learning. 
All subjects are interconnected and involve a system of dynamics, thinking processes.
These systems are also integrated and the approach is complex. 

Students learn skills in different disciplines and examine the world as an interconnected hierarchy of systems both in the natural and cultural world. Students also learn about cultural sustainability inter connectedness in the classroom and on field trips.  These can be referred to as  inter connected experiences.

Science, history, culture and other skills and disciplines are taught 'wholistically' and together to explore many ideas and possibilities.

e.g.The life cycle of a butterfly, if anyone of these systems is affected the whole process break downs and the cycle is no longer achieved or part of that cycle is not completed.Each part is reliant on the other. Taking into account all the variables, conditions, the whole cycle or overall system is affected.

With this in mind, on reflection our playgroup functions and services the community very similar to the Ross Curriculum. All aspects combined, e.g. resources, subjects, people etc provide an inter-disciplinary approach to learning. 

With this way of thinking in mind and implementing the Te Whariki Curriculum (the New Zealand Early Childhood Education Curriculum) can be seen as 'professional context crossing boundaries'.  The framework for this Te Whariki curriculum has just been updated.  Essentially metaphorically, it interweaves the principles and strands which woven together like a mat and describes a holistic curriculum.

Each service, provider and early childhood place of learning, (registered) weaves a local curriculum (or whariki) based on principals, strands, goals and learning outcomes found in Te Whariki.  Teachers and educators take into consideration, the interests, strengths and needs of the children and the aspirations of the parents, whanau and community, when deciding on what areas to focus on in the programme.  

I have discussed with the carers what types of activities they would like to do in the planning, places we might want to visit,(field trips) what ideas would they like included in the programme. Therefore reinforcing their children's interests too. How might they like to put their children's progress and assessment book together, that is their child's own personal learning portfolio as a hard copy. Therefore empowering the child and their child's learning development.  This also encourages parents to engage with their child's learning and interacting with them.

The following map shows those current and potential interdisciplinary connections that our community playgroup needs and uses to help it function and provide a 'wholistic' place of teaching and learning.

Diagram 1: MAP-by Vera Cheffers

"INTERDISCIPLINARY COLLABORATION

What does interdisciplinary collaboration mean?

Andrews (1990) defines interdisciplinary collaboration as occurring "when different professionals, possessing unique knowledge, skills, organizational perspectives, and personal attributes, engage in coordinated problem solving for a common purpose" (cited in Berg-Weger &. Schneider, 1998).

While multidisciplinary collaboration involves paralleled work of several disciplines, interdisciplinary practice may include inter professional interactions in which two or more disciplines collaborate in the process of “joint planning, decision-making, and goal-setting”(American Association of Colleges of Nursing, 2016, p.1)" (class notes week 31 26th June 2017 Practise-Professional Context-Crossing Boundaries)

I implement and operate the playgroup with the help and support from a team and organisation, where I work. We are interdisciplinary collaborators. 

The following model highlights the responsibilities and types of roles that myself and my co-workers use when we work together.

" When all three facets come together, we believe successful collaboration can occur. In the event that one facet is absent or lacking, we believe that collaboration can still function but may be difficult to sustain.

Table 1. Qualifiers for a three-faceted conceptual model for successful collaboration"

Workplace Conditions	Qualities/Attitudes	Common Goals
Regular communication Standing meetings Physical space Administrative support	Cooperative—able to compromise Equitable—respect for roles Trust—perceived competence Shared vulnerability—safe setting to explore, inquire & critique Enthusiasm—desire to continue collaboration	Identify individual strengths Select conference & publication venues that “count” for both, or alternate Establish research “pipeline” & philosophy Articulate/update timelines"

"A Conceptual Model for Interdisciplinary Collaboration"(2015)

Teaching and working in a disciplinary way, will help and empower our children, families, to do this an inter-connective way.  We can inquiry, research and solve problems in our fast changing world in a wholistic way and together, which will continue to benefit everyone and nature globally.  We can build on our strengths, differences, cultures and knowledge together to make the world a better place for every living creature and everything. We are faced with globalisation, climate change, population growth, technological advancement, political change etc and inter-connective, collaborative disciplines is important to achieve harmony and help solve world issues.

REFERENCES

Source: Ross Institute. (2015, July 5). Ross Spiral Curriculum: An Interdisciplinary Approach to Science. [video file]. Retrieved from https://www.youtube.com/watch?v=hHZhkB0FJik

Table 1.

