CoL 2020: Evaluation Of The Intervention/ My Changes To Practice

Changes to teaching practice over the last two years have seen significant shifts in my student's oral language acquisition, extremely pleasing progress in reading and surprisingly huge shifts in my student writing data (surprising because I had intended to gain shifts in reading). All within the craziness of teaching and learning with the challenges of Covid-19.

What did I do differently?

• Two-week high-interest topics exposing the students to as much rich vocabulary within contexts that were outside of their day to day worlds or connected to wonderings about everyday phenomena that they didn't have the vocabulary to explain. Before this, we would teach whole school topics for the whole term. By making this change I saw the urgency in exposing students to as many different contexts as possible but still at a deep level. This also meant giving students hands-on engaging activities that they could connect new vocabulary to, and prior experiences and knowledge that they can build onto as they move through their schooling. Example Of Two Week Unit

• Shifted my two-week high-interest topics to a digital platform. For this, I had to be mindful that my young students were mainly learning independently without parent help. I videoed me taking through hands-on activities, using resources they may have at home and explaining, using, reusing and recycling rich vocabulary. Video evidence showed students doing the activities and using the vocabulary at home which was exciting. I kept this going via our class site after lockdown for those students who still had not returned to school and to follow the Manaiakalani Pedagogy of learning being ubiquitous Learning At Home

• Valued the use of students first language within the classroom. This allowed students to make connections to English through their heritage language. I created opportunities for students to learn in their first languages and share their language with others. I utilised the opportunity for families to help their children with their learning at home during lockdown by shifting to more culturally responsive teaching practices. I became aware that I needed to be cognitive about this as it was easy to slip into old habits, especially when faced with a different way of teaching and learning e.g. totally online teaching. A Shift To More Culturally Responsive Teaching

The Effects Of My Changed Practice/Intervention

Reading

Whole-Class Reading Graph Tracking Students From 0-120 Weeks At School

Target Student Reading Graphs For 0-120 weeks at school

Student 1

Student 2

Student 3


Student 4

Whole-Class Reading OTJ Data 

This data shows that those students that returned to school after lockdown made accelerated progress of expected progress. This surprised me as usually after time off school e.g. summer holidays their reading level drops back. Also, many of my students' families were going through difficult situations due to lockdown/covid and from my own experience, difficult situations at home can influence students learning at school. 

The Pie Graph shows that many of my students are still working below the expected level for their age but some of these students are just one colour wheel level of reaching the expected level. I, therefore, believe that with the continuation of this intervention they would quickly reach where they should be. 

Writing

EAsstle Results Term and Term 4 For Target Students

Results show where my target students sit against National Norm from Week 3 Term 4 EAsttle writing sample. Since this sample was taken my students started to make even greater progress, as shown on the below pie graphs.

Whole-Class Writing OTJ Data 

Their writing shows that they are now able to sequence their ideas. They have the vocabulary to express themselves and their sentence structures are becoming much more complete. Having engaging experiences to write about not only motivated them but they also had so much to share and the language to use that the writing became so much easier. They went from students who would say one or two-word utterances who found it difficult to say a sentence let alone write it....to students producing writing like the piece above. 

Next Step:

My next step is to support my team to implement the intervention across the Junior school. I know implementing change across a team can be challenging, especially gaining buy-in however I hope this data shows that a rich oral language acquisition programme makes a difference to student learning and has the capability to accelerate student progress. 

MIT Engage Project

 

MIT KPMG Hui Term 4

So what now?

What will the hui look like for the launch of my site?

It will have a focus on home learning during any future lockdowns, the ENGAGE site will fit beautifully within this.

• Invite one of my student's whanau to share their lockdown experiences and how they accessed learning and supported their child. They can share experiences in Tongan as this would be far more powerful coming from teachers. Show the data of students who participated in home learning and celebrate success. 
• Physically share Engage games so parents can see their children playing the game.
• Share Engage at home within the context of other aspects of home learning e.g. Google Hangouts, class site navigation, a checklist for parents.
• Share food and have this as an informal meeting of teachers, chance for teachers and whānau to develop relationships.
• Advertise at prize-giving hui date and time

Include ENGAGE Site on Transition to school site (Thanks for the idea Kiriwai!) as well on all Junior class sites.

