Week 7 Term 2 - Exploring 'Tapena', 'oso', 'malaga' - Samoan Language Week 2020

Tapena

Prepare

Preparation is the action or process of making something ready for use. This week my colleagues and I have prepared a virtural Samoan Language Week celebration. Typically our celebrations include live performances from the Samoan Group, student and staff presentations and a shared lunch. We had to scale that right down, due to COVID 19 restrictions. This meant that the preparation had to be specific, compliant with our health/safety guidelines and online friendly.

What I have learnt from the concept of 'tapena' is that preparation is an important part of every journey. We need to know the who, what, why, when and where when we are preparing for everything. I know that for my learners, 'tapena' is an integral part of reaching the finish line. It all starts with the teacher and how prepared they are with knowing their learning, what need is and putting this into action.

My role for Samoan Language Week is organising the talent section (performance). As I said earlier, we would always have our Samoan Group perform. This year I proposed to the students that we have a virtual performance where everyone shares a 10 second clip where they are doing a Siva Samoa. I reached out to our former members to see if they wanted to contribute to the video - their response was encouraging. I enjoy the performance element when it comes to Samoan language and tradition. I particularly enjoy preparing students for a performance, seeing a set piece come together from the beginning to end. This virtual performance eliminated any type of rehearsal and was solely reliant on the talent of our former and current students. This freedom is foreign to me (I am a control freak when it comes to performance!) but it is something that I enjoyed being a part of, there is a certain innocence and originality that comes from this.

Oso

Gift

One of my student's Grandfather passed away last week. I went to visit the family, along with a member of SLT and his tutor teacher, to pay our respects to the Grandfather and his family. Now when I think of 'oso' I think of a present. The idea of 'death' is not something I would normally associate 'oso' with. However in this case, through death the intangible idea of 'oso' is something that is easily exchanged. During our short stay our conversation was about our experiences with loss and our hope for the student. The feeling and experience when you can share and find joy in each other, being present is a gift in itself. Something that can be more valuable than money.

Our student presenters for this week were Maletina Niko (Y11), Olever Brendon Ulale (Y11), Mua Leilua (Y13) and Vaifoa Lam Sam (Y13/Head Boy). It is always encouraging to hear our young people reflect and express their interpretation of their culture, their identity and values. This is a gift that all teachers appreciate because we understand how reluctant our learners can be to speak in public.

The final product of the virtual performance for Samoan Language Week is a gift. I tell the students when we are in rehearsal mode, that they should always treat their performance as if it were a gift that they are giving away. It should be something that is treasured, taken care of and prepared. This particular performance is something that I have really enjoyed being a part of. To have former and current students share 10 seconds of their talent (collectively) is a beautiful thing to watch and experience. Thank you to Ms Apelu for organising the video and all of the media for our language week celebrations.

Malaga

Journey

Where to from here? It has been a pleasure exploring the theme 'Tapena sou oso mo lau malaga'. It has been a blessing to work alongside the Samoan teachers at Tamaki College. It is a journey that we take every year and I think it is journey that we appreciate, especially when it is finished.

The concept of 'malaga' is beautiful in that it encompasses the process of life's journey. The 'finish line' is not the main focus, it is more about the lessons, gifts, trials, celebrations and challenges that we encounter in our journey. From the virtual video, student presentations, food, fellowship and preparation, the journey this year for Samoan Language Week 2020 has been unique, enjoyable and memorable.

The student's reflection on the theme provided a perspective that was different and refreshing. Thank you to Mrs Lote-Fepuleai for working with our young people and preparing them for the presentation. Their interpretation of this theme has made me appreciate the gift of language. Language - English or not - is our connection to each other. It is important to share our language with each other, in a way that serves as both a gift to those who are listening and also to those who are sharing. Language can empower and strengthen our relationships and identity. Thank you GOD for a great week. It is done! Tapena sou oso mo lau malaga - Prepare yourself a gift for your travels. 

(Special thanks to the Samoan Embassy (Samoan staff) who made this week awesome - Ms Dorothy Apelu, Mrs Makerita Lote-Fepuleai, Ms Sonya Robertson, Ms Josie Apelu & Ms Kalesha Paketama)

Samoan Language Week 2020 - Oso - the intangible gift.

