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You're looking at the whole child. They come in with Whakapapa, stories, connectedness to people and the community.
Looking at the whole child so they learn through their strengths and interests.

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inclusion for all. It helps teachers create an learning environment where all learners florish. An evironment where cultural counts and individuality is celebrated. Though RP teachers can leverage the special characteristcs and unique skill of every child. 

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inclusion for all. It helps teachers create an learning environment where all learners florish. An evironment where cultural counts and individuality is celebrated. Though RP teachers can leverage the special characteristcs and unique skill of every child. 

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Importance of developing skills to interact in society. People literacy skills. Healthy relationship skills. Recognizing and valuing others identities. An appreciation of the wide range of backgrounds of students in the class.

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Importance of developing skills to interact in society. People literacy skills. Healthy relationship skills. Recognizing and valuing others identities. An appreciation of the wide range of backgrounds of students in the class.

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Acknowledging the the experiences skills and knowledge that students, their whanau and wider community bring to the school/classroom.
Acknowledging the students cultural capital.
Unbaised and fair to all.

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The Maori perspective of everything in Aotearoa.
Its about relationships, how we collaborate and work together.

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Research / evidence based. Mere Berryman, Macfarlane
Te Ao maori....maori way of thinking/operating.

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Treaty of Waitangi
Te Whariki
Maori students were underachieving in the classroom and this was a way to try to change this

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Driven by NZ culture but easily replicated in other cultures. " This is how strong relationships work" Lisa Cameron

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Valuing the individual student. Connecting to them. Family involvement. Attending the learners emotional needs, feeling safe and happy

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You acknowledge them, get to know your students, form a relationship.

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You acknowledge them, get to know your students, form a relationship.

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VIP/Happy Notes- to look for the good in all. Three way conversations.
Open door policy for whanau to come in. Open communication.
Inviting parents into the class to contribute

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greeting children as they arrive in the mornings / as they are leaving. Open dialogue with parents / families.
finding out their interests and passions.
finding out family structure and dynamics good or bad - how the child is effected and how to appropriately work through this with the child.

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valueing student voice, identity and their place (whanau and where they come from). 

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valueing student voice, identity and their place (whanau and where they come from). 

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Brendan and Laura
we connect with the  student cultural capital and use it in positive ways to buid relationships.

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Student lead intiatives, child centred.
Having input into their learning
Giving choices, sharing power

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Child centred learning. Independent and collaborative learning. Opportunities to work in different ways.

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student experts that other student can go to. the teacher is not the power holder.
Kaiawhina - gets extra responsibilities that day.

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Celebrating cultural differences and backgrounds. Finding common ground. Learners taking the lead based on who they are and their cultural background.

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Communicating in Te Reo or the language of the students in your class.
Visual pepeha

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teacher as learner, learner as teacher and vice versa. Teacher becomes a coach / facilitator.  Clear student vocie, self directed learning, inquiry.

equity; reduce barriers to success by knowign your learners and understanding what they need.

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meditation, mindfulness, independence, learning about yourself and how you deal with things. accepting challenges, self awareness.

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encouraging conversations. Valuing each persons input. Listening and allowing opportunities to share.

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Reciprocal learning. alternative teaching models. variety of tasks and experiences.

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Collaborating and working together with goal in mind.
Students knowing where theyre going with their learning.
Take a lead and go with, side tracked in a good way.
Verbal, doing and continuious.

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Based on observation. Watching for interests and urges. # way conversations -learning about learner from learner and whanau.

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Knowing your students. reading with them everyday, reflecting on their writing. observing their conversations and interaction.

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knowing the learner - place based
inclusion of whanau and community to ensure all cultures count. Localised curriculum that reflects our place and space.

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Diagnostics, formative assessment.
Connections in planning

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non deficit thinking - not focusing on what they can't do, focus on what they can do. Through your daily program all children will feel successful at some point in the day. Buddy reading - even though they're students they are also teachers.

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Helping students build self belief.

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learning is dynamic and builds on existing knowledge. students share their learning. 

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learning is dynamic and builds on existing knowledge. students share their learning. 

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social and emotional learning - restoraitve practices to problem solve social learning as a group inclusive to all (Te Hikairo Approach)