Reflection Of This Years Journey; Shoulda, Woulda, Coulda

Woulda

I woulda if I'd known about covid...have the site up and going for the first lockdown with student and whanau at the forefront of my mind. I would have started earlier. Now I am finding that it is too late in the year and not the right time. For me now I feel it is best to be strategic in the timing of the launch to get maximum whānau uptake/ buy-in.

Coulda

I coulda but circumstances challenged....total implementation of ENGAGE across the whole team but capacity to take on ENGAGE wasn't there for some teachers in my team. Also creating videos during lockdown didn't happen even though I had put it out there as a project for students.

Shoulda

I shoulda taken action sooner instead of being stuck in the thinking/planning stage.

What happens when light hits an object?

What happens when light hits an object?

My CoL inquiry has been looking into developing student's oral language using two week, high interest topics hands-on learning tasks. 

This weeks topic has been light.

This has been my lesson sequence:

1) Look at our shadows outside in the play ground. Why do we have a shadow? Does anything else have a shadow. Introduce the words; shadow, opaque, the concept of light coming from a source (the sun) and an object blocking the light's path. 

2) Read in dual language book 'Shadow Sleeps' . Students listen to audio in their first language and take the book home to share with their family.

3. Introduce the concept of reflection e.g. like light bouncing off. Discuss that some objects reflect light. Sit in a circle and students role play light traveling in waves to another person and bouncing off of them. Students take turns to walk across the circle and pretend to bounce off someone. 

4. Give students a torch, mirror, paper plate and magnifying glass.students make a prediction what the light will do when it hits the object. Gift students the words penetrate (meaning the light goes through it), reflect (meaning the light bounces off it), or block (if the object is opaque). Students ten experiment to see what happens. 

5. Explore making rainbows. students say and do as they 

Say And Do Activity

Students say and do as they

• Fill up a glass of water.
• Put the glass of water at the edge of a table.
• Balance it slightly over the edge of the table.
• Put a piece of paper on the floor next to the table.
• Shine the light through the water to make a rainbow.

The students then write what they have learnt about light.

Evidence of student learning:

The hand-on activities allowed students to use the new vocabulary in context. Me modelling simple and correct sentence structures using new vocabulary resulted in students themselves copying these structures. For some this was challenging and took effort, however all achieved this. The amount of talking during these sessions was awesome. There were questions being asked and problem solving (critical thinking) happening everywhere you looked.

The student's writing showed the increased fluency due to having 'lots to say' and engagement. Sequencing of ideas and use of new vocabulary. I have also noticed a marked improvement of sentence structures. 

Bursts and Bubbles 2020

 

Learning About The Water Cycle

When asked the question where does rain come from the only answer my students could give me was that it came from God or "I don't know", with a shrug of their shoulders.

Their amazement during our first activity of simply painting water pictures on the concrete and watching the water evaporate showed that this was a new experience and something they hadn't thought of. Because previous to the experiment we had talked about the sun heating up water and evaporating it, this language transferred easily. 

"Look the water is evaporating...it's going up to the clouds!"

Such simple everyday phenomena brought such amazement and when given the words my students could put these words to an experience that although they had witnessed many times before had never contemplated or understood. 

The second activity we learned about condensation by making a water cycle in a bag. Here the students could see the condensation on the side of the bag as the water heated up and then turned to water vapour and then cooled. We made lots of connections to steam around their house and why the mirror was wet after a shower. We gifted and gifted and gifted more vocabulary!

The third activity was creating a cloud in a jar to show what happens when clouds become heavy with water droplets. This was incredibly exciting and a great way for the students to see what happens. Explaining what words mean is a norm within our classroom therefore if the students didn't know what a word I used meant they would ask. I would take my time to explain the word sometimes using pictures, diagrams as I talked or role play.