I believe oso can be both tangible (food, presents, clothing, cultural items) and intangible (an experience, a feeling). Since high school I have had the privilege of leading students, teaching them singing and movement through Siva Samoa for the ASB Polyfest.

Being able to share this oso with Tamaki College for 11 years has been a highlight for me. Since 2010 I alongside my colleagues Ms Apelu, Ms George, Ms Robertson and Mrs Lote-Fepuleai, have been involved with the Tamaki College Samoan Group. We have seen hundreds of students come through and take part in the competition. The program is heavily centered around rehearsals and it is here that the students understand the intensity of training for a competition. We have been blessed to share this experience with a team of tutors who for the most part, have returned to Tamaki College to teach Siva Samoa.

It is a rich experience and one that our students enjoy every year. I see this as a form of oso because it is an experience that all involve can enjoy, learn from and share. Every year we have former students return to be a part of the experience. The competition element of the experience is always a goal - we want to win and we want to place. What we have done over the years is shift the focus from winning (which is a bonus) to learning, growing and celebrating together. The competition factor  We have used the Samoan Group and the competition as the vehicle to drive this. Our students have always responded to this purpose driven type of approach and when they reflect on their time in Samoan Group they comment on how much they enjoyed the 'team building' experience.

When I am in the middle of rehearsals I always ask myself 'why I am doing this?' It can be a stressful and draining experience and one where you want to get out of as soon as possible. I am reminded that this experience, although stressful for those leading, is one that the students enjoy and thrive in. Any experience where you can celebrate your identity, learn about others, work as a team, work towards a goal and strive for excellence is a great gift especially for our youth.

Samoan Language Week 2020 - How does this theme apply to my job?

The theme for Samoan Language Week 2020 stands as an encouragement for the people of Samoa. 'Tapena sou oso mo lau malaga' (prepare yourself a gift for your travels). What does this look like in everyday life? What does this look like for me as a teacher? What does this look like in the classroom? 

I like the analogy of a 'gift' and when thinking about my job as a teacher, I would like to think of my offering and teaching as a gift to my students. I have a tendency to make things sounds wish washy but all the aside, I personally like this analogy. Essentially what I am doing (and what every teacher does) is gifting what I know to my students. Here are some examples of the 'gifts' that I have prepared for my learning journey. I have been able to share this with my students and I look forward to sharing more. 

Making the message meaningful

There have been many lessons that I have learnt (both great and difficult) in my 11 years of teaching. Sharing a clear message with your students - whether it is your expectations to the students or an issue that needs to be addressed - being clear and intentional with the message is important. Now this is not exactly the perfect definition for a 'gift' but in some ways it is. Being intentional in how you deliver and present your message to your learners is beneficial for both parties. How you organize, manage and prepare this is just as important as how you deliver it. 

When I have present at my Year 11 Assembly I always think about what would my students need to hear form me. When my cohort was in Junior school the messaging (at the time) was always about attendance and behavior. I had to set the tone with them early on and so I did not give my message much thought, I needed them to be quiet and to listen. Now that they are in their third year of college, starting their NCEA journey and obviously maturing, I am aware that my messaging needs to have more depth. Since the lockdown I have had no choice by to find ways in making my messaging meaningful online. I really enjoy the face-to-face assemblies, I am comfortable to speak in this space. Translating this onto online is not so easy. I am still trying to figure it out however I am more aware of what I want to say and how I want to share my message. I taken different topics such as 'perseverance' and then break it down on what this looks like (in relation to my year group). This is nothing new especially for the pastoral team who hold weekly assemblies. I understand that the message I share, whether it is online or in person, should be something that is thought-out and purposeful. I want this to be received when I share it and I know that I need to make sure that I have prepared this message or 'gift'. 

Writing tools for Senior English and tips for assessments. 

I have shared on why I write. Writing is important for me, it allows me to reflect on anything and everything. Furthermore it allows me to learn from what I have done and understand what I need to do going forward. 

I have started to share the different writing tools that I have taken from own learning journey. I am now attempting to put together resources that focus on academic writing. What helped me and what I found useful when I was student - is the basis of the resources that I am putting together. I see this as a 'gift' and I hope that my students can take this on board when they start crafting their writing. 