ACRLog. (2015). A Conceptual Model for Interdisciplinary Collaboration. Retrieved from http://acrlog.org/2015/05/14/a-conceptual-model-for-interdisciplinary-collaboration

WEEK 30 Activity 6 PROFESSIONAL ONLINE SOCIAL NETWORKS

WEEK 30 ACTIVITY 6          PROFESSIONAL ONLINE SOCIAL NETWORKS
                                  


My current and potential use of social media networks to enhance teaching practice and professional development

This blog post will critically discuss the use of social media in my teaching and professional development.

On reflection, I have personally found that using social media in my professional development and teaching very helpful and with increasing understanding it has helped me to access information and provide useful ideas and activities to use in my teaching and sharing with other colleagues and students. 

It has enabled me to be more collaborative and communicate with a wider audience and with users of online social networks, comparing, discussing and sharing ideas and knowledge.

EXAMPLES Writing the blog and based on specific questions with the current course I am doing, has encouraged me to communicate in an online forum which I think I would not have otherwise done. I can communicate with a wider audience e.g. the place where I work on face book and now google plus community as a student.  

I have learnt alot and gained more confidence about using different programmes,  e.g.  blogging and sharing with others in a larger community, to be more reflective about my teaching practice and apply new ideas, and using digital tools and online social networks in the class and or learning setting,

Reading and viewing videos about various theories, writings, research and models. e.g. the Mauri Ora Process.  Indigenous issues, trends affecting education and globilization etc

Online social networks has encouraged me and helpled me to be more inquiry based in my teaching and in the new place of where I now work.

The children and students we are teaching are learning about digital devices, automation, robotics and science technology in the homes and with their peers, it is all around us and therefore when they come to school we have to be prepared to teach them and support technological advancement.

In the preschool where I teach, toddlers as young as two are looking at their parents mobile phones, looking at photos, playing games and talking to their family members via the mobile phone.

It is part of our culture and way of living that most homes use computers and online social networks, like textin, email, twitter, google and you tube etc.  In is inevitable that schools are teaching technology. Most libraries now use computers and ebooks to inform and teach their users and students. Online social networking enables students to make connections, maintain and build on their relationships with those in similiar learning situations and interests.

It is our responsibility as educators,  to teach others and our students about the risks of online social networking for example using sites like face book, Myspace where students are giving personal information about themselves and can be putting themselves at risk of public scrutiny and risk of physical safety.

Disadvantages

• I am sometimes very reluctant to use social media in my teaching practice and professional development due to safety and confidentiality reasons.  What I share might be taken out of context or misunderstood. 
•  I do not know whom I am talking to even though we might be in the same study group. 
• Risking my professional boundaries.
• Lack of confidence talking to others and if I am not sure about what to do or say. e.g. when I tried to access the Webnair the other evening I had trouble connecting this via my lap top. By the time I connected and joined the group, (40 mins later ) I had to use my PC after 30 minutes trying. I wasnt sure what to do and then this put me off even further to participate and then I had to read something and add this to a link.  This was a daunting experience due to very poor connection and poor lap top.   I do enjoy group discussions and I felt disappointed about it because I had done quite a bit of reading and talking about it with my colleagues at work.(Using the Webnair might be a new goal for me) Melhuish calls this accordance and components of a social network, more detail to follow)
• My lack of knowledge and confidence when using and applying certain programmes with the children. Takes time and practise which can be problematic. However I like the idea from the class video about the teacher Kathy Cassidy who used blogging with her children in her class and they used this to write about their learning in class for the year, they also took photos of their work which they added to their blogs.....again this might take time to read and mark everyones work so monitoring might be an issue.  A solution to this might be to do a class blog or a blog about a specific topic, learning experience, camp or topic and use this as a shared class project instead.
• Culturally I learn better face to face (person to person) kanohi to kanohi, I can see facial expressions and therefore body language helps with effective and meaningful communication.  Feels more natural and wholistic. Less chance of miscommunication.

SUPPORTING RESEARCH PROS AND CONS

According to Melhuish in a study about the pros and cons of professional online and social networking uses the terms accordance and components of a social network, "in the context of the study 'accordances are those components of a social network site that members of that site use in order to achieve their goals within that network."(Melhuish page 37)

Also according to learning through social media speaks about the advantages of learning over long periods of time and space and allowing people to come and go in their learning,in a collective and collaborative way.  That learning through social networking can allow students to discuss with others on a universal scale. ( Innovative Pedagogy report page 12-14)  It is also states 