The last activity was creating a water filter to understand what happens to water as it runs off the land into our streams and lakes. They were then able to make connections to our drinking water and water conservation that we had touched on earlier on in the year. 

The discussions and writing that resulted from this topic were incredible. All students understood the basics of the water cycle and concepts of evaporation, condensation and precipitation. They loved using the terms and extremely easily explained how their water filters worked.

To collect comparative data I compared an EASTTle writing sample recounting doing one of the experiments to writing about something they did in the weekend. Nearly all the students in my class wrote better quality recounts about doing the experiments than their weekend experiences (bearing in mind it was Halloween). In particular, the organisation of their writing and ideas noticeably improved. I feel this is because they had a lot to say and their ideas flowed naturally in a clear sequence. 

Earlier in the year many of my students struggled to put anything onto paper so this change is huge.

I also believe that these concepts and experiences are now able to be built on throughout their schooling. When my students come across content related to water they will be able to draw on these experiences and have the foundational knowledge that can be built upon. We may not see the benefits of building oral language now but I believe that results will be seen further in their schooling.

Evidence of Student Achievement

In the water cycle, the sun heats the water to do evaporation. It goes up to the cloud to be condensation and if the cloud gets too much water it's going to rain. That's called precipitation. 

By Elijah

The Unit Plan

Critically Thinking About Text

Here are two activities that I used with my students to get them thinking critically about texts.

The first introduces to the art of debating, taking a point of view as the reader based on your own personal experiences, values and connecting these to the information in the text.

The second uses both information in the story and creativity to change the ending of the fairytale.

My students found both activities extremely motivating and the activities created brilliant opportunities to talk and listen to the viewpoint of others. 

Debating; What Should Jack Do?

1. What is a debate? We talked about the election and how the different parties had to tell the people of New Zealand why they should vote for them. We discussed that in a debate you share your point of view and give a reason. 

2. I then asked if the students thought that Jake should give the cow to the man in exchange for the magic bean or take the cow to the market like his mother asked?

3. I got the students to sit at opposite sides of the mat depending on whether they were 'for' giving the cow to the man, or 'against'. Those students undecided sat in the middle with me.

4. I then told the children it was their job to get me and the other students to move to their side of the mat by giving their argument with justification. I also gave the expectation that they would need to take turns to talk.

5. The debate went backwards and forwards, students listened to each other and even added on to what others were saying and responding to others on the opposing team. 

6. Once all students had their turn at sharing their arguments. I said that I was still undecided as everyone's arguments were fantastic. I then asked them to write at least two different arguments for or against and that I would then choose the winner.

Talk about motivated learners!!!! This was the most animated, vocal and excited I have ever seen them during literacy. The oral language, turn-taking and listening were incredible as was their creative and critical ideas.

I think Jack should listen to his mum because the man must be lying. That bean is fake! It must be fake because he (the man) just wants the cow to eat it.

By Rakeena

I think Jack should give the cow to the man because it (the bean) looks like a plant and it is green (referring to a picture of the beanstalk later in the book)! I think he can sell the bean to customers at the market and the customers can give the money to Jack and he could go home and give the money to mum.

By Virginia in response to Rakeena's argument.

Change The Ending To This Fairytale

Using the sentence starter the students had to write a different ending to the story.

1. I began by reading the big book to the class, stopping at this page. The children had read this text many times over the week so the students were very familiar with the plot. 

2. What if we changed the ending to this story. What if something different happened next? Turn and talk, if you could change the story what would happen?

3. The students then went off to write their endings using the story starter ... 'He crept inside the castle...'.

Jack crept inside the castle and saw a giant sleeping with a goose. The goose laid a gold egg. Inside the egg was a dragon in the egg. Jack went to get the goose and the egg. he went down and down the beanstalk. He went to the market and sold the goose and the egg. Jack got some money. he went to the shop and got some food. he went back home.