I remember in Term 1 my Level 3 students said that they would appreciate tips and advice for the assessments offered. They wanted to access help online that would help them with their assessments. I created resources that provided some useful tips, referenced some sites and links that they should read in relation to our first assessment which was 91480 Close Viewing (visual text). This particular resource gives students a breakdown of what I am looking for in their close viewing and what kind of framework I expect. This is not an extraordinary innovative resource but it is smart way for the students to tap into easy, accessible help online. This was really helpful during the lock down period. The feedback I have provided for my students, I have included this in the resource. This is a 'gift' not just for the students but also for myself because I do not have to repeat myself! 

Most of the time teachers do not think of their time, resources or knowledge as a gift. It is something that we naturally give to our students daily. The theme for Samoan Language Week 2020 has made me reflect on the concept of 'gifting' and how this might apply in my 'everyday'. It can be a little self-righteous to view what is natural in our teaching as a 'gift'. The fact is, education and teaching is a gift. It is a gift that can evolve, get better and stronger, regardless of time. 

Samoan Language Week 2020 - Tapena sou oso mo lau malaga (my interpretation)

The theme for Samoan Language Week is 'Tapena sou oso mo lau malaga' which in English means 'Prepare yourself a gift for your travels'. The Ministry for Pacific Peoples describes this "as Pacific Peoples when we prepare for travel, we take our traditions with us, allowing us to share our oso (gifts/food) with everyone we meet along the way. And with these gifts we build, nurture and strengthen our language, culture and identity." This theme emphasizes the importance of service. More importantly the act of serving others, teaching others, helping others and sharing your gifts with others in our life's journey. Through this act of gifting and service, our identity and our sense of being is strengthened. This theme carries different meanings for everyone. My interpretation of this theme is layered and applies to many areas in my life especially in my teaching career.

Education is a gift. As teachers, our calling and duty is to serve. Everyday we lead and serve our learners in their learning journey. In this service we are using our gift in our specialized subject area and share it with our students. I did not come into teaching with an intention to share my gift, there is still a part of me that is trying to figure out what my gift is. This job has given me some great opportunities to understand what my gift is and use it. From leadership to collaboration I have been able prepare and use my gift and share it with everyone.

Tapena sou (Prepare yourself)

A key message from this theme is 'prepare yourself'. As educators we are constantly preparing and planning for our learners, it is what we are taught to do in training college, it is part of our teaching DNA. The notion of 'prepare yourself' encourages everyone to take responsibility and ownership of your gift. It encourages people to make sure that whatever it is that you are gifting, that there is a level of preparation, thought and intention with it. In the same light as educators our preparation, purpose and desire on how we gift our learners is important. The lead up to Term 2 was different to say the least. What we would normally plan and prepare for our students had to be translated online. Preparing online learning was an undertaking in itself but one that if it is done right will work properly. I used the time whilst in lock down to really think about what I wanted my online learning program to look like, what the students needed and what I wanted my students to get out of it. Pre COVID 19 I did not use online teaching as much as I should have, much of that is a result of poor planning. With time I have really taken my platform online seriously and in it's own way, it has become a gift that I am excited to share with my learners.

oso mo lau malaga (a gift for your travels)

The theme talks about the 'oso' (typically known as a gift or food) and as educators, our 'oso' (knowledge, time, resources, patience .... did I mention patience?!) feeds our students and it is one that we continually share. There is a selflessness and humility about this. For many Samoan families the concept of 'oso' can be found in the sharing of food, exchange in prayer, gifting of cultural items (fine mats) - just to name a few. The term 'oso' is an informal way of referring to a gift however regardless of the degree of how informal or formal the word is, how you gift and why you gift is important. When it comes to teaching, I believe that it is important to be respectful, honest and inclusive. Otherwise whatever it is I am gifting will not be received as genuine.

