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Include manaaki for teachers and whānau helpers into our consideration: They bring their own learning and ideas with them into our spaces.

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Include manaaki for teachers and whānau helpers into our consideration: They bring their own learning and ideas with them into our spaces.

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Look for opportunities to add to your stories through formal and informal learning.

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Acknowledge the stories ākonga and whānau bring and learn from them

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Acknowledge the stories ākonga and whānau bring and learn from them

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Take time to check in with yourself, especially on bust days

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Take time to check in with yourself, especially on bust days

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Students may not remember all the learning but how we made them feel

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Students may not remember all the learning but how we made them feel

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Triage the group based on what you know or sense about them. Identify if a more gentle approach may be more appropriate

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Triage the group based on what you know or sense about them. Identify if a more gentle approach may be more appropriate

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Manaakitanga, food, their own space, wharepaku.

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Manaakitanga, food, their own space, wharepaku.

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When teaching sensitive topics think of ways to finish on a lighter note.

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When teaching sensitive topics think of ways to finish on a lighter note.

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Low stimulus, low light environments can make shy students feel more confident & calm

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Low stimulus, low light environments can make shy students feel more confident & calm

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(and protects fragile taonga)

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Do a pre-exercise that models the way different people have different perspectives (e.g the ripple wall, or the 'wave' image.)

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Have students line up on a scale of 1-10- 'how familiar are you with this topic?

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Have students line up on a scale of 1-10- 'how familiar are you with this topic?

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Place yourself on the line too- less than 10, always more to learn from other perspectives

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Communicate to teachers beforehand that behaviour management primarily sits with them

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Communicate to teachers beforehand that behaviour management primarily sits with them

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Clarify that they are in a tapu space and what that means (before the session)

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Clarify that they are in a tapu space and what that means (before the session)

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Sometimes students need us there, sometimes they need to be left alone

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Sometimes students need us there, sometimes they need to be left alone

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Sitting on the students level to democratise the classroom

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Sitting on the students level to democratise the classroom

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Use of humour to create connection with students

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Use of humour to create connection with students

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Talking about our work and reflecting, and making sure we support wherever we are at

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Talking about our work and reflecting, and making sure we support wherever we are at

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let students teachers know what is expected

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let students teachers know what is expected

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Invite discussion that helps unpack ideas where we make sure there is no right and wrong, their ideas are valued

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Invite discussion that helps unpack ideas where we make sure there is no right and wrong, their ideas are valued

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Constant reviewing and being open to critic without taking it personally.

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Constant reviewing and being open to critic without taking it personally.

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Blessing ceremonies for exhibitions when they open and close 

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Blessing ceremonies for exhibitions when they open and close 

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Scheduling lunch breaks

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Breathing exercises

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Slowing down!!

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Let students know that it’s ok to feel emotions in relation to what they are learning 

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Let students know that it’s ok to feel emotions in relation to what they are learning 

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Karakia/ giving thanks and gratitude

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Coffee with friends

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Take time out in nature / fresh air/ a walk outside 

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Take time out in nature / fresh air/ a walk outside 

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How do we look after the wellbeing of our taonga, spaces and stories?

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How do we look after the wellbeing of our taonga, spaces and stories?

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How do we look after the wellbeing of our ākonga?

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How do we look after the wellbeing of our ākonga?