By Toko

Bilingual Approaches Open Linguistic Spaces

Below is an article published in the Education Gazette featuring Room 2's teaching and learning through a bilingual approach in an open linguistic space.

Incorporating the PELP programme into my everyday teaching practice is something I have been exploring as part of my CoL Inquiry into developing an intensive oral language acquisition programme to raise student achievement in literacy. The below whānau and student voice describes the effectiveness of the PELP programme for my learners.

Bilingual Approaches Open Linguistic Spaces

Tamaki Primary School whānau kōrero

Tamariki Q&A

Q: What do you like the most about reading stories in your first language?

A: Because it is my language. I have to speak more so I can be a Tongan person and know people that have passed away. It makes me happy to read books. It is hard to think about the story if you get stuck on it in English. Toko, 7

A: They make me smart. The books have stories and pictures, some are easy and some are hard. Virginia, 7

Q: What do you like the most about speaking your own language at school?

A: You get to teach people different languages and you get to see if anyone else knows your language. I don’t really know much about Niuean and I get to learn about it. Saryah, 6

A: I can teach the teachers how to speak in Tongan. I can speak in Tongan to my friends. Epalahame, 7

Whānau Q&A

Q: Has the Pasifika Early Literacy Project (PELP) helped your child?

A: YES, it has helped my child learn more about our language and culture and it has encouraged our family to speak more of our language at home.

Q: What do you like the most about the dual-language books?

A: The fact that the books have both English and Tongan versions; that way our children can understand what they are reading about and make connections to their culture.

Q: What difference does it make for you (and your child) that they can do some classroom learning in their own language?

A: It makes a huge difference, especially in today’s world. My children are encouraged in the classroom to use their language and it’s amazing for me as a mother, to hear them speak and understand. My child has also taken on the role of sharing and helping other students and teachers to speak our language and he shows great pride in sharing our Lea-fakatonga.

Q: Why do you think this is important?

A: It is significant that my children learn our Lea-fakatonga and to do that in the classroom is amazing. This is a part of their identity as a person and I believe that all our tamariki need to have access to learn their language and about their culture in order for our culture to thrive. This will also teach them how sacred all cultures are no matter the differences and beliefs; we are fortunate to live in Aotearoa as a country that encourages diversity. Jade Fonua

Presenting At Manaiakalani Wānanga

Today we presented our projects at the Manaiakalani Wānanga.

Public speaking never gets any easier. But with the support of my wonderful MIT colleagues, I did it...we did it.

Listening to my fellow MIT team members sharing their journeys and projects I felt so blessed to have been a part of this journey. Not only have I learnt through my own project but I have all of theirs too. I know that every single member of the teams Mahi has made an impact on not only my practice now but will do into the future. 

With a few little presenting hitches and a discovery that I need glasses (reading of my phone was a little tricky), the nerves subsided and my project was shared.

A big thank you to Dorothy and Matt for making this all happen. You are both amazing.

CoL 2021

 There are two areas I would like to focus my work on next year, one being my own inquiry focus and the other being affecting change across my school to better meet our students' needs.

 

For my own inquiry I’m wanting to continue to focus on literacy across the curriculum, that is my passion and area of expertise. I know that was my focus in my last inquiry, however, there have been surprises that have emerged which I feel need exploring, for example using drama and storytelling, and the effect my solid phonics programme has had on both reading and writing, both Elena - using drama within literacy, and Clarelle’s wonderings about phonics have inspired this thinking. 

I also want to further my understanding of culturally responsive teaching.

 

Raising literacy achievement especially in reading is a school-wide focus moving into next year and although I have experienced success in my own classroom through change of practice… I have yet to see this change of pedagogy spread across my team (which is something I had hoped for). The Manaiakalani findings through our junior data collection and the research into students starting school highlight the importance of accelerating our students within the first few years at school, building the foundations of early literacy and oral language acquisition. These findings are what challenge me and make me change my teaching to strive to be the best teacher I can be.

 

How would I like to be supported in 2021?