For all in education, student and teacher, the real 'gift' that we can share with each other is time, respect, knowledge and collaboration. There is a real togetherness about education that calls people from all walks of life and travel to understand, analyse, learn, create and share. The last word in the theme 'malaga' means 'journey' or 'travel' and it is commonly used when you farewell someone or welcome one's arrival. For me 'malaga' is about a journey and the exciting part about this word for me is that journey does not exactly mean getting from A to Z. It is about travelling through everything. Teachers have an important part in their student's learning journey. What we do with our gift in this learning journey is crucial because we have an opportunity to help our learners learn and shape how they not only see the world but themselves.

Week 6 Term 2 - Write to learn

Since 4th Form (Year 10) I developed a fascination with writing. I can remember my 4th Form English teacher assigning a writing assessment where we had to write a profile on influential people in our community. She then handed me a piece of writing by a Samoan journalist (I can't remember her name) and I remember feeling inspired by the article. The article profiled the different up and coming Pacific Island musicians at the time. I was not inspired by who she was profiling but more so how she profiled them. The way she articulated her perspective on who, what, why and how they rose to fame took me on a journey. It sounds incredibly corny but I it was this piece of writing that got me.

For the duration of my learning journey at school and into university, my intention was to become a journalist. When I enrolled at university I majored in Film, Television and Media Studies. In my second year of university I decided to do a double major Film, Television and Media Studies/English Literature and Language. I took papers like POPMUS (Popular Music Studies: understanding popular culture in music) and any English paper that Dr Stephen Turner lectured (he was one of my favorite lecturers during my time at university). The daily dosage of popular culture, music, writing and reading fueled my writing. I was all in. I was interested. Near the end of my tertiary studies I had an internship at Spacifik Magazine and later at Tagata Pasifika. Both experiences were great in that they opened my eyes to the world of visual and print media. I saw firsthand that this industry is cutthroat and that in most in cases, in order to secure a job it is more about 'who you know' than 'what you know.' The instinct to network and 'get out there' is almost non-existent with me. I knew that this probably was not the pathway for me. I followed most of my cohort and enrolled in the Post Graduate Secondary Teaching program. I did not know what to do with my degree, I had always hoped to venture into the world of journalism. At the time, I do not think that I had the courage or patience for it. So the teaching world was in a way, my default option - I did it because everyone I knew at the time were doing it. In some way you can say that the rest is history. Reflecting on this now, I can accept that my journalism career was not meant to be. At the same time my want to write was something that I had written off, or shelved and just left there. 

I had no inspiration, motivation or anything worth writing about. I parked this dream and for almost a decade, left it there. When it comes to teaching writing to students, getting their buy in is important. Even if it means allowing the student to choose whatever topic they want to write (even if it is about Mindcraft or Fortnite). What I found from teaching writing is that the best writing is a result of a great conversation. Conversational teaching and learning is one of the best ways to produce good, solid writing. The last two years have been full on both professionally and personally. The experiences both in my profession but also in my journey have given me much to talk and write about. This blog - a place to reflect - has been the platform for me to express my opinion on a variety of topics and also find healing. Many people have their own reasons on why they write. I am interested to see the students thoughts on this. I write to learn. I learn from reflection. I learn about myself through my writing (even if it is cringe-worthy). Whatever the case, finding a purpose in writing is important. The art of writing is complex but it is important and necessary.  

The English Department are currently working on a Year 10 Intensive Writing Program. This is our response to the E Asttle Y10 Writing data from Term 1. The areas for improvement and gaps in writing are sufficient and need attention. We are working alongside Dr Jannie who has a wealth of knowledge. The draft of the program is in it's final stages. I look forward to documenting this. Ultimately the heart of the program is get students engage with writing, even if they do not like it. At least be good at it. The program is designed around the student's selecting a topic that they want to write about and then providing the fundamental steps in sentence and paragraph structure. I think an important part of this program is for all involved, especially the educators, to share on why they write or what appeals to them when it comes to writing. Maybe I will share why I write in the hope that they can learn something new. 

Great Expectations

EXPECTATION: 

(noun) A strong belief that something will happen or be the case. 

