I am 19 years of age, of Samoan descent, and hail from the villages of Falealili Sapunaoa and Sa’anapu Safata. I was born in Christchurch but later moved to Auckland in 2005. I enjoy singing, dancing, being anti-social, meeting new people, and, most importantly, spending time with aiga (family). 

My goal is not only to gain more confidence in my communication skills and to step out of my comfort zone but to help the children build self-confidence & independence, and trust with my students. This can happen through the different activities I will set daily so the child can feel safe, supported, and ready to learn. As a result, I can establish a good rapport with the child and their family and make sure the classroom is friendly and caring. To become the best teacher possible in the future, this experience can help me build my teaching philosophies and show me how to connect them to my pedagogy.

I am looking forward to meeting you all! 
Ia manuia

The principal and the office staff at the school extended a warm welcome to Lisa and me as soon as we arrived. Although I was anxious, I had a gut feeling that this experience would be enjoyable. The head teacher of the Junior school's "team Kakano," who will be looking after Lisa and me on this journey, was among the teachers who welcomed us. After showing us around the school, she divided Lisa and me into two separate classes. I was placed in Room 1 with Mrs. Boyd, Team Kakano's head instructor, and a group of new entrants who had just graduated from ECE. Lisa, however, was assigned to a year 1 class. The teachers were eager to meet us and would approach us as we moved because they had already read our introduction templates.

        

-          I had the opportunity to speak with one of the students in the class before the school bell rang to signal the start of the day. Sitting beside her, I joined her while she assembled the ABC puzzle. She could complete the puzzle independently with just a little help from me, who helped her by sounding out each letter and stating the word it represented. This demonstrated strong tenacity!

-          As I talked to the child throughout this exercise, I got to know her better and developed a relationship with her. Additionally, it offered me the chance to learn more about what she knew and how we could collaborate using her present oral literacy abilities. The day was ready to start as the bell rang!

-          As the students entered the classroom, I formally introduced myself to them. Additionally, I was able to introduce myself to the child's parents. This allowed me to connect with both the parent and the youngster.

-          Mrs. Boyd assembled the class outside, and we headed inside for the morning assembly known as "Talanoa." We sang songs in Maori and Samoan, concluding with a karakia.

-          I was initially apprehensive when Lisa and I introduced ourselves in front of the entire school. Still, I’m glad I could start a connection with the larger Flat Bush community.

-          We returned to class after the Talanoa assembly in the morning, where Mrs. Boyd called the kids in for Mat Time. I assisted Mrs. Boyd by singing the ABC and the "days of the week" song and helping her pronounce a few Te Reo Maori terms.

-          The first class of the day, during which the class was divided into two, starts. While the other children are outside playing, the teacher reads the lesson inside.

-          Reading groups went well; I noticed the teacher giving them the "pointy finger" by having them read out slowly and collectively. Children have finished answering the teacher's question on the book's cover as they analyze it. Afterward, it was time for morning tea, during which the school received complimentary lunches daily.

Even though the classroom's layout was compact, it was filled with valuable amenities, including hooks for students' bags outside, cubby holes for their lunches, small tables and chairs, an open area for class time with a small whiteboard in front, a sink and supplies for their art projects on the side, and entryways to the restrooms. The classroom was filled with pictures, loose hanging objects, and symbols of several cultures. I experienced a tremendous sense of belonging and living where all children are accepted and their cultures are honored.

As the hours passed, I understood and realized that teaching at the new entry-level is complex. The teacher told me how challenging it is to teach kids who have just moved from early childhood education to this primary level. Some kids entered primary without having completed ECE, whereas others did. According to Mrs. Boyd, there is "no purpose in pushing them to read," therefore, she had to end the reading sessions when the kids showed little interest in them and told them to go outside with the other students.

With so many activities planned for the kids, the time seemed to fly by. I saw that the children seemed to love all of the activities, from outdoor physical education to classroom activities, and it is clear that they are all eager to learn.

 

-  Every day, children at Flat Bush School are given free lunches.

- 96 percent of the students at the school are of Pasifika ethnicity

- music plays in place of a bell.

- Language diversity is crucial.

 

Questions:

Two of the kids in my class have disabilities, so my instructor and the other teachers informed me they didn't know how to deal with the kids in this circumstance, so they asked me for assistance. I'm still learning and researching how to deal with kids with needs and instruct a kid with a condition. This will be a crucial area I will pay close attention to during the weeks of my placement.

What distinguishes learning difficulties from learning disorders or disabilities?

How can I tell if my child is "slow" at learning or whether they have a learning disorder?

As I walked inside her classroom, I saw that it felt different because the space was more arranged for seniors, with fewer toys and hanging objects and more desks and tables for each child. However, there was a feeling of community in the class.

The day began with mat time, and the teacher called out the names of the class in Māori by saying Morena. The instructor opened with Māori te reo music, dancing, and singing. The child will benefit from learning the Māori language by singing the te reo Māori welcome song. Following a few singing exercises, the teacher, Ms. Young, transitioned to a memory game that required active listening. Each kid will introduce himself and their favorite meal. The kids could recognize each other's names and what foods they said while participating in this activity. Some kids found it difficult, but some could take turns copying one another.

Then it was time for a narrative. The teacher asked the children what they might infer about the plot from the book's front cover. The child could comprehend the meaning of "Keep trying" because it was part of a story. We then divided into smaller groups, and I assisted a trio of kids while they worked on their writing. Although the child could still not write correctly, we persevered through the procedure.

The class then dispersed. Ms. Young and the music instructor who arrived took over the session for the day. The music teacher introduced the students to instruments, including the guitar, drums, and shakers. Each child could stand up individually and hold the guitar while strumming a chord. We sang a couple of songs while using the shakers, and as each child rose to sing independently, I saw their confidence grow. My day at the school ended after lunch, which came later.

We began the day with the school's morning “talanoa” session. The senior school children were on a trip, so only junior classes attended the morning talanoa today. Lisa and I were supposed to accompany the senior classes on the school excursion, but we weren't informed in advance, which upset me. Nevertheless, I was looking forwards to this new day, location, and observations. We performed moves while singing a few Samoan and Māori songs during the Talanoa. I enjoyed dancing, singing, and watching the staff and kids' faces light up. The best part of the morning talanoa was when Mrs. Boyd and I learned that my class, Room 1, had won an award. I have seen the pleasure on my students' cheeks as they jumped for joy!

Upon returning to class, we began with our regular schedule of mat time and then the customary split, with some students going outside to play and the rest coming inside for reading time with Mrs. Boyd or Mrs. Tito. I had to go outdoors and watch over the kids as they played. Then the music started, signaling morning tea!

Then it was PNP time. The other two teachers and I were divided into various activities and were responsible for supervising each group taking part in that area. This allowed me to build a stronger bond with the child by allowing me to observe them as they learned how to navigate around obstacles and master the art of ball bouncing. Due to their tardiness, two students were instructed to sit at the sideline and refrain from participating. Both of them were discovered by two seniors who had caught them playing around in the senior school restrooms. This illustrated how the student’s behavioral issues occasionally caused the teacher frustration and wasted time. I noticed the unhappy faces of the two kids instructed to abstain and how disappointed they were not to participate. I got to speak with each of them and find out how they felt. Hopefully, they could draw lessons from this and decide not to repeat the mistake in the future.