I would like to be supported by the new leadership within my school, and the experience of leaders across Manaiakalani to affect change of practice across school. I would love to investigate the 'how' of change. I want to learn more about change and how to inspire other teachers to change their pedagogy to better meet students' needs and to continue to help them, themselves, learn, create and share through inquiry. The uptake of teaching as inquiry across our school has been my biggest area of reflection, point of frustration and point of littlest success in my current inquiry (all of which tells me that it is the perfect area of learning for me as a leader). I have been aspiring to inspire teachers to do teaching as inquiry, I have explored using staff meetings, collaborative inquiries and sharing effective practise and PLD with some success but I still feel I have a long way to go. I’m excited about the new management within our school and the possible opportunity to make TAI something that we all do. TIA  is such a powerful change agent. I would love to work with my colleagues more on their inquiries within my school and across Manaiakalani. 

 

As well, I would like to align my inquiry with the vision of my new principal to support them in the leadership of the school providing data through my inquiry to help drive changes they envision for our school.

 

Learning Vocabulary Through Creating A Beebot World

Below is an example of the two-week topic that I used with my class. 

As I worked through the unit my focus was on vocabulary and giving multiple opportunities for students to use and reuse through hands-on experiences, and opportunities to talk with peers using that vocabulary. This is now always at the forefront of my mind as I teach. At the beginning of my inquiry, I found this was more of an effort....with practice it has now become automatic and something that has come through on observations of my practice. 

The result is that the students are talking more using the new vocab through multiple opportunities and the vocabulary and concepts attached to that vocabulary is coming through in their writing.

KPMG Hui Term 3

Finally, we meet again face to face. Today's MIT hui at KPMG was the only time since February that we have actually been able to get together. It goes to show how February's hui cemented the relationships between the team that we would carry throughout the year. It was fantastic having the setting of KPMG, away from school (and home), to allow for fresh thinking to take place. 

Today's hui gave an opportunity for us to share our almost finished digital tools and gain feedback from our peers. 

As is always the way, feedback points out all those things you don't see yourself, the things you are blinded to when you are looking at it from one perspective. Even the simplest things are often something that doesn't even cross your mind until pointed out to you.

This is the website so far:

Draft ENGAGE Site

Feedback From The MIT Team

The feedback I received focused on writing the content of the site so that whānau can understand by avoiding teacher talk and to hook whānau in to explore the site by showing them how it meets a need.

Next steps to think about:

• Think about 'what is the need that this website meets?' and pitch meeting this on the home page to draw whānau in. This is the selling point. Will whānau be hooked into looking further into the site? The answer to this at the moment is no. Therefore I need to think of it from a marketing point of view. Could the header be a staged photo of parents with speech bubbles saying something like "It doesn't have to be like this!" "Have you noticed your child..." "If only my child could.."

• Write a description under How To Play videos so that whānau can get a summary of how to play the game without having to watch the videos.

• Change the header Whānau Voice to a parent-friendly header, what I have is teacher talk, not parent talk. Change it to "What is our whānau saying?" 

• Include comments/ testimonials from whānau e.g. quotes from whānau saying how the children have benefitted from playing the games.

• Give to whānau to trial and to gain feedback 

• Rewrite parent questionnaire to everyday language or translate into Te Reo Māori, Samoan or Tongan e.g. which of these skills are important to learn?

Monitoring, Recording and Tweaking During Lockdown

What did I plan to do?

My aim going into lockdown was to create culturally responsive, online learning opportunities utilising student's heritage languages. It was also to continue with the intensive oral language programme through high-interest topics outside of their daily worlds, hands-on experiences and exposing students to new vocabulary and using, and reusing this vocabulary.

What did I actually do?

• Sent home dual language books, a writing book and a pen.
• Created culturally responsive online learning activities to go with the dual language books.

• Created videos that took students outside of their daily lockdown worlds, using topics that were high interest. I knew my students loved learning about nature and our native creatures. I used these videos to introduce new vocabulary in context. I hoped they would then use these words in their writing.