I will never forget my first day of Year 6 at primary school. I had moved to a new school to be closer to home. I remember feeling nervous and angry because my Mum had signed me out of my previous school, leaving behind my friends and my favorite teachers. On the first day I was told (in front of the class) that my reading and writing was below average. I was put into a reading and writing program straight away. Every teacher and teacher aide that I worked with did not expect much from me. The were not exactly encouraging. My classroom teacher did not give me any sense of worth when I was in class. It was a strange time for me to say the least. For the next two years my experience of school was tainted by the constant thought of not thinking much of myself especially when it came to my education. From the age of eleven, I understood the power that adults, teachers have and that their expectation of you can either make your schooling experience great or difficult. What I did not understand fully until I was in my late twenties was that I had internalized this expectation of myself. I projected this onto others when I would feel challenged or inadequate. The expectations I felt from my teachers in primary school were hard to unburden. I carried it around with me for the duration of my primary and intermediate schooling years. Every teacher I had from 1996 - 1998 - I attached this 'expectation' to them - whether they were awesome teachers or not. I was scarred. My perception of education and teachers lacked faith and enthusiasm. I believed their assumption, belief and expectation of me. 

BECOMING: 

(noun) Any process of change

When I started college I remember making a deal with myself. It was 1999 and it was an end of era and of a decade going into the new millennium. For me, I wanted an ending to this lack of self esteem. I remember thinking that I was going to change, I was going to do anything and everything to get rid of how I saw myself. You could say that this was my early 'becoming' moment. My Year 10 English teacher and my Year 13 English teacher played a huge role in shaping how I expressed myself through writing and in some way, how I grew to appreciate myself. My Year 13 English teacher was very strict and did not accept any excuse for failure. She saw potential in me, in all of us, and she had this way of bringing the best out of you. She had high expectations of me. I remember during my Year 13 year, one of my aunt's had died of a stroke. The day she passed away was also the same day that I had a Close viewing assessment due. I remember asking my Mum to call the school to pass a message onto my teacher to let her know that I could not hand it in. My teacher rang back, asked for me and said " I will see you at 3pm with your assessment." That was it. I remember feeling so angry and annoyed. I dropped my paper off that day and as I was leaving she said "You can hate me now, but you will thank me later." At the time my interpretation of her parting words were hard and heartless. As a teacher, I can appreciate and understand what she said and why she said it. It was more than tough love, it was her expectation  of me to do well and finish what I start, regardless. This unapologetic but at the same time steadfast love and expectation, was the very thing that made me appreciate work ethic and having standards. Having someone who championed standards and excellence in my life at that time, I can now see was the very catalyst I needed to change. A change in how I see myself and what I expect of myself. 

1 Timothy 4:12

Don't let anyone think less of you because you are young. Be an example to all believers in what you say, in the way you live, in your love, your faith, and your purity. 

Your expectations for your learners has an incredible impact on their achievement. My teaching practice has evolved over the years. One thing remains - I have high expectations for my students. I want the best for them and I expect the best from them. I have spent this week talking to my senior students about my expectations and WHAT and WHY I expect them to follow. In my experience, I know firsthand the impact of having an adult, leader or teacher not think very highly of you. I know firsthand that this impact can give those who are on the receiving end a complex of themselves. I know that the position that I am in is a privileged position where I have a platform to support learners. Young people can be so impressionable and easily influenced. Your words, your actions and your expectations hold a certain weight with young people. 

As all students and teachers return to school this week in our 'new normal', I am reminded of what my teacher said to me when my Aunt passed away. I am reminded of her unwavering expectation. I am reminded that this is the type of 'love' and motivation that all young people need. Especially in a time where inequity in education, loss of income and changing dynamics in society can have a strong hold on our youth. I am reminded that my expectations for my students, regardless of the current climate, is one that I am confident in. There are times that I do struggle with my own expectations. Are my expectations unrealistic? Are my expectations too demanding? These doubts can have a detrimental effect on what I think is important and what is a priority for me. To find a place of peace, where I can rest in my expectations that I have for myself and for what I do, takes time. It takes a lot of time, refocusing myself, talking to people I trust and seeing their point of view.  The MOE Tapasa 2019 Framework states "Effective and meaningful engagement is essential for Pacific learner success that needs to be established early on in learning settings and maintained throughout their learning journey." I want to keep my expectations for my students. I know that I need to continue to explain why and be an example to them. Maintaining expectations helps one to maintain integrity, accountability and purpose. 