Later, we had Mat time, but this time Mrs. Tito was present. Together with the students, she read and discussed a picture book in which they could recognize each section of the book and the questions the instructor would pose. We then divided into our groups for the writing session. I had the opportunity to supervise a trio of students and help them complete their writing assignments. This was challenging because the students needed help holding the pencil and writing each letter. They occasionally lost interest in what they were doing and began to look away or scribble on the page. I did my best to interact and speak with them throughout the job, but eventually, we got there, and they were able to write their name and nearly complete the text they had to replicate. After that, midday music started playing, and complimentary sandwiches began to be distributed.

Even though this is only my second official visit to the school, I would say it's not simple. I have observed how challenging it is for Mrs. Boyd and Mrs. Tito to control the 12+ pupils in a new admission class. Even with three of us in the classroom, working with various student groups, it was still challenging to manage and control. One of the kids found it difficult to control his behavior because he would wander about, run outside class, and move around. At one point, Ms. Boyd would kindly ask me to find him so I could speak Samoan and bring him back to class. After that, Ms. Boyd told me that the youngster acted out with difficult-to-maintain behavior and did not have a specific disability. She's not sure why. This child may have had significant trauma, perhaps due to aiga relationships or issues at home. I'm not sure precisely, but this is where I can find a way to get along with this boy, connect with him, and get to know him much better. Other behavioral problems occur in class, such as children sobbing or angrily striking each other. Still, this is easily explained away as a disruption in their usual Monday rituals.

How can I use these ideas and connect my knowledge with the principles of Our Code and Our Standards?

Teachers frequently ask me, "Why did you choose this age group? Have you reconsidered changing the age group you want to teach? – No, I'm not. However, it is exciting and makes me want to learn more about this teaching degree and identify my pedagogy.

I appreciated connecting with the child more during PNP time when I was describing the activity I oversaw to the students. It was challenging for me to reprimand some children for disobeying orders to the point where Mrs. Boyd had to yell from the other end of the classroom. I need to develop my inner confidence and be more confident when reprimanding a student because I was so nervous. I shouldn't act that way because I'm a student teacher. Nevertheless, I found it enjoyable and can now add this to the list of things I need to improve.

As Mrs. Boyd has permitted me to take over and teach Room 1 the following week, I may apply the Our Code Our Standards the next time and connect it with my observation and how I can teach. I'm both incredibly eager and anxious about this.

The routine had to go on during Talanoa. The karakia followed by singing the church song in Samoan before it was time for the principal to present the awards. We also recognized the rugby team that finished third in the Otara tag competition over the weekend. This brought back memories of when I used to watch my friends back in my primary school play and how much I missed it. When I visit the school, singing our Māori and Samoan songs always brightens my morning.

On our way to class, I noted that there had been a new student in the class. A boy who had transitioned from an early childhood center. I introduced myself to his parents and learned a little about their background. On arriving back at class, it was mat time. Before the usual morning routine, Mrs. Boyd introduced the new student in front of the class. The new student was so excited that he screamed, “Hi, my name is Dane.” He was very thrilled and excited to be in primary school. I could tell by his confidence standing up in front of the class. The students in the class were very welcoming and showed respect towards Dane to the point that some students wanted him to sit next to them. Everyone was amiable toward this boy. It brought joy to me and Mrs. Boyd to see this happen. Mat time, we had the usual singing routine, introducing the week’s new words and identifying the day. The children are very familiar with this routine, and I can see the change over the weeks with their progression. After Mat time, it was time for the class to split into playing and reading sessions. Then the music played, which indicated morning tea.

 

After morning tea, we had PNP time. This PNP time was excellent as all children were well behaved this time, and I saw each child encourage each other to “keep trying,” which they would always say. I had fun introducing my activity to each group that had come through. My activity included the idea of balancing any position of the body. Many children were able to master this, but some weren’t able to, so I had to assist them by holding their hands. Toward the end of PNP time, we did one more activity involving each child to try and skip while the other teacher and I had each end of the skipping rope. Every child got a turn to skip, and they all seemed to enjoy it!

Arriving back to class, I took over and taught the class during Mat Time. I chose the picture book “Stick Man” by Julia Donaldson. First, I incorporated questions for the class, such as “What is this part of the book?” They could all identify each part of the book. While reading the book aloud, I incorporated more questions, such as “Where do you think the Stick Man is going?” to inquire about what the children think will happen next. I also incorporated the Samoan name for Stick Man, Tama Laau, with which most children were familiar because some were of Samoan descent.

Afterward, we split into groups again for reading, again in groups with our guidance. I could advise three children by reading alongside them and identifying each word. Then after my group, I got to observe Mrs. Tito with how she teaches her group with reading and guidance. She lays out the shapes of the letters and lets the children take turns spelling them out. I could see that all children in her group were engaged and excited to take turns, make mistakes, and learn from them. After the afternoon Lunch time, it was time for Writing. Again, Mrs. Boyd split us into groups, where I looked after a group of four students. We each had whiteboards and would be facing Mrs. Boyd. She introduced a new alphabet letter to the class weekly and will practice writing it with them. This week’s alphabet letter is G. So, by repeating the phrase “hungry open mouth, short stick up, tail down,” the child will follow with the pen forming the shape of the letter on the whiteboard. In the group I was with, every child could write a letter. Even though it wasn’t perfect, I could still see them trying. However, one of the students in my group was struggling as she was writing the letter the wrong way. I helped her along the way by letting her look and follow my hand's direction while writing the letter G. My goal was to refrain from carrying on but let her do it on herself and instead support her. It was then home time when the class would come up to me and hug me, saying bye, “Mr. Uasi.” 

In contrast, each student has specific goals they must accomplish to graduate from school. Throughout the three weeks, I have observed, Mrs. Boyd and Mrs. Tito have planned fantastic, exciting classes that the children seem to like. They both take their time ensuring the child receives the support it needs. They try to involve all their students in learning and keep things fresh. They have new material in their lessons.

Two examples are having me take over Mat time and reading a picture book. My favorite part of the day was interacting with the student’s learning, which was my highlight. Even though I liked it, I did have a few reflections on myself. The children were astonished and pleased by my vocal tone when I started reading the book from the beginning. Some students began to look exhausted as I kept reading the text. When I read the book, I no longer surprised them when my voice tone changed. This demonstrated the theory of expectation violation. Children can learn and adapt to diverse concepts, such as violation of expectation, through the element of surprise. This idea astonished me because I had assumed that my kids' behavior was just a result of boredom. Later, when I caught their interest again, they were all captivated.

 

During lunch, I spoke with one of the teachers.

The school closed in community solidarity and gave students the day off. The principal handled the situation delicately, informing families of the cause for the closure and explaining that the children are worth one hundred times more than what they are now receiving. Reading and literacy are prioritized in schools, along with 100 other small activities that aim to assist each child in growing. (T. Hinga, personal communication, April 3rd, 2023).

Even though I had heard about it on the news, the sadness I experienced made me want to research and learn more about the current concerns surrounding teacher strikes.