•  

• Used hands-on activities related to the text we were reading, I was aware from the last lockdown of the limited resources that our students have available at home. So I tried to think of activities that they would have resources for. I was also aware that these activities really worked for some of our students last time.

• Used google hangouts as an opportunity to get the students writing.
• Used a facebook post to encourage whānau to help their child to write a story and read a book each day.

How did I monitor my implementation and student progress?

It was harder to monitor the implementation of changes of practice and to know whether it has had an impact on learning. for the main two factors. 

1. A third of my students came to hangouts and it was difficult to know if the other students were engaging with the learning activities at home. I will have a clearer picture of the home learning that has taken place once we are back to school next week.
2. I was difficult to see student's work as most have yet to master uploading learning to google drive.

However, here is a description of what I have noticed from my observations.

Different activities and learning resources appeal and are used by different students. What works for one family doesn't necessarily work for another. Having a range of learning opportunities, resources and multimodel options allows all students to access their learning in different ways. Having a writing book, pen and ready to read reading books including dual language books, in a learning pack meant that all families were able to connect to learning at home. The uptake of this we will find out next week when back at school. More of the students that connected were reading and writing each day using these resources than the first lockdown. Was this because I clearly set the expectation this time using my facebook message, and were having writing sessions each day online?

The writing response and quality of writing from the videos I made were fantastic. All students were able to write facts. They were writing with fluency and were able to clearly articulate what they wanted to write and had lots to say. The vocabulary they used was directly from the videos. This showed uptake of the new language.

Having whānau helping was really effective and a great way to build that home/school partnership and whānau involvement in their learning. Some whānau that were not connecting during the last lockdown were joining in every day this time. I want to put out a survey for parents to find out whānau voice and how they experienced online learning. 

Student voice told me the hands-on activities were a hit with some students. It will be interesting to see learning outcomes next week when back at school, as I currently don't have work samples of this.

Below is a sample of an on-line writing session. It shows Cohen sounding out his words and the increased amount of writing these students have been doing, and the engagement of the students.

It was hard to monitor the effect of culturally responsive activities and resources. Return to school next week will hopefully give me a clearer picture of the effectiveness of this change of practice.

Next Steps:

• Send out a survey for whanau to record their experiences with on-line learning and to gain whānau voice regarding the effectiveness of my change of practice and how it impacted student learning at home.
• Gather and assess work samples from students returning to school to gain a better understanding of the impact of the implementation of changes of practice during the lockdown.

Changes To My Teaching Practice During Lockdown

Although I feel I effectively created online lessons that mirrored the intensive oral language programme I was delivering at school, Self-analysis of my teaching practice showed how easy it was to revert back to old teaching habits during difficult and busy times like during the last lockdown. I noticed how I reverting to how I used to teach before I gained a greater understanding of cultural responsiveness and the power of placing immense value on students heritage language and culture.

Looking back at my slides from the previous lockdown I observed

What Worked Well

I was using the learning I had gained from the intensive oral language programme to created online, digital versions of the types of oral language lessons I would have previously taught in class.

 

What Was Lacking in My Teaching Practice

A flip back to non-culturally responsive teaching was evident in the content I was delivering online. I wasn't harnessing the opportunities for students to learn at home in their first language with whānau. I wasn't providing them with the resources to do this or making the content culturally responsive.

The 2nd Lockdown

Going into Lockdown a second time has given me the opportunity to do things differently. I created learning activities that can be completed in the student's heritage language and that provide opportunities for whānau to share stories and culture. My hope is that having the reading resources in the student's heritage languages allows parents to help them with their learning during this time and allow for students to make connections between the languages they speak at home and English. It is my hypothesis that this will help their language acquisition in both their first language and English.  

Manaiakalani Create Staff Meeting Workshop

Lovely to see my Manaiakalani Junior Colleagues at the workshop I presented today. Great to hear your creative ways of using Beebots in the classroom. How lucky are we to have such a wonderful bunch of passionate teachers to share ideas with!