Week 5 Term 2 - Weight Gain

It is without question that this lock down has been an experience for everyone. Our daily lives, routines and priorities were completely and literally shut down. The term 'essential services' was and most likely still is associated with our supermarkets - a common space for the community which was marked by queues, trolleys full to the brim and a COVID 19 staple, toilet paper. 'Front-line workers' continue to be praised for their dedication and commitment in treating those affected by the virus. 'Online learning' is now an integral part in the reshaping and re purposing of education for teachers and students. The daily press conferences has become a place where everyone regardless of race, gender or political preference congregate to listen for the latest updates, what the death rate is and repetitive questions from the New Zealand media. I am only scratching the surface when it comes to the experience that is COVID 19.

Everyone has their own take on what the last 7-8 weeks has been like for them. In returning to school next week, I am reflecting on what I have gained in this season. To start off with, the weight gained is one of the noticeable changes I can acknowledge. I spent all of Term 1 committed to intermittent fasting. This was a huge but necessary step for me in ensuring that my physical well-being is kept and not taken for granted. Well, that went out of the window when the lock down kicked in. I went from one meal a day for 8 weeks straight (seriously) to a full breakfast, lunch and dinner (sometimes dessert) everyday for 7 weeks. It goes without saying that this weight gain is going to be hard to shake off. But as I sit here thinking about the additional 'leverage' I have gained, I am able to see all the other areas in my life that have profited from this experience. I may have gained physically but I know that professionally and personally, there are areas in my life that have gained some much needed weight. 

Ecclesiastes 9:10

Work hard at whatever you do, because there will be no action, no thought, no knowledge, no wisdom in the world of the dead.  

I know that I was running on empty before the lock down. I have mentioned in my earlier posts that working online from home has enabled me to gain some much needed momentum in my profession. The time I have had to focus on making learning spaces online relevant and accessible for my learners has been a highlight. I have used the time to reshape what my programs look like for all of my classes. I have been able to research different texts to offer my students. Trying to design resources that are meaningful for my students is a 'weight' that I have been more than happy to gain. All of my colleagues in the English Department have used this time to invest in our online learning services and making sure that this is a priority going forward. For many of us in the department, this time was needed and welcomed. We needed this time to add weight to our sites, to add weight to what we needed to offer to our students. Reviewing NCEA data and looking for solutions to help accelerate student achievement is the kind of 'weight' that I have enjoyed. Talking to my colleagues about different strategies, success stories and what they hope to do with their students is another pound that we have gained together. Reflecting with my sister and Co-HOD about all of this plus what was on the menu for dinner, is a great gain. 

I have a new appreciation for my job. For those who I work with and what they do in their learning areas. In order for the online learning, the actual learning and overall education to function there is a level of effort and time needed for it work ('word hard at whatever you do'). 'There will be no action, no thought, no knowledge, no wisdom in the world of the dead' - we have seen essential services, front-line workers and parents having to take on the role of a teacher take the lead to serve others. This part of the verse only reinforces the need for everyone to use their time, gift and effort to serve. This has been an underlying theme in everyone's efforts during COVID 19.  

Job 8:7

And though you started with little, you will end with much

Personally I have gained so much perspective during this lock down. For some time now I have centralized my emotional radar in my grief. Everything I speak to, about and for has in some way been linked to my grief in the passing of my daughter. Both my wife and I have come to a point in our grief where we know and feel that we need to let her rest in peace. We need to let the grief rest in order for us to move in faith. No one can fully prepare for grief and I had no idea that I would be in place where I would have to let go of the grief. I had been holding onto it, measuring my faith to my grief. We named our daughter Faith and I know that my faith in God is renewed because of her.

The perspective I have gained has really shaken my whole view on what my faith is. My faith is not my daughter. What I believe is my faith. For me the blessing in my faith is found in my 'Faith'. In letting this go, I was really worried that it would belittle my love for my daughter. That it would lessen me as a father. That it would take away the one thing that we have been praying for. That it would reduce us. I came across this bible verse (I have mentioned this in my other posts but reading my daily devotionals has been highlight during the lock down). The verse simply states that 'though you started with little, you will end with much'. Faith is about believing, trusting and to be 'sure of the things we hope for, to be certain of the things we cannot see' (Hebrews 11:1). The last part of Job 8:7 gets me every time I read it, 'you will end with much' - this here is how I see my faith. That there is a silver lining in all of this. There is a hope in all of this. It WILL be ok. 