"Where the pedagogy is successful, social media can give learners reliable and interesting content, as well as opportunities to access expert advice, to encounter challenges, to defend their views and to amend their ideas in the face of criticism. Where the pedagogy is unsuccessful, sites may present learners with inaccurate information, biased comments and hostile responses. Educators on social media sites designed to offer learning opportunities therefore have multiple roles that differ from a teacher in more formal settings. A facilitator is needed to initiate the project and to take on the tasks of filtering resources and engaging

people. Unless the projects have experts to inspire and engage people, the project falls
flat, because no one is required to participate. Anyone can engage at any time, anyone can leave at any time, but skilled facilitators can keep people engaged and actively contributing for many years." ( Innovative Pedagogy page 12)

Therefore I believe that online and social networks has advantages and disadvantages in my teaching practice and professional development. it can be used safely to enhance our teaching and learning. 

REFERENCES

Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’ professional learning. Master Thesis. The University of Waikato. Retrieved on 05 May, 2015 from http://researchcommons.waikato.ac.nz/bitstream/han...(pages 36-44)

Sharples, M., de Roock , R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi,C-K, McAndrew, P., Rienties, B., Weller, M., Wong, L. H. (2016). Innovating Pedagogy 2016: Open University Innovation Report 5. Milton Keynes: The Open University. Retrieved from http://proxima.iet.open.ac.uk/public/innovating_pedagogy_2016.pdf (pages 12-14)

Source: Tvoparents. (2013, May 21). Using Social Media in the Classroom.[video file]. Retrieved from https://www.youtube.com/watch?v=riZStaz8Rno

Weekk 29 Activity 5 Legal and Ethical Contexts In My Digital Practice

Week 29 Practice Influence of Law and Ethics
Activity 5-Legal and Ethical Contexts In My Digital Practice

As a registered teacher with a current practicing certificate and working with children, it is my moral duty and obligation to work by and follow the law as written in the Teacher Code of Ethics for Registered Teachers as set out with New Zealand Education Council. There are four main areas.
Commitment to the Learners, Commitment to the Parents/Guardians/Family and Whanau, Commitment to Society, Commitment to the Profession

Just like it is for me to follow the code of ethics and code of conduct for the organisation that I work for.
For health and safety reasons, to operate the playgroup in our community we have to pass the regulations and policies as set out by the Ministry of Education, New Zealand.

We have just received this certificate of registration.

Anything that goes out to the public digital or not has to be checked and approved by the management team first.

In the early childhood sector and with my playgroup, we have to have the parents permission, in the form of a written consent form and signature that we can take photos of their children for evaluation purposes(e.g. profile books) and to add photos to social media like the face book page which we have for our playgroup.

This shared community page is proving very useful for the those who have agreed to do this and they enjoy seeing the photos of the children learning and participating in different activities.
It is an online interactive forum that allows those members of the face book page to communicate with each other.  Therefore everyone is aware right from the start about sharing on face book.

Under no circumstances can photos of children be put on social media without the parents written consent.

As the playgroup facilitator and teacher, I have a work mobile and email address for client use only.

There has been a dilemma of late,  when parents have requested and invited me to be a friend on face book.
 I cannot accept this because it will give mixed messages and confusion about my work ethics and responsibilities.  It could cause problems in the future with regard to my professional and personal life being challenged.

According to Allan he talks about the ethnic diversity, cultural, social ethical pluralism in New Zealand. Educators, teachers and principals have a more challenging time than  previously. Anything we do, say and ethical decisions, can be easily publicly challenged and publicised.  Children are staying at school longer, we have more diverse ethnic groups, parents values and beliefs are varied and expectations have changed.  Schools are becoming more competitive and tension between colleagues and professionally collaborative relationships.
"thus it is hardly surprising that teachers are being confronted by new ethical demands and their ethical decision making has become more complex."(Hall page 2 para.5)

Therefore depending on the situation and the circumstances that I would find myself in would determine the types of decisions I need to make.  What process or problem solving would I need to be consider when faced with ethical situations and decisions. e.g. to tell parents or not if a child has been distruptive in class and not focusing on their work, this could cause shame in some cultures and put the child in a difficult place with the family, the child might be hit for shaming their family.....so damn if you do and damn if you don't say something as a teacher.

The process of talking with the principal and other colleagues about any ethical concerns is the best practice, especially to do with inappropriate behaviour demonstrated by students.  Bullying is a huge problem especially cyber bullying and this has to be taken seriously and zero tolerance. Usually the victim does not know who is causing the bullying and it can become a group of bullys which can make it worse. These types of issues should be dealt with and discussed as a team. The necessary policies, systems and processes to solve these issues.