Here is the slide deck to today's presentation.

Inquiring Into Specific Aspects Of My Current Teaching Practice

Main Learning About My Teaching and My Next Steps

To be reflective is uncomfortable. I'm a firm believer in those aspects of your teaching that you become defensive about are probably the aspects that most need changing.

I have observed three aspects relating to my teaching where that uncomfortable feeling rose from my gut. Indicating an area that I need to reflect on. Below is a description of those moments and what it has meant to me in regards to areas I can make changes to my practices.

Situation 1

During an observation of behaviours of students within my class, my DP observed two students rushing through their writing. We had a great reflective discussion regarding the possible expectations I have of these students. 

Some questions I reflected on:

Do I have lower expectations of these boys who find it difficult to stay focused and complete tasks to the same level as other students? Thinking back to lockdown these were the boys who refused to do online learning when their parents asked them too. What is causing this divergence? If I up my expectation of these students will they persevere more with their learning?  One of these boys is a fidgeter and struggles writing his letters in sequence. Does observing these tendencies lower my expectation of writing output? What would happen if I lifted the bar? How can I motivate them to write more, for longer periods? How can I use self-directed learning and student agency to accelerate progress with these students?

Situation 2

Every now and then we come across a difficult situation that takes us by surprise and makes us evaluate how we see the world. My second reflection on my teaching practice is not actually directly related to my teaching. It was a cultural misunderstanding by me that made me reflect on the value of Whanaungatanga and my understanding of what this means. 

My instant reaction to a conflicting situation that arose was to stand my ground in what I believed in, but I was wrong to do this. I needed instead to look at how others see the situation to truly learn from the experience. The situation that arose (without going into details) could easily put down to miscommunication, however, I believe the real problem was my own lack of knowledge of Māori culture, values, and the Tikanga of Whanaungatanga. I am on a personal journey to grow my understanding of Te Ao Māori and this highlighted important new learning for me.

The situation made me reflect on how I have been brought up. I have grown up in an English family who are insular in our ways. We are not part of a large community, we don't go to church or have large family gatherings, I didn't play team sports and although I will do anything to help I often need to be told what to do. Whanaungatanga is something I am having to learn.

How much do my Pakeha beliefs and values come into my daily teaching practice that I am not even aware of? Of course, they are going to, but I truly believe I need to acknowledge my culture and put it to one-side and embrace Māori and Pasifika culture, to teach Māori as Māori and Pasifika as Pasifika in culturally responsive ways. I'm sure I will not be successful all the time and I will make cultural mistakes (as indicated above) but if we are putting students in the centre of teaching and learning, then expecting them to assimilate to Pakeha culture is not the way, it is putting us in the centre instead.

Situation 3

The third learning about my teaching is how easy it is to revert back to the comfortable, the well-established ways of teaching. Looking at my learning site during lockdown is an example of this...

There were great things I was doing on my site to engage learners, make learning accessible for those students that were working independently without adult help and continuing with ways to accelerate language acquisition through our work with Dr Jannie Van Hees. However, the one thing that slipped away was culturally responsive teaching. This tells me that that I have a long way still to go until culturally responsive teaching practice is a natural way of teaching and a part of all that I do. When the hugeness of lockdown happened and we had to change how we taught and students learned in many ways. That is the one thing that dropped off. This tells me that there is so much more work, learning, changes to my everyday practice that I need to make to ensure culturally responsive teaching is at the forefront of my practice.

Summary

• High expectations for all students. Student agency and self-directed learning to engage, motivate and encourage perseverance amongst the boys in my class.
• Acknowledgement of my own culture and putting my culture perspectives aside to truly learn about and experience Te Ao Māori and increase my cultural responsiveness.
• Keep the changes I am making to my practice in terms of PELP and culturally responsive practice at the forefront, even when times are challenging and you feel yourself reverting back to past ways of teaching.

How PELP Changed My Practice

What Is Language?