Psalms 46:10

Be still and know that I am God

This what I have gained in terms of my understanding of what my faith means. It is knowing and trusting in the lock down and in the wait (or weight). It is about giving yourself time to refocus on what is important, investing time on what you are called to do, leaning in on those close to you, letting go and knowing that you will be OK. It is about knowing that things will be fine regardless of how much or little you have, your patience will help you get through it. The lock down has enabled many of us to shut off from our daily lives and to be at home and spend time with family. It was never going to be a vacation but there has been a degree of stillness that has made people I know, including myself, appreciate my now and think about my future. 

It is going to feel a little weird when I return to work next week. I am definitely going to feel a little heavier. But it is all good. The gains certainly outweigh (how ironic) everything else. I can say that I am really grateful for this time and for what was accomplished both in my work and personal life. I know that it has given me something new and strong to stand down going into this new season. 

God Bless! 

The power of perspective.

I am noticing a common trend in my senior student's writing. There is a lack of analysis, critical thinking and perspective. Perspective is an important part in writing especially for NCEA Level 2 and Level 3 English. The marking criteria requires that the writing must 'respond critically and perceptively' whether it is a response to a written text or in the close viewing of a visual text. 

I have started to add different 'writing tip' resources on my Google sites, that are easily available and accessible for the students. When marking my senior student's writing, I am finding that my feedback is centered around the same theme - lack of perspective and critical thinking. In response to this I always write a series of guiding questions in the hope that this will draw the student to use and believe in their own perspective and critical thinking. The guiding questions were used in my feedback for the student's close viewing assessment (Level 2 - 91107) and (Level 3 - 91480)

• How does this technique influence the way you see the character?
• How does this technique support the director's purpose?
• Why is this language technique effective in the way it describes the character/s emotional state?
• How does the director convince us of the realism of this character?
• How has this influenced your perception of the text/character?
• What is point of view with the decisions that this character has made? Why?
• What is your point of view of the values represented in the text? How did you come to this conclusion?

The current climate with my student's lack of perception - is that the 'lack of' is a result of them not only understanding that they have an opinion but that they trust in their opinion. They often second guess their own interpretation and perspective. So in response to this, I am going to spend some time with both my Level 2 and Level 3 students going through a perspective activity that I designed. It is nothing new or innovative but it is my direct response to the feedback (repetitive feedback!) that I have given the students. 

The purpose of this document is that I want them to understand that they have a voice, point of view and perspective that is valid. (from Level 3 English with Stevenson)

I created an activity that has excerpts of different perspectives from Oprah Winfrey, Winston Churchill to some of the texts studied in class. The students read through each excerpt and then answer the guiding questions (the questions mirror the questions I have used in my feedback). The purpose of this activity is to show students that often our perspective is shaped and influenced by what we read, watch - what we are exposed too. So this activity, hopefully will draw on this and help the students to understand and respect the point of view of others. In the hope that it will empower their own voice, idea and perspective. (from Level 3 English with Stevenson)

Week 4 Term 2 - Texts texts texts!

Working online during a lock down period has pushed me to think about how I can make my learning online interesting. It has also pushed me to think about how I can integrate online texts with assessments. I really wanted to design a novel study for my Level 2 English program that was meaningful and that was tailored to the written assessments (both internal and external).

Traditionally my novel studies have been heavily focused on chapter summaries and major themes. Whilst this is needed I wanted to dig a little deeper and get the students to look at who the major characters are in the text, unpack important quotes and analyse the symbols/motifs in the text. For this, I had to choose texts that were not only rich in story but also had all the elements that I wanted my students to analyse.

I have found two texts that I am going to offer in my Level 2 English program. In selecting these texts I really thought about who my learners are and what I think would appeal to them. I have selected John Greene's 'The Fault in Our Stars' and Doris Lessing's 'The Grass is Singing'. Both texts have a great story line - whether it is focusing on trying to come terms with a terminal illness whilst in a relationship or racial politics in South Africa - I knew that these texts would be the perfect space for my students to analyse critically. I have designed a novel study for both texts that will enable my students to study the main elements I want them to focus on (character, theme, quotes, symbols/motif) - all of which is geared towards their written internal and external assessments.