I knelt and spoke to him strong enough to get his attention. I used his native dialect, the Samoan language, knowing he was of Samoan heritage. It succeeded! He followed along with me as I explained every directive Mrs. Boyd would utter, especially regarding the writing exercises. I went over to him, got down on his level, and spoke to him in Samoan by directing him to come and do his writing work while I watched over a group during the writing session. He eventually did so and could finish the tasks in his book and at least write down a sentence. Mrs. Boyd and Mrs. Tito were shocked, and we then had a serious discussion. Mrs. Tito and I usually communicated in Samoan, and she recently revealed to me why this student behaves this way despite having no special needs. I made the possibility that it might be his domestic circumstances. I didn’t want to assume anything about this child and their whanau or pass judgment on him. I aim to establish a learning environment where everyone is treated with respect and dignity, as stated in the Our Code Our Standards statement. In the future, I'd like to engage in constructive and cooperative partnerships with our learners, their families, and whanau (Education Council, 2017, p.2). After the school day, Mrs. Boyd would write down what he did in class and inform his parents. I told Mrs. Boyd that I approached him quietly and began conversing in Samoan when I saw him, and she asked me how he was doing. She shared Mrs. Tito's amazement. Mrs. Boyd then explained that perhaps he pays more attention to someone who speaks his language or probably because there is a male role model in the class. I would constantly observe both teachers working hard to include his requirements in their daily lesson plans by giving him individual care. Mrs. Boyd talked about what it may be like if I visited every day. When a child's learning development is slower than his peers, teachers find caring for the rest of the class challenging. I asked myself questions. How would I feel if I were entering every day in Mrs. Boyd's shoes? What's life like for this child at home?

I met this boy's mother at the end of the day and informed her of his successes. I learned more about his past and his aiga while conversing in Samoan. As it is significant, this created a bond between myself and this child's aiga. I have only been coming in once a week for the past five weeks. I connect with the students and professors, but what about their parents? In the second half of my placement, I want to push myself to interact with and get to know the families of other children.

The use of te reo Māori in the classroom is given much attention at the school, giving students a chance to learn about Māori culture through the curriculum, as I have seen throughout my five weeks of observation. The Māori Achievement Team at Flat Bush is in charge of assisting Māori youngsters in their academic progress. The team collaborates closely with teachers to ensure that Māori students have the assistance they need to achieve. Flat Bush also has a Māori Parent Group that gives whanau opportunities to get involved in the school and have a say in their children's education. This relates to the principle of Community engagement in the New Zealand Curriculum, stating students connect with their wider lives and engage in support of the whanau and communities (TTOTM & NZTC, 2011).

However, how does this school approach and appreciate this subject? Flat Bush’s comprehensive strategy incorporates the school community to show its dedication to Te Tiriti o Waitangi and Māori students. This involves the school's administration, faculty, and students, who are vital in establishing a clear vision for the institution's dedication to biculturalism and ensuring that this vision permeates every facet of educational endeavors. This comprises rules, regulations, and methods to help Māori students reach their maximum potential.

I have seen teachers in Flat Bush engage in various actions to show their dedication to Māori students and Te Tiriti o Waitangi. Here are a few examples: Flat Bush added Māori viewpoints and material to their curriculum, including teaching about Māori history, culture, and language in the classroom to ensure that Māori students can identify with what they are learning. It is clear that developing relationships with Māori students and their whanau: Teachers strive to establish trusting bonds with Māori students and their families to involve them in decisions regarding their children's education. This can entail working together, inviting relatives into the classroom, and maintaining constant communication, as Mrs. Boyd had previously stated. Thirdly, as seen in my classroom, Mrs. Boyd weaves te reo Māori into regular classroom vocabulary and routines, including greetings, instructions, and classroom regulations. This demonstrated the significance of the Māori language to Māori language learners and helped normalize the usage of te reo Māori. Fourthly, teachers at Flat Bush take the time to learn about Māori cultural practices, such as tikanga (customs) and kawa (protocols), and ensure they are respected in the classroom. This can involve commencing a class by thanking the tangata whenua (people of the land) and the Whenua (land). This was also evident in our regular Monday morning Talanoa sessions, where the school's Karakia spoke aloud before lunch or dismissal.

Flat Bush teachers cherish their dedication to Te Tiriti o Waitangi and Māori students in just a few ways. Teachers can create a more inclusive and equitable learning environment for all students by incorporating Māori perspectives and content into the curriculum, developing relationships with whanau, using te reo Māori, understanding and respecting Māori cultural practices, and advocating for Māori learners.

Finally, by implementing the ideas of Tataiako (MoE, 2011) and Our Code Our Standards (ECNZ, 2017) into its teaching methods, Flat Bush Primary School exhibits its dedication to Tangata Whenua, Te Tiriti o Waitangi, and Māori students. The teachers at the school are dedicated to collaborating with Māori children and their whanau and are aware of the value of Māori learners' identity, language, and culture. The school dramatically emphasizes using te reo Māori in the classroom and offers a variety of opportunities for students to learn about Māori culture. 

Families and whanau are actively involved in their children's education at Flat Bush Primary School, which is dedicated to doing so. They have implemented several practices encouraging family and whanau involvement because they understand how important it is to a student's development.

Regular communication with families and whanau is one-way Flat Bush Primary School involves them. They employ various techniques, such as newsletters, emails, and social media, to tell families about what is occurring at the school. Additionally, they encourage families to contact the staff if they have any worries or inquiries by holding monthly parent-teacher conferences. Mrs. Boyd gave the children newsletters to give to their parents at the end of the day. The parents will read and learn about upcoming events and travel-related news in these. The professional documents clearly show Flat Bush Primary's strategies to demonstrate its commitment to families and whanau by including them in its students' education. "Schools should regularly interact with families and whanau to ensure that they are properly informed about their child's growth and accomplishment," according to the New Zealand Curriculum (Ministry of Education, 2007, p. 39). Building strong bonds with families and whanau is also stressed in Our Code Our Standards, which states that "teachers should work cooperatively with families and whanau to improve children's learning and wellness" (Education Council, 2017, p. 8).

Participation in school activities and events is another way that Flat Bush Primary School involves families and whanau. They encourage families to visit and participate in various events throughout the year, including plays, sports days, and cultural festivals. Additionally, the school is supported by an influential parent-teacher association that encourages family involvement. For the school, being able to unite as a community to celebrate the various cultures is an inspiring moment, as one of the teachers stated while I conversated with her. This teacher asked me if I would be interested in teaching the boys a Samoan Siva for the entire school performance they will put on for Samoan Language Week this year. Since Samoan Language Week is from May 28 to June 2, I am still deciding. Moreover, on May 29, my professional placement will end. If I want to stay an extra day to see this celebration, I may need to speak with the school and my BECS Programme Leader, Dr. Kiri.

The relevance of Māori viewpoints and content in the curriculum is acknowledged at Flat Bush Primary School, as highlighted in reflection one and my past five weeks' worth of pallets. They seek to involve whanau in this process and have created a Māori education strategy that states their commitment to integrating Māori perspectives and topics throughout the curriculum. They also put much effort into ensuring that Tikanga Māori and te reo Māori are incorporated into school culture. 

These procedures align with the New Zealand Curriculum and Our Code Our Standards professional publications. Our Code Our Standards strongly emphasize fostering good ties with students and their families and strive to include them in the educational process. The New Zealand Curriculum recognizes the validity of Māori viewpoints and content in the curriculum and underlines the significance of incorporating families and whanau in education.

The New Zealand Curriculum states that "schools should actively encourage families and whanau to participate in decision-making processes that affect their child's education." Flat Bush Primary School is committed to involving families and whanau in their children's learning, a significant aspect of their approach to education (Ministry of Education, 2007, p. 39). They aim to build a more inclusive and equitable learning environment for all students by encouraging regular contact, participation in school events and activities, and focusing on Māori viewpoints and topics.

However, is there a different strategy or point of view in an ECE context compared to a Primary setting?

As the child's educational requirements and objectives may vary in these settings, Flat Bush Kindergarten may include families and whanau in their child's learning differently than Flat Bush Primary School. However, these environments may employ various strategies to involve families and whanau, including periodic newsletter contact, parent-teacher conferences, and the provision of materials for parents to support their children's learning at home. A collaboration between the kindergarten or school and the family is ultimately desired to facilitate the child's educational path.