Language is the words or symbols we use to communicate meaning, it is arbitrary, and it can convey information about things that are not present in the current place or time. (Northbrook, 2020)

However, it is far more than a tool to communicate meaning and ideas. It is deeper than that. It is fundamental to what it means to be human. Not only does language learning shape meaning and capability, but it is an integral part of culture and identity. Language and culture are intertwined. With the loss of language, we see the loss of culture and cultural identity. (MOE, 2016)

How taking part in PELP has changed my understanding of literacy acquisition.

PELP has made me aware that building on a child's heritage language or languages helps strengthen the acquisition of English as a second language and I have seen first hand the power of drawing on a child's cultural capital to support literacy learning.

I have known that learning is about making connections, connecting new knowledge and skills to our prior experiences and beliefs, however until recently I hadn't thought about the part language plays in this...if language shapes meaning and capability, then surely making space in the classroom for children to use their heritage language to make connections and build understandings makes sense.  

For me, PELP helped me understand the 'why', it showed me the 'how', it supported me in changing my practice to be a better teacher and it opened up possibilities. It quite frankly has totally changed a part of how I teach and my pedagogical beliefs. 

I came to Tamaki Primary from a high decile, predominately Pakeha school. Myself having grown up in England for half my life and then teaching in a school that was reflective of my own culture I knew very little of the Pasifika cultures represented within my new school. Although I jumped at the chance to take part in PELP I was completely outside of my comfort zone attending the first workshop. Fear of what you don't know is always scary, which is crazy as we all know that that is usually an indicator opportunity for learning. I can remember clear as day the thought "How can I teach using dual language books when I don't know the language myself?" 

From what I know now - I don't need to, I have a have half a class of Tongan speakers who are more than willing to be the experts... I just need to value their language and culture and create space to explore literacy in their language and allow them the opportunities to make connections between Tongan and English. 

So what has PELP taught me?

• Opening up opportunities for the students to be the experts, to bring all their knowledge, their culture and language to the table and to be able to connect this to their new learnings.
• Value bilingual and multilingualism and foster it within our classroom. Know that it is easier to acquire a second language when one is strong in their first language.
• Value the cultural capital that students bring to school. Use this to help build literacy acquisition.
• Try speaking in Pasifika languages. Students love it when you attempt to speak their language. This in itself is valuing their identity.
• To use the dual language books as you would any other reader, and utilize the audios online. Think of follow up activities that may help students connect their culture and language with English.
• Create opportunities to use Pasifika languages and cultures across the curriculum e.g. Count in Samoan, use the Cook Island Maori colours in art.
• The importance of listening to families and understanding the students within their family and home context. 

What am seeing as a result of my change of practice?

• The students going from not associating the languages they speak at home with the school context and not speaking them within the classroom, to students now using their heritage language across the curriculum.
• Students competing to use their language when we are doing counting or playing games e.g. let's count in Tongan!...no Samoan!,
• Students giving the meaning of Samoan words or telling me what an English word or phrase means in Tongan. They are verbally translating constantly.
• They naturally speak to each other in their own languages in the social context of the classroom.
• They are fiercely proud of their culture. 
• Massive confidence and overall happiness of students and a sense of belonging.
• They use the illustrations in the books to discuss the story and make connections to their own experiences. 
• Families are realising the importance of building using heratage language and that it can help their children to acquire English as a second language. 
• A spark of interest in students that don't speak in their heritage language at home. They have also become aware that they do not know their heritage language from seeing their peers speaking in their language at school.

What are my next steps?

• Increase my knowledge of Pasifika cultures, as this has highlighted how little I know.
• Increase opportunities for families to come in to share their culture with the class. 
• Create more ways to be culturally responsive in my teaching practice.

PELP is such an effective programme. I encourage all teachers to run with this opportunity. I have been amazed how easy it actually is to make these changes to your practice and even more amazed at the incredible effects it has on the students. 

Push past the fear of not being an expert and make those first few steps... and just see what happens!

Here is a link to my first few reading lessons using the dual language books 

Retelling The Story In My First Language