姓名：白可莉

服務學校：台中市建功國小

進修時程：07/07-07/11（第一週）

週記內容：It’s the first week we’re staying in Auckland, and everything feels so new and fresh.
Since I’m a lover of Māori culture, I was excited to learn so many things about it.
On the first day of class, we were asked to write our own pepeha.
It wasn’t easy — it made me reflect on what truly connects to my life.
Pepeha is a special way to introduce yourself in Māori culture — not just your name, but your land, your people, your story.
I chose to include my family’s shop, a small traditional eatery my parents have run for over 30 years.
Even though I’m not Māori, learning to share my pepeha helps me show respect and feel more connected to this place.

On Friday, we learned about Matariki, and I was so touched by this pure and imaginative tradition — a time of remembrance, reflection, and renewal.
Matariki is more than just a date — it’s a feeling.
It’s a moment to pause and look to the stars, to remember where we come from, and to give thanks for what we have.

• A waka is a Māori canoe.

• Members draw and design their own waka.

• Think about what our waka needs to help us on our 3-week learning journey.

• This activity can be part of our cultural exploration project.

Ata Morie means "peaceful morning" or "peaceful dawn."

• Ata = morning or dawn

• Morie = peaceful

• When you say Ata Morie, you're wishing someone a peaceful day.

How would your best friend describe

you as a person?

What do you know about yourself that

your friend doesn’t know?

How has the culture you were born

into influenced your ‘self’?

What life experiences have enriched

your ‘self’

What are your strengths?

-自我展現的行動。學生能感受到我們是否真誠，是否關懷，是否活出自己所相信的事。

-life experience of love and suffering

-support system: make you secure and stable

gardening/caring/ feeding

like joureny/exploring

zoo keeper

Observe any similarities or differences between teachers in New

Zealand and Taiwan in how:

- The teacher identity is expressed in class

They relate to their students

The teaching of the subject

The interaction between student and student for learning purposes

The learning moment

• One adult in 5 will need psychiatric care

• One marriage in 3 ends in divorce

• One adult in 4 needs medication to relax

• One in 7 experience depression

• 606 Kiwis, 457 men and 149 women, took their own lives in  2018. In 2020 it was 628.

museum visit.

face each other, and talk. After each round, they change partners. When the teacher puts hands on their head, it

means “stop.”

文化回應性指的是教育者能夠：

了解並尊重學生的文化背景，並將這些文化視角整合到教學與課堂互動中，使所有學生都能感受到被認同、尊重、並能有效

學習。

🌺 為什麼文化回應性很重要？

在一個多元文化的社會中（例如紐西蘭有 Māori、Pasifika、Pākehā、亞洲族群等），如果教學方式忽略了學生的文化認同，學生可能會：

缺乏參與感

覺得自己與學習無關

被主流價值壓抑或邊緣化

1. 🔁 群體、人民、群眾

在毛利語中，「ohinga」可用來表示：

一群人、眾人、民眾。

例如在詩歌或演講中提到「ngā ohinga」，就是指「各族群」或「人民群體」。

Hāngī 是一種在地底下利用燒紅的石頭進行烹調的方式，可烹煮肉類、蔬菜與根莖類食物。

姓名：白可莉

服務學校：台中市建功國小

進修時程：07/14-07/18（第二週）

週記內容：On behalf of our team from Taiwan, I gave a short opening speech to share our thanks. We feel really lucky to visit such a warm and welcoming school community — it’s a beautiful place for students, teachers, and whānau (families). As fellow teachers, we’re excited to observe, learn, and exchange ideas together.

In just three days, we visited three different schools: Elm Park School, Glendowie School, and Hobsonville Point Primary School.

The school that impressed me the most was Hobsonville Point Primary. It’s a great example of a modern learning environment. Compared to schools in Taiwan, it has more flexible spaces, team teaching, and student-centered learning with technology built in. Instead of the usual fixed desks and teacher-led lessons, the principal encourages collaboration, movement, and letting students learn at their own pace. Students have more voice and choice, and teachers play the role of guides rather than just standing in front giving information.

What I really want to take back with me is how the teachers connect different subjects and support student inquiry. They guide students to ask questions, explore real-life problems, and even design their own learning journeys. Most importantly, students are encouraged to make decisions and solve problems in their everyday lives.

「參與體驗活動」skydiving

-What to know if you want to teach in Taiwan

true facts about nz

外來哺乳類動物（由人類引進）

姓名：白可莉

服務學校：台中市建功國小

進修時程：07/21-07/25（第三週）

週記內容：There’s a saying in Taiwan:
“Happy times always fly by quickly.”

Three weeks have passed —
our hair’s a little longer,
our bonds are much stronger,
and most of all,
our hearts are fuller.

First, a heartfelt thank you to
Damian, Denise, Lyn, Fang, and Traci.
From our first online meeting,
to in-person learning,
and now, this final lunch together —
you’ve made us feel supported and cared for every step of the way.

Over these weeks,
we’ve gained more than knowledge.
We’ve felt the depth of New Zealand culture,
and the strength of Māori traditions.

Week one took us to the Maritime Museum and Art Gallery —
where we admired the courage of the Māori people
in their search for a home.

Week two, we stepped into schools —
and saw how New Zealand nurtures not just minds,
but whole people —
teaching students to care, to lead, and to reflect.

Week three, Denise guided us through the fascinating world
of New Zealand’s native animals —
and Damian gave us the chance to turn theory into practice,
learning in, through, and about movement,
with energy, laughter, and teamwork.

In Lyn’s session, we were asked:
“What kind of teacher am I?”
“What kind of teacher do I want to be?”
Each of us leaves with our own answer.
We’ll carry that insight home to Taiwan —
and do our best to live it out in every class we teach.

Finally —
students who surprise you (in a good way!),
and the courage to keep growing.

Stay confident.
Stay fearless.
And keep becoming the best version of yourselves.