As educators we have the responsibility to educate students that cyber bullying is unacceptable.  There are some very good drama groups that teach about the issues facing young students and how they can protect themselves against and deal with cyber bullying.

Therefore regulations, laws, ethics, code of conduct and policies are to help keep people safe and sometimes make difficult decisions which are not always black and white. Students and children are much more aware of their rights and teachers and educators are faced with on a daily basis moral, ethical decisions and dilemmas which we are also trying to learn and teach future generations and life long learners about.   

                                         
Diagram 1   Google Images


References

Hall, A. (2001) What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. Paper presented at the IIPE Conference, Brisbane. Retrieved fromhttp://www.educationalleaders.govt.nz/Culture/Developing-leaders/What-Ought-I-to-Do-All-Things-Considered-An-Approach-to-the-Exploration-of-Ethical-Problems-by-Teachers

WEEK 28 Activity 4 : Indigenous knowledge and cultural responsiveness in my practice

Week 28th Activity 4   5 June 2017   
 INDIGENOUS KNOWLEDGE AND CULTURAL RESPONSIVENESS IN MY PRACTICE

Just so happens I called my blogger name Mauri Ora......my strong belief that the whole well being of the learner is paramount to my philosophy as a teacher and learner. That holistic learning  is my understanding of indigenous knowledge and cultural responsiveness.  Not just the individual learner but everything, everyone past and present, embracing that individual as a life long learner. This is what makes that akonga who he or she is.....a village/community makes a person. More about Pohatu's Mauri process...... later.....firstly

I still have lots to learn as a teacher my critical understanding of indigenous knowledge is knowing and understanding about a peoples way of life from their traditional times of when they first started, to what that looks like in the modern world today. What their community, society, cultural practices, beliefs, language and way of living is and what place it has in the immediate environment locally, nationally and internationally.

According to the article Teaching and Learning for a Sustainable Future, indigneous knowledge is defined as:

"Indigenous knowledge is the local knowledge that is unique to a culture or society. Other names for it include: ‘local knowledge’, ‘folk knowledge’, ‘people’s knowledge’, ‘traditional wisdom’ or ‘traditional science’. This knowledge is passed from generation to generation, usually by word of mouth and cultural rituals, and has been the basis for agriculture, food preparation, health care, education, conservation and the wide range of other activities that sustain societies in many parts of the world."(Teaching and Learning for a Sustainable Future page 1)

Cultural responsiveness is in an educational context, the practice,or  ways in which I or we as educators or teachers respond to cultural differences and needs of the learners, in the classroom, school or environment in which we find ourselves, so as to help akonga learn to the best of their ability.

Cultural responsiveness is how I respond to different cultures, in the situations in which I am teaching or experiencing. When applied to my teaching practice and experience it raises questions like:

What do I know about the learners in my setting? Where do they come from, what is their cultural background, what languages can they speak, what are their religious beliefs, cultural traditions e.g with important festivals and times of the year, when do they fast and what foods do they eliminate from their diet etc at various times of the year.
How can I really help and teach my learners? 

This can be achieved by really getting to know my learners and acquiring knowledge and understanding of their culture and identity.

Practicing Teacher Criteria states that:

"In an increasingly multi-cultural Aotearoa New Zealand, teachers need to be aware of and respect the languages, heritages and cultures of all ākonga. In Aotearoa New Zealand, the Code of Ethics / Ngā Tikanga Matatika commits certificated teachers to the highest standards of professional service in promoting the learning of those they teach." (Education Council of Aotearoa New Zealand, 2015, numbers 3/4)

What do I do in my class to cater for, acknowledge, appreciate these cultural differences in my teaching.  How this applies to where I work.?
I teach in an organisation as the playgroup facilitator. I have had many years of teaching experience in Early Childhood Education,ECE (mainly in London) even though I am primary school teacher. Where I teach currently , it is not a school , but we cater for families mainly in rural settings and provide specific programmes to suit their learning needs. Predominately of Maori and Polynesian background. These families are from mainly the Eastern Bay area of the Bay of Plenty and therefore from the iwi and hapu from this region. It is important to understand the tikanga, history, waiata, chiefs, waka, rivers, mountains and stories from this area. What these connections have to the people, their tipuna, whakapapa and identity. It means really getting to know our learners and families in this community. It is important that we know about those who we service.
The playgroup(started March this year 2017) where I teach and facilitate, is part of the organisation where I work. I have observed different expectations and ambitions from carers towards their children, a range of parenting skills, cultural and religious differences amongest those that attend. The parents/carers are from different cultural backgrounds and countries. And bring many cultural differences to our place of learning.
This makes my job interesting. For example some children due to where they live or how they are brought up, prefer to play outdoors more than indoors. Depending on the child's abilities also has shown how much they can stay focused on an activity, interact, engage and or play with others or not. From what I have also observed, ethnicity or gender has not made any difference to whom they choose to play with or not ( ages 2-4 years) however in some cultures expectations and roles of boys and girls are very different. e.g. the types of activities expected from the girls and not the boys or vice versa.
The parents and carers also show similar values with regard to sharing, taking turns and respect for others and teaching their children these and maintaining clear boundaries.
Therefore I try to be culturally responsive in my teaching and current working situation. Many of my colleagues are from different cultural backgrounds and because of the organisation I work with it is part of our mission and vision and core values. I would like to think that on a daily basis I practice what I preach and aim to be a culturally responsive person and practioner.