Ministry of Education–Te Tāhuhu o te Mātauranga. (2007). The New Zealand curriculum. https://nzcurriculum.tki.org.nz/content/download/1108/11989/file/NZ%20Curriculum%20Web.pdf 

The New Zealand curriculum / Kia Ora. (n.d.). Kia ora - NZ Curriculum Online. https://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum#collapsible1 

Education Council New Zealand–Matatū Aotearoa. (2017). Our code our standards: Code of professional responsibility and standards for the teaching profession: Ngā tikanga matatika ngā paerewa: Ngā tikanga matatika mō te haepapa ngaiotanga me ngā paerewa mō te umanga whakaakoranga. 

(n.d.). Flat Bush School. https://flatbush.schooldocs.co.nz/ 

The school may employ a range of instructional strategies and extracurricular activities that foster student engagement and development to assist the development of these dispositions. According to the statement, teachers would, for instance, "employ tactics that foster higher-order thinking, problem-solving, and creativity" (TKI, 2023). Teachers may also offer suggestions and direction to aid pupils in furthering the development of these qualities.

As stated in the Our Code Our Standards document, the overarching objective is to support students in becoming lifelong learners who are outfitted with the abilities and mentality to be successful in their future activities.

It was time for the morning Talanoa when I entered the classroom on Mondays as usual, and the youngsters greeted me with warm hugs. I relished participating in the waiata and dances during this Talanoa session and singing with the students and staff. One of the Samoan church melodies we sang was one of the Māori waiatas I was familiar with. While singing these Māori waiatas, I was nostalgic because I first learned them in primary school when I was a little child. I had the chance to meet a fellow student teacher after Talanoa, and I was astonished to learn that she had been in one of my classes for one of my papers. She wants to work with year 5 and 6 students. I was happy to have met her because I will get to know her well and learn from her views on teaching pedagogy. Every time I go to the school, I see it as an opportunity to get to know the students, new instructors, and staff.

When I got to class, mat time had already started, as usual. While watching, I have seen how far the children have come in learning how to pronounce words and phrases in Te Reo Māori. When Mrs. Boyd would utter a sentence such as "Tena korua" (Hello to two), the children would pronounce it well and know exactly what she meant. Mrs. Boyd thanked me afterward for my assistance when I could instruct her on pronouncing a few te reo Māori words at one point.

After greeting one another and singing, Mrs. Boyd asked the class to consider their names. "Where did you get your name? Why does that matter? Has anyone in your family had that name? She had to enquire about the names of Mrs. Tito and me as examples. "Mr. Uasi, is Uasi only your name, or does it mean something else?" My name is Uasinitone, pronounced Ua-si-ni-to-ne in front of the class, and it is named after my uncle. Mrs. Tito experienced the same thing. She had told the class her complete name. Mrs. Boyd then questioned us as to why it was condensed. We both retorted that we preferred it that way since it would be simpler. Being named with a long name that has meaning is fairly common in Pacific cultures, so I gave it some attention. Mrs. Boyd then instructed the class to create a large circle, which I was a part of. We were supposed to go around and introduce you by stating, "My name is..." This increased class engagement and gave each child a sense of responsibility. With a few chuckles and enthusiasm, each child could complete this. I observed that every student was self-assured and demonstrating resilience (MoE, 2003) and that they were also establishing relationships by introducing themselves and learning one other's names. The learning needs of the children were met in this inclusive setting where their skills and talents were acknowledged.

Mrs. Boyd had other plans, so we didn’t do our average PNP time. I particularly appreciated that we had divided into groups for our writing sessions. I participated in this by supervising a class of five students. The child was supposed to write in their books, "My name is..." Three of the children I was responsible for fared well because they were aware of their assignment and had begun writing. The other two had trouble writing, however. They both made the usual error of erroneously choosing the wrong direction to draw the letter or the bad starting point. I thus asked them to demonstrate where the term "mmm my" is so that we could go step by step. They could recognize every word on the chart. When writing each letter, I recited the lines Mrs. Boyd had told them to use when drawing the letters, such as "A hungry open mouth...." and then showed how to place your finger after each word. By the end of the assignment, they both had improved.

Following this, we decorated their name with colored pencils and glitter as another enjoyable pastime. Mrs. Boyd printed out each student's name in large letters. The children were supposed to color their names using a variety of hues. I could choose a few colors for some children to use because they had only used one. I inspired them by utilizing the other colors and teaching them each color’s name. Everything was OK up until the glittering process. Due to the loose lid, one of the students accidentally dropped two vials of glitter on the ground. A giant mess was made in the classroom when a second student entered and performed the same thing. When Mrs. Boyd lost her temper, she yelled at the class to stop talking and pay attention. I considered that I only visited my placement once, picture going every day (I wish I did). I pitched in to help with the cleanup, and Mrs. Boyd and I cracked a few jokes as we worked because half of the mat was covered in colorful glitter.

We engaged in a few memory game exercises in the afternoon to show the child's eye-hand coordination abilities. We had some time left until it was time to go home, which made me sad because it was my last opportunity to see them before the second half of placement.

Additionally, I'll need to get to know my students and form strong bonds with them because doing so can be essential to fostering a thriving learning environment. Additionally, I must remember that this placement is a worthwhile learning experience and that my mentor teacher and other staff members are there to assist me in honing my teaching techniques. 

So excited!!!

As I passed, I talked with Tania, the school's administrator. She informed me of the school's activities when I wasn't there. We also had a few laughs with the principal discussing the beginning of the high school rugby season. Given the upcoming activities, she also gave me some insight into the structure of Term 2. I am so eager for what lies ahead!

The bell signaling the beginning of the morning Talanoa session rang after conversations with some teachers. My Room 1 student and associate teacher, Mrs. Boyd, welcomed me. We conducted the Talanoa session in the same manner as usual. We began singing and dancing Siva Samoa in anticipation of the upcoming Samoan Language Week after the principal distributed awards. We returned to class when the Talanoa session ended. When it was time for the mat, I observed that we had a few new students and that some students from the previous term had moved to a different class. This saddened me because I was unable to bid them farewell. However, I will still run across them at school.

At mat time, our teacher started the day by calling the roll. She greeted each student in Māori, which was a nice touch. I felt a sense of being welcomed and valued in the class. Mrs. Boyd asked the class who was brave enough to stand up and count how many boys and girls there were. A lot volunteered and got up. This was a good task for them to practice their number-counting skills. Mrs. Boyd had to assist the child by drawing stick figures on the board, representing each student. Then it was time to sing the ABC song. I could see the children, who had been in the classroom since last term, progressing well in making the sounds of each letter. “Nnnnn N” and “Oooooo O.” This indicated that they were getting the hang of the alphabet letters and sounds. The children kept moving around on the mat, so Mrs. Boyd had them stand up and sing and dance the ‘Hokey Dokey’ song in a circle. The children were full of energy and were happy! It was so lovely to witness this. 

Writing sessions began, and I had the chance to observe Mrs. Tito and look after five students. The task was for each child to write their name and what their t-shirt color was. One child struggled, so I got out a small whiteboard and drew each word down, with the child copying after me. As well as sounding out each word, the child could mimic what I was saying—Viliami, one of the students, still in the class since my last visit last term. He progressed so much with listening and engaging in his writing tasks. He could also find the letters of the word and finish his sentence. I was able to help children with their writing tasks and can also support the NZ Curriculum by developing their literacy skills and their ability to communicate effectively. For example, using authentic writing tasks that are meaningful to children and connect to their interests helps make writing more relevant and engaging for children (Ministry of Education, 2007).

Reading sessions. I cared for the two new students who had just begun school two weeks ago. Tamavua and Te Koha. Take turns with each of them; I had to use the word chart and point to each word and see if they could say it. This activity passed with an all right, but I could see them trying as they found it hard to remember each word when I would repeat on pointing at the word. Then I moved on to reading a book with them. Their book for the week was ‘I am playing.’ I got each of them to take turns in reading out loud. They found this a struggle at times, but with my assistance, I guided them through using the ‘pointing finger’ and reading each word of the sentences with them repeating after me. This was a success at the end of the session, and I was proud to have seen them try, especially since they were new students to the school and class. By helping children in the reading sessions, I can support the principles of OUR CODE OUR STANDARDS, such as promoting respect, children’s rights, and professional learning. For example, I can create a safe and inclusive learning environment where children feel valued and respected, which enables positive relationships and professional learning (Education Council, 2017).

Later we had PNP time; instead of having it in the morning block, we had it in the afternoon block. I looked after the activity, which required each child to use methods of throwing the circle hoops into the cone from afar. There was much learning as each child used different wrists’ throwing techniques. Helping children with wrist movements during PNP time relates to my teaching profession by supporting the development of their fine motor skills, which can positively impact their overall physical development and well-being. Additionally, by incorporating activities involving wrist movements into PNP lessons, I can allow children to practice and develop these skills fun and engagingly. This can help promote a positive attitude towards physical activity and encourage children to be more active daily.

Another way Flat Bush incorporates children's funds of knowledge is to use culturally responsive teaching practices. This involves recognizing and valuing children's cultural backgrounds and experiences and using this knowledge to inform teaching practice. For example, Mrs. Boyd uses culturally relevant stories, songs, and games, incorporates traditional knowledge and practices, and creates opportunities for children to share their cultural knowledge and experiences.

Overall, valuing and incorporating children's funds of knowledge is an essential aspect of early childhood education that can promote learning and well-being for all children.

Mrs. Boyd told me that arriving at class today, she would be away, and we would have a reliever. Reliever Mrs. Mafileo. I soon discovered that Mrs. Boyd would meet with the ERO visiting the school today. Mrs. Boyd was excited and nervous at the same time as she was telling me and the other teachers in the classroom about it. Though it was raining so much outside, we started the day off. It was just Mrs. Mafileo and me. I settled the class onto the mat and to got them ready to listen to the reliever. Mrs. Mafileo started with the roll call. During the roll call, she had asked me to take over as she knew that I had been familiarized with the students in the class and their names. Therefore, I took the role by saying “Kia Ora” and then the child’s name. It was nice to be in the position of Mrs. Boyd, calling out the class roll and hearing the responses of “Good Morning” or “Kia Ora, Mr. Uasi.” I demonstrated flexibility and adaptability in my teaching practice by taking over the class role. This is an essential aspect of my professional teaching identity, as it shows that I am willing to take on new challenges and responsibilities to support my students' learning. This relates to the New Zealand Curriculum's focus on developing confident, connected, actively involved, lifelong learners. (Ministry of Education, 2007).

After the roll call, I returned the class to Mrs. Mafileo, and she started by saying the ABC with the class. While sitting, I saw that Mrs. Boyd was ready to leave for the ERO meeting. She then told the other teacher, Ms. Ana, another helper teacher in the class, to set up ‘Play Based’ time outside. I overheard her ask Ms. Ana, so I went to help her set up, and Mrs. Boyd was happy for me to go. This was for the PB time the students will take in after mat time, which is part of the morning routine. Setting up play-based setting activities outside the classroom for the ERO visit is crucial because it shows that we are providing a holistic learning environment that supports children's social, emotional, and physical development. This is in line with the principles of Te Whāriki, which emphasizes the importance of play-based learning and the integration of learning across different contexts. (Ministry of Education, 2017). Also, helping the teachers set up the play-based setting activities for the ERO visit demonstrates my commitment to collaboration and teamwork. This is an essential aspect of my professional teaching identity, as it shows that I am willing to work with others to achieve common goals and support the learning and development of all children. This aligns with the New Zealand Teachers Council's Code of Professional Responsibility, emphasizing the importance of working collaboratively with colleagues to improve teaching and learning outcomes. 

The weather outside was still bad, pouring down with heavy rainfalls. It was time for PB time, and Mrs. Mafileo told me to gather my reading group soon as I took a reading session. I was excited about this! Since this was my first time meeting this teacher reliever, she noted that today would be all mine, and if I wanted to do something with the class or take a lesson, I would need to tell her, and she would be fine. She also told me, “You may be a student teacher told to observe, but it’s important and best to get in there in action as three years go by quickly, and soon you will know you’re in front looking after a class.” Her comments demonstrate the importance of taking the initiative and being proactive in my teaching practice. By taking on more responsibility and actively participating in classroom activities, I can develop my teaching skills and gain valuable experience that will prepare me for future teaching roles. This aligns with the New Zealand Teachers Council's Code of Professional Responsibility, which emphasizes the importance of ongoing learning and professional development. (New Zealand Teachers Council, 2017).

Reading session: I gathered my group and prepared them for reading time. While I was sitting at the table while the group of students went to get their book bags, I skimmed through the books on what it’s about. It was time to start the session, and I was first looking after Zahra and Tara-Atua. I didn’t start introducing the new book to them immediately, but I went through their word charts and pointed to the words they couldn’t say/pronounce yet. After a few rounds, I moved on to reading the book they had read the previous day during their reading session. The book was about ‘The Lazy Pig.’ After revisiting this book, I moved on to their new book for the day. I introduced the book by asking them to tell me what each part was called. Back cover, front cover, and the spine. Then I asked them to tell me what the book is about by looking at the Title, ‘Sally’s Snowman,’ and the illustration. They were able to tell me what the book might be about. Going through the book, I gave them both a turn to read aloud using their pointy-finger. This process went well, but they both still had trouble saying some words. I would frequently ask them to point to this word and that word; it was an all-right process. My approach to the reading session demonstrates a commitment to providing personalized, engaging learning experiences supporting students’ needs and interests. By taking the time to go through the word charts with my students, revisiting the book they had read the previous day, and introducing the new book in a way that encourages students to engage with the text and develop their comprehension skills, I am helping to foster a positive, supportive learning environment that encourages students to take risks and learn from their mistakes. This is in line with the principles of the New Zealand Curriculum, which emphasizes the importance of providing students with personalized learning experiences that support their individual needs and interests, and that help them develop the skills and knowledge they need to succeed in the 21st century. (Ministry of Education, 2007). 

Over time, I’ve learned that when taking over a reading group session. I will need to: 

1. Establish a positive and supportive learning environment.

2. Create a routine with reading time and other activities supporting children's learning and development.

3. Use various reading materials and strategies to engage students and help them develop their reading skills.

4. Be patient and flexible, and provide targeted support to students who may be struggling.

5. Monitor students' progress and adjust your teaching strategies as needed.

6. Communicate regularly with parents and caregivers to inform them about their child's progress and provide them with resources to support learning at home.

7. Collaborate with other teachers and professionals to share ideas and best practices for supporting students' reading development.

According to a study by Jansen, van Leeuwen, and Janssen (2017), heavy rain weather alerts can significantly impact primary school teachers' professional identity. The study found that teachers who experienced disruptions to their lesson plans due to rain weather alerts reported feeling a sense of loss of control and a decrease in their professional identity. This was particularly true for teachers who valued structure and routine highly in their teaching practices. However, the study also found that teachers who could adapt to changing circumstances and were willing to be flexible in their teaching practices reported feeling resilient and a stronger sense of professional identity. The authors suggest that primary school teachers should be provided with training and support to help them develop the skills and strategies needed to manage disruptions to their teaching practices and to maintain a strong sense of professional identity in the face of external challenges.

-          Jansen, E. P. W. A., van Leeuwen, A., & Janssen, J. (2017). The impact of disruptive weather conditions on the professional identity of primary school teachers. Journal of Education for Teaching, 43(4), 437-450. doi:10.1080/02607476.2017.1347485  

Back in class, with Mr. Stanley, he told me to take over Mat time as he was unfamiliar with some of the tasks on the schedule plan Ms. Boyd had left behind for him. I started Mat time by regularly singing Hello in English and Maori. I went on the reading and singing of the ABC using the chart. A new student was in our class; today was her first day at Flat Bush. Therefore, I told her to come up, which she did, and to introduce herself. She was so happy, which made her older sister, who had been sitting in the class case, smile. Once the new student introduced herself, I told her to go with one of the students to take the class roll to the office so that she could be familiar with where to go when taking the roll herself. I then finished off my session of Mat time by reading a storybook. I chose to read one of the storybooks I am studying in my edcurric109 class. Which is the storybook, ‘Be Brave Little Penguin’ by Rachel Elliot. Again, when doing this, before I started reading, I had asked the class numerous questions about what they thought the book was about. From the illustrations to the title, the students could pick out some key points from the book. I enjoyed this book, as it taught young children many lessons, such as being “Brave.”  
During the day, I talked with Mr. Stanley and got to know him better. I learned that we both share the same cultures and that he knew my dad as my dad had taught at the same school he had taught at Papatoetoe West primary school. He was surprised and felt that my last name sounded familiar. I also got to learn what his teaching philosophy was and what his perspective on some theories was. 

My day started with the usual heavy rain pouring, making it an awful start to everyone’s day. Mrs. Boyd was back in school, so seeing her again was great! The morning started with average mat time. Due to the awful weather, the talanoa session had to be canceled, this was sad, but it was best for everyone’s safety and to keep warm and dry. During Mat time, only 6 of the students were in today. Therefore, Mrs. Boyd had asked room 2 next door to join us for the morning half. There were only four students in room 2 out of 15, which was unusual, but I think that the weather was one of the causes of some students being absent today. As room 2 students were coming over, I took this morning’s half session as an opportunity to build relationships with more Flat Bush School children and the room 2 teacher. This brought our class total to 10 students. However, two students had just joined the room 1 class throughout Mat time. This was so exciting for me and the teacher aides in room 1 and Mrs. Boyd. Remember that in room 1, there is a total of 14 students, but today only six showed up, meaning there are eight absent. Plussing the two that had just joined, this changes the capacity to 16 students in room 1. This is a big class! This is exciting! Mrs. Boyd told me she would move a few children to the year one class. I had a few children in mind that I think will move up soon. 

For one of the two students who had joined room 1, I met their parents with Mrs. Boyd. Through conversation, the parent noted that her child had just transitioned from Kindergarten and had hearing impairments. The parent has requested that Mrs. Boyd use a small mic connected to the child's ear to help her hear properly. This scenario is an example of the Ministry of Education's inclusive education policy, which aims to provide equal access to education for all students, regardless of their abilities or disabilities. The procedure requires schools to provide reasonable accommodations and support to students with disabilities to ensure they can access the same educational opportunities as their peers. Mrs. Boyd follows the Ministry of Education's guidelines by providing reasonable accommodations to students with hearing problems. A small mic connected to the child's ear is an example of an assistive technology that can help the child hear better and participate fully in classroom activities. According to the Ministry of Education, inclusive education is based on the principle that all students have the right to participate fully in the educational environment and to achieve their full potential. The use of assistive technology, such as a small mic, is an example of how schools can provide reasonable accommodations to students with disabilities to support their learning and participation in the classroom. 

 This interaction also highlights the importance of positive parent-teacher relationships in supporting students' learning and well-being. Positive parent-teacher relationships are essential for creating a supportive learning environment for students. When working together, parents and teachers can share information and insights about the child's strengths, needs, and interests. This can help teachers tailor their teaching approaches to meet the child's needs and provide appropriate support and accommodations. In addition, positive parent-teacher relationships can help to build trust and respect between parents and teachers. This can lead to open and honest communication, which is essential for addressing concerns or issues during the child's learning journey. When parents and teachers work together in a supportive and collaborative manner, they can create a positive and inclusive learning environment that benefits all students.

What I did today:

-          Read a storybook to the children

-          Looked after a group for a Writing session

-          Helped out the teachers in building their boat project for the children

-          Meet some parents

-          Observe Mrs. Boyd in testing a child – Running records and SEAs.

-          PNP time 

The highlight of my last visit was taking a few tests and assessments of some students in class today. Mrs. Boyd wanted me to experience this by observing her take a test with a child and then having me do it alone. I learned that this test, Flat Bush School, uses The School Entry Assessment (SEA), a tool used in New Zealand schools to assess the learning needs of new entrant students. It is designed to identify each student's strengths and areas of need and help teachers develop appropriate learning programs to support their progress. The SEA is conducted in the first six weeks of a student's enrolment in a new entrant class. The SEA assesses various areas, including literacy, numeracy, social skills, and physical development. The results of the SEA are used to develop an Individual Education Plan (IEP) for each student. The IEP outlines the student's learning goals, the support they require to achieve these goals, and the strategies that will be used to monitor progress. I was so nervous to begin my first assessment with a child; I took this as a learning opportunity!  

Of the four students I tested today, one stood out when I tried this child for his ten weeks review. The child I assessed was experiencing some difficulties with his oral language development, which I also noted beforehand by Mrs. Boyd when she had tested him for his first SEAs 4 weeks into term 1. Oral language skills are essential for learning to read and write, and difficulties with oral language can impact a child's ability to read and write effectively. While assessing him, he could not identify the ABCs or say the word pointed to on the word chart. This suggests that he may struggle with phonological awareness, which is the ability to identify and manipulate word sounds. Phonological awareness is a crucial predictor of early reading success, and children who struggle with phonological awareness may experience difficulties with reading and writing. This child’s difficulty with oral language may be related to his limited English proficiency. Children learning English as an additional language may experience difficulties with oral language development, particularly in the early stages of language acquisition. It is important to note that oral language difficulties can impact a child's overall academic progress. Teachers can support the child's oral language development by providing opportunities for language-rich activities, such as storytelling, discussion, and play. Additionally, teachers can work with the child's parents to develop strategies to support the child's language development at home.

As a student working towards my professional identity as a teacher, I must ensure that all my students have access to high-quality education that meets their needs, regardless of their background or circumstances. This includes students who may be struggling with oral language development. To support these students, you may need to adapt your teaching strategies and resources to meet their needs. You may also need to work collaboratively with other professionals and parents to ensure students receive the support they need to succeed. By doing so, I can help to create a safe and inclusive learning environment that supports the development of all students. This aligns with the principles of ‘Our Code, Our Standards,’ which emphasize the importance of ethical and professional conduct and the responsibility to provide a safe and inclusive learning environment for all students.

Later, I observed Mrs. Boyd talking to him and comforting him. She knew he was upset, so she created a designated space where he could calm down and regulate his emotions. Mrs. Boyd had him breathe in and out and hugged him where he had stopped. How could I handle this situation if I were in Mrs. Boyd’s position? Build a relationship: Take the time to get to know Tamavua and build a relationship with him.

Pasifika and sociocultural theories can be applied to Tamavua's situation to understand better his behavior and how to support his learning. Pasifika’s approach emphasizes the importance of culture and identity in learning, while sociocultural theory examines the role of social interactions and context in education. 

According to Pasifika’s theory, it's essential to recognize and value Tamavua's cultural background to support his learning. This means taking the time to learn about his culture and incorporating it into the classroom. For example, I could use stories or songs from Tamavua's culture as part of the lesson. In addition, Pasifika’s theory emphasizes the importance of family and community in learning. I could involve Tamavua's family in the learning process by inviting them to participate in classroom activities or providing opportunities to share their culture with the class.

Sociocultural theory emphasizes the role of social interactions and context in learning. This means that Tamavua's behavior may be influenced by his interactions with his peers and the classroom environment. I could create a positive and supportive classroom environment by establishing clear expectations and routines and providing opportunities for social interaction and collaboration. In addition, I could use scaffolding techniques, such as modeling and guided practice, to support Tamavua's learning.

By applying Pasifika and sociocultural theories to Tamavua's situation, I can better understand his behavior and how to support his learning. By valuing his cultural background and creating a positive and supportive classroom environment, I can help Tamavua feel more engaged and motivated in his knowledge.

-          National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: NCTM. 

My cultural background and experiences may influence my confidence level. According to the National Center for Cultural Competence (2013), cultural competence involves "the ability of individuals and systems to respond respectfully and effectively to people of all cultures, languages, classes, races, ethnic backgrounds, religions, and other diversity factors in a manner that recognizes, affirms, and values the worth of individuals, families, and communities" (para. 2). As a Samoan teacher, I feel more confident around Samoan and Pasifika children because I share a cultural background with them and have a better understanding of their cultural norms and values. However, when interacting with families from other Pasifika cultures, I don’t feel less confident because I may not be as familiar with their cultural practices and traditions. 

To build my cultural competence and increase my confidence level when working with families from diverse Pasifika cultures, it may be helpful to engage in cultural humility, which involves "a lifelong process of self-reflection and self-critique whereby the individual not only learns about another's culture, but one starts with an examination of her/his own beliefs and cultural identities" (Hook, Davis, Owen, Worthington, & Utsey, 2013, p. 3). By engaging in cultural humility, I can develop a deeper understanding of my biases and assumptions and learn to approach other cultures with an open and curious mindset.

-          Hook, J. N., Davis, D. E., Owen, J., Worthington, E. L., & Utsey, S. O. (2013). Cultural humility: Measuring openness to culturally diverse clients. Journal of Counseling Psychology, 60(3), 353–366. https://doi.org/10.1037/a0032595

-          National Center for Cultural Competence. (2013). What is cultural competence? Retrieved from https://nccc.georgetown.edu/foundations/definition.html.

My Confidence level may be influenced by my perceptions of social norms and expectations related to gender and age as well. According to the American Psychological Association (2017), gender stereotypes can lead to "prejudice, discrimination, and unequal treatment" (para. 1), which can impact individuals in a variety of contexts, including the workplace. As a male teacher, I sometimes feel less confident going up to parents at the end of the day because I am concerned about how they will perceive me based on my gender. Additionally, I may feel self-conscious about my age in comparison to the parents of my students. To address these concerns and improve my professional teaching identity, focusing on building positive relationships with my students and their families may be helpful. According to the National Education Association (2021), "Building relationships with students and families is a key component of effective teaching" (para. 1). By taking the time to get to know my students and their families, I can establish trust and mutual respect, which can help to alleviate concerns about gender and age-based stereotypes.

-          American Psychological Association. (2017). Gender stereotypes. Retrieved from https://www.apa.org/topics/gender-stereotypes 

-          National Education Association. (2021). Building relationships with students and families. Retrieved from https://www.nea.org/professional-excellence/student-engagement/tools-tips/building-relationships-students-and-families  

Mrs. Mafileo and I talked briefly about the child’s behavior after school. Mrs. Mafileo stated, “Tamavua probably gets told off at home but doesn’t listen. The parents are probably scared to growl him off? And they expect us teachers to deal with this behavior.”. I agreed and disagreed with her statements but didn’t want to make assumptions about this child and family. Yet, I should search more about his family, meet his parents, and tell them about this behavior. 

As a teacher, my professional identity is grounded in a commitment to creating a safe and supportive learning environment where all students have the opportunity to succeed. This involves recognizing each student's unique needs and challenges and working to provide them with the support and resources they need to thrive. According to the American Psychological Association (APA), "Teachers who are sensitive to their students' needs and who can provide them with the support and resources they need are more likely to create positive learning environments that promote academic achievement" (APA, 2011, p. 23). 

To support students struggling with disruptive behavior, it is essential to take a proactive approach that involves identifying the underlying cause of their behavior and working to address it in a supportive and compassionate manner. This might include collaborating with parents or caregivers, seeking additional support from school counselors or other professionals, or modifying our teaching strategies to better meet individual student’s needs. By taking a holistic approach to student learning and recognizing the interconnectedness of academic, social, and emotional development, we can create a learning environment conducive to student success and growth.

-          American Psychological Association (APA). (2011). Helping at-risk students succeed: A comprehensive approach to school and classroom management. Retrieved from https://www.apa.org/ed/schools/risk-management. 

Understanding a child's family background is essential for teachers to create a supportive and inclusive learning environment that meets the unique needs of each student. According to Bronfenbrenner's ecological systems theory, a child's environment is composed of multiple systems, including the microsystem (family), mesosystem (school), exosystem (community), and macrosystem (culture). By understanding a child's family background, teachers can better understand the child's experiences and perspectives. They can work to create a learning environment that is responsive to their needs and supportive of their growth and development.

There are several ways that teachers can learn about a child's family background, including through parent-teacher conferences, family surveys, and home visits. By engaging in these activities, teachers can build positive relationships with families, better understand the child's home environment, and work collaboratively with families to support the child's learning and development. According to a study by the National Association for the Education of Young Children (NAEYC), "strong partnerships between families and educators can lead to better outcomes for children, including improved academic achievement, social-emotional development, and overall well-being" (NAEYC, 2016, p. 2).

 

-          National Association for the Education of Young Children (NAEYC). (2016). Engaging diverse families in early childhood education. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Engaging_Diverse_Families.pdf. 

By engaging with Tamavua's family and community, I can better understand his cultural context and develop culturally responsive and effective strategies. For example, I might work with Tamavua's family to identify cultural practices or traditions that promote positive behavior and use these to develop a behavior plan. Additionally, I might explore alternative methods of discipline that are culturally appropriate and effective.

Overall, it's essential to approach the issue of Tamavua's behavior with sensitivity and respect for his cultural background. By working collaboratively with his family and community, you can develop effective, culturally responsive strategies that respect Tamavua's unique needs and environment. 

Another document that has helped me understand this standard is Our Code Our Standards (2017), which outlines the professional expectations of teachers in New Zealand. The code emphasizes the importance of treating all learners with respect and dignity, regardless of their background or abilities. It recognizes that teachers have a responsibility to promote positive learning outcomes for all learners and that this requires an understanding of the diverse needs of learners. As a student teacher, I have come to understand the importance of ongoing professional learning to meet the needs of diverse learners. I have seen how teachers who engage in professional learning can better create an inclusive and respectful learning environment for all learners. For example, I observed a teacher who attended a professional development workshop on working with learners from diverse backgrounds. She could apply what she had learned in the workshop to her teaching practice, which helped create a more inclusive learning environment for her learners. In conclusion, the standard of professional learning requires teachers to critically examine their assumptions and beliefs, including cultural beliefs, and how they impact the practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages, and cultures. This requires ongoing professional learning and a commitment to creating an inclusive and respectful learning environment for all learners. 

Several examples of how teachers develop a learning-focused culture in their classrooms at Flat Bush School. One example is the way teachers foster a sense of community among learners. Mrs. Boyd creates a learning environment characterized by respect, empathy, and inclusion to better support all learners' learning in room 1. This is because learners feel a sense of belonging, promoting positive learning outcomes. Mrs. Boyd demonstrates this by including getting to know her students by learning their interests and strengths, encouraging collaboration and teamwork, and creating opportunities for students to engage in discussions and activities that promote respect, empathy, and inclusion. She also creates a positive and safe learning environment by setting clear expectations and boundaries, modeling positive behavior, and recognizing and valuing students' differences. By doing these activities, teachers can help students feel more connected to each other and build a sense of community, which can lead to positive learning outcomes. Another example is how the other teachers of Flat Bush School and I use collaborative learning strategies to support the learning of all learners. Teachers who use collaborative learning strategies can better support the diverse needs of learners, as they provide opportunities for learners to work together and learn from one another. This helps create a learning environment characterized by respect, inclusion, empathy, collaboration, and safety. In room 1 and other classes I have observed, the teachers include group projects, peer review, think-pair-share, and jigsaw activities. Teachers also use technology tools such as Google Docs or Padlet to facilitate collaboration and group work. To promote successful collaborative learning, teachers should set clear expectations and guidelines for group work, provide support and guidance as needed, and encourage students to reflect on their learning and the group process. Using collaborative learning strategies, teachers can create a safe and supportive learning environment where learners can work together and learn from one another, promoting positive learning outcomes.

These examples connect to developing my professional teacher identity in several ways. First, they demonstrate the importance of developing a professional identity focused on learning. Teachers committed to creating a learning-focused culture are better able to support the learning of all learners, which is a crucial aspect of their professional identity. Second, they demonstrate the importance of developing a professional identity that is characterized by respect, inclusion, empathy, collaboration, and safety. Teachers who are committed to these values are better able to create a learning environment that is supportive of all learners, which is another crucial aspect of their professional identity.

In conclusion, developing a learning-focused culture is essential to my professional identity. Teachers committed to creating a learning environment characterized by respect, inclusion, empathy, collaboration, and safety can better support all learners' learning. This requires a commitment to practices and values that promote a learning-focused culture and are responsive to learners' diverse needs. 

One key document that helped me understand this standard is Te Whariki (2017), the New Zealand early childhood curriculum. The curriculum emphasizes the importance of creating a learning environment that is respectful, inclusive, and supportive of all learners. It recognizes that children come from different backgrounds and experiences and that these factors shape their learning. As a result, the curriculum encourages teachers to create a learning environment responsive to learners’ diverse needs.

In my observations, I have seen how teachers at Flat Bush, especially Mrs. Boyd create a learning-focused culture that can better support the learning of all learners in her class. For example, I observed a teacher who made a learning environment characterized by respect, inclusion, empathy, collaboration, and safety. She consciously tried to create a classroom culture that supported all learners, regardless of their abilities or needs. This helped make all learners feel belonging, promoting positive learning outcomes. She had done this during tests and assessments. I had the chance to observe how Mrs. Boyd would assess a child with the SEAs review test and running records. She uses these assessments to gather data about the child’s abilities and needs. This information can then inform her teaching practice, as she can use it to tailor her instruction to the child’s needs. While observing, she used a variety of strategies to create a positive and supportive learning environment during the assessments. For example, Mrs. Boyd used a warm, friendly tone to help the child feel comfortable during the assessments. She then provided feedback and encouragement to the child throughout the assessments to help build their confidence and motivation. She also used strategies to help the child engage and demonstrate their knowledge and skills. For example, she used visual aids to help the child understand the questions, tasks, and examples to help the child through challenging questions. Here I can see that she knows what areas her students need to work on, so she created a learning-focused classroom culture characterized by respect, empathy, inclusion, safety, and collaboration, essential to promoting positive learning outcomes. This shows how this environment where these learners in room 1 can be confident in their languages, cultures, identities, and abilities is created by Mrs. Boyd through support and encouragement (Education Council, 2017). 

Another document that has helped me understand this standard is Our Code Our Standards, which outlines the professional expectations of teachers in New Zealand. The code emphasizes the importance of creating a learning environment that is safe, inclusive, and supportive of all learners. It recognizes that teachers are responsible for promoting positive learning outcomes for all learners and that this requires a focus on creating a learning-focused culture. As a student teacher, I have come to understand the importance of creating a learning-focused culture to support the learning of all learners. This requires a commitment to practices and values that promote respect, inclusion, empathy, collaboration, and safety. For example, I will work to create a learning environment that is responsive to learners’ diverse needs and promotes positive learning outcomes for all learners.

 How Mrs. Boyd develops a learning-focused culture in her classroom:

1. Foster a sense of community among learners by getting to know their students, building positive relationships, and recognizing and valuing their strengths and needs. (Te Whariki, 2017)

 2. Create a positive and safe learning environment by setting clear expectations and boundaries, modeling positive behavior, and recognizing and valuing students' differences. (Our Code Our Standards, 2017)

3. Encourage collaboration and teamwork among students, which can help them feel more connected to each other and build a sense of community. (Te Whariki)

4. To promote positive learning outcomes, use collaborative learning strategies, such as group projects, peer review, think-pair-share, and jigsaw activities. (Our Code Our Standards, 2017)

5. Create opportunities for students to engage in discussions and activities that promote respect, empathy, and inclusion. (Te Whariki, 2017)

Following these practices, teachers can create a learning-focused classroom culture of respect, inclusion, empathy, collaboration, and safety. These values are essential to creating a safe and supportive learning environment for all students.

In conclusion, the standard of focused learning culture requires teachers to develop a culture focused on learning and characterized by respect, inclusion, empathy, collaboration, and safety. This requires a commitment to practices and values that promote a learning-focused culture and are responsive to learners' diverse needs. Te Whariki (2017), Our Code Our Standards (2017), and other scholarship documents guide creating a learning environment that supports all learners and promotes positive learning outcomes. 

During the placement weeks. It was such an adventure, and I liked it! From having the chance to establish connections with classes outside of just room 1 at the school. This gave me the impression that I had completed a task in this setting before I left the school. I had the chance to ponder and reflect on how to uphold the public's faith in the teaching profession, act in the best interests of students, honor the crucial role that learners' families and whanau play in fostering their children's learning, and honor my respected position in society and the power I wield in influencing people's futures (Education Council, 2017). 

Based on this policy, some questions that I have are: 

- How does the school ensure that its teaching and learning programs are inclusive and meet the needs of all students, regardless of their background or circumstances? 

- How does the school evaluate the progress and achievement of students, and what strategies does it use to address the needs of students who are not progressing or achieving or who need additional support? 

- What steps does the school take to ensure that Māori students achieve success, and how are these plans and targets developed in consultation with the school's Māori community?

- Education Council New Zealand–Matatū Aotearoa. (2017). Our code our standards: Code of professional responsibility and standards for the teaching profession: Ngā tikanga matatika ngā paerewa: Ngā tikanga matatika mō te haepapa ngaiotanga me ngā paerewa mō te umanga whakaakoranga. 

- Ministry of Education. (2020). Annual report 2019/20. https://www.education.govt.nz/assets/Documents/Ministry/Information-releases/Annual-Reports/Annual-Report-2019-20.pdf 

- Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20(2), 107-128.