I have made a page for each text and have attached an online pdf of the text for the students to access. 

I have created activities that are specific to the learning outcome - with a huge focus on Character, Theme, Symbols/Motif and Quotes. These activities are structured so that the student has to look at these elements critically, which is a huge requirement for Level 2 and Level 3 English students. 

(See more on my google site - Level 2 English with Stevenson) 

My Level 2 students have been working on the Close Viewing Assessment (91107) since the end of Term 1 and I have started to introduce the new assessment which is Connections (91104). For this assessment the students will need to write a report on four texts and how they are all connected to one central theme or idea. I am asking my Level 2 students to choose one of the texts I have offered and then centralize their theme and independently selected texts around this text. 

My next step is talk to the students about perspective and purpose. With all extended text study, especially for our Level 2 and Level 3 English students, it is important that the student understands that there is power in not only knowing what your perspective is but also understanding the perspective and purpose of others (authors in particular). 

Ultimately I think that my overriding learning outcome is that I want the students to genuinely love reading. I want the students to see that there is power in reading, a power where you can learn so much about yourself through others. 

A collective approach.

Working from home, online, has it's own set of pros and cons. Not having to spend any time on the North Western motorway in peak hour traffic everyday is a definite pro for me. I am able to focus on my core subject, mark student work without any distractions from other role as Year 11 Dean. However it is not all roses, I am finding that the challenge of implementing any intervention in response to student achievement (or lack thereof ) is beginning to surface. There is only so much one can do. The problem is, there is so much to do.

As Term 2 continues, student achievement data for students sitting NCEA Level 1, 2 and 3 is shared regularly within departments and school wide. As mentioned in a previous post, disengagement is a concern for our senior students who are working online from home. For some it is a priority, for others - they are balancing home, work, school and for the rest, the choice to work online from home has remained a choice. 

For many of our learners accessing online learning is not easily available. Associate Dean of Pasifika at the Faculty of Education and Social Work at the University of Auckland, Jacoba Matapo, highlights her in most recent article "Not everyone has food on the table, a steady and stable income or a physical space within the home to study uninterrupted, let alone full access to reliable devices and broadband. Therefore, we can't assume it will equitable and accessible for all." This assumption that one size fits all simply does not apply. How you approach student achievement will determine the overall experience for the teacher and their learners. 

How do we approach the student achievement at senior school? How can we make an impact online? How can we get our students to engage online? 

A timeline of teacher collaboration was discussed at a curriculum meeting earlier this year. A few takeaways I have highlighted below, have helped me in how I want to collaborate with my colleagues with student achievement (senior school). 

1) Informing

Inform the people who are involved in the process. Students who are not achieving must be informed - through all online platforms (email, individual online meetings). Teachers need to be informed. The who/what/when/where/how/why is an important part of the discussion with staff so that they can understand their place and responsibility in this process. The informing process is focused solely on the FACTS. 

2) Parallel Planning

All staff, all departments - everyone - should be encouraged to contribute to the desired outcome for the student. Everyone is involved and it is a shared journey with a shared goal, vision, outcome and action plan. This is where you organize a SEQUENCE OF ACTIONS. 

3) Co-operating 

Taking ownership of your part of the journey. What have you done to help the student? What worked? What needs improvement? What needs to be done? This is where teachers and learners WORK TOWARDS THE SAME GOAL. 

4) Co-designing 

Everyone's contribution supports and drives the desired outcome for the student. Everyone's contribution is valued. The focus is DESIGNING BY WORKING WITH OTHERS. 

5) Composing

My interpretation of this was action component of the intervention. See what is working and capitalize on that, trial and error. This is focusing on CONTRIBUTION. 

6) Collaborating

What is the outcome and what can we improve on based on what the student has done? This is focusing on WORKING WITH. 

How you approach a situation will determine how you experience it. This timeline gives light to the fact that the collective approach, the collaborative approach - can be powerful if it is lead right and everyone is on board.