What is culturally responsive pedagogy?Culturally responsive pedagogy is defined by Gay (2001, p.106) as

 “using the cultural characteristics, experiences and perspectives as conduits for effective teaching” suggests that I am achieving this goal.

When I compare myself against her five elements including knowledge about cultural diversity, the culturally integrated content in the curriculum, the development of the learning community, the ability to communicate with culturally diverse students and culturally responsive delivery of instruction, I believe that while I have aspects of completion within my practice, I feel that in this new teaching situation of the playgroup, there is so much more for me to achieve and in particular with respect to the development of the learning community and awareness of the playgroup facility, the benefits it provides for our diverse family backgrounds and early childhood education.

We are attending to this by starting a new mobile playgroup/classroom.  Very encouraging resource. To reach out to the larger community to those people who have difficulty accessing the playgroup we have a trailer to take the playgroup out to those areas which is greatly needed.  This is our plan and cultural response to the indigenous people and community. So our goal vision is to make connections and help build bridges in our own country and communities. To continue to bring people together and learn to together.

This brings me to Pohatu's Mauri stages of Mauri Moe, Mauri Oho and Mauri Ora.Our playgroup started off in the Mauri Moe stage....sleeping, planning and dreaming of what this would be to have to respond to cultural needs in the community, to Mauri Oho where we have now awaken and taking action, engaging with the community and people are coming to the playgroup.  Mauri Ora is taking that extra step and reaching out and going into the community with our mobile playgroup-trailer to set up in local halls to encourage Polynesian families and people from certain areas who cannot access the playgroup in town to come along, share and learn together.(Pohatu 2011)

Bishop in Edtalks (2012) suggests that a teacher whose pedagogy is culturally responsive challenges the “deficit thinking” of student educability and have agentic thinking, believing that they have skills and knowledge that can help all of their students to achieve, no matter what, in this “A culturally responsive pedagogy” 

Again this reinforces the code of ethics and I agree that it is my responsibility as a teacher to help all students to achieve and learn no matter what a leaner's heritage,language, culture, enthicity or indigenousness background is. Or where they live and their socio-economic background.  That  it is not based on a deficit but relationships and developing these in our community. Our playgroup is working towards this.

The reading entitled "Culturally responsive pedagogies in the classroom: indigenous student experiences across the curriculum" from Savage et al made a really interesting point. In their paper they quote Valenzuela (1999) distinguished between aesthetic caring, which involved effective expression only, and authentic caring, which entails deep reciprocity and, in the case of teachers,taking responsibility for providing an education environment in which their students thrive. I therefore aim to be an authentic and responsible teacher that provides an inclusive environment where all my akonga can thrive.  If that means our playgroup going on the road, in a trailer.....as the mobile playgroup...... then watch this space.

REFERENCES

Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved from https://vimeo.com/49992994

Gay,G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116

https://educationcouncil.org.nz/content/practising-teacher-criteria-0
 Education Council of Aotearoa New Zealand, 2015, Practicing Criteria numbers 3/4

http://www.unesco.org/education/tlsf/mods/theme_c/mod11.html-Teaching and Learning for a Sustainable Future Article-definition  for indigenous knowledge

Potahu, T. W. (2011). Mauri - Rethinking Human Wellbeing. MAI Review, 3, 1-12. Retrieved from http://www.review.mai.ac.nz/index.php/MR/article/v.

Savage,C, Hindleb, R., Meyerc,L., Hyndsa,A., Penetitob, W. & Sleeterd, C.(2011) Culturally responsive pedagogies in the classroom: indigenous student experiences across the curriculum .Asia-Pacific Journal of Teacher Education, 39(3), 183–198: