Week 4 Term 2 - Creating Culture

Understanding your 'why' - your purpose, your motivation, your agenda, your goal, your dreams and aspirations - influences how you navigate through life. Working through our new House system has been undertaking to say the least but it has really challenged me to think beyond how I saw myself as a dean. In a way I had to restart and rethink how I operate in the school's pastoral system. For the last 5 years I have learnt so much about 'dean life', it has been the best professional development that I have ever experienced in my teaching career. Student/teacher relationships, behavior management and processes, engagement with parents and families - it has been a huge learning experience where I have had to really think on my feet and really keep the student at the heart of the matter. In my 6th year of 'dean life' I have had to adjust how I dean and focus on the House system as a system that connects too and nurtures student well-being. 

At the beginning of the year the students in my Whanau House group (Totara House) were asked "Describe in ONE word what Totara House should represent". I issued this question to the house leaders, who then shared and discussed with their peers - as a way to get the students to define what we stand for. The feedback was great and the common words that featured in the student feedback were Teamwork, Unity and Confidence. As we enter the half-way point in the year I wanted to reflect on how Totara House (staff and students) have used these key concepts as a focus point in how we run as a Whanau House group. 

TEAMWORK

the combined action of a group, especially when effective and efficient.

Togetherness is an important part of any community. Young people in particular are drawn to this idea of 'we are all in this together' (excuse my High School Musical reference - corny right?) In world where division has impacted almost every aspect of our social fabric from race, religion, politics, education (just to name a few) coming and working together acts as an catalyst for change against division. Teamwork was a popular word that featured in the student feedback and immediately the mentor teachers and student leaders thought of things we can do to help build the team. From physical activities such as dodgeball to fun activities like shared lunch, we did not have to think too much about what is was we had to do. This term we kicked things of with a lunchtime activity of 'Capture the Flag'. The student leaders are given the task to drive each activity - they have to agree to it first and then figure out how they will action it. I believe that it starts with them, they have been given a duty and role to lead and they need to exemplify this in order for the students to buy into it. It was a great success and student feedback was that they want to do more. The students leaders will be reviewing the suggestions and will organize a follow up event in week 8. 

UNITY

the state of being united or joined as a whole.

Our Whanau House assembly is a time where we can come together, in safe space, where we can share and talk about important matters and issues. One of my goals this term is to make sure that this space is not only safe but one that where the students understand the protocol of when we come together and talanoa. Talanoa is concept and term that means to speak and talk. Talanoa in the Samoan cultural context is more than just speak and talk but to speak and talk in an environment that is safe. In my family hierarchy is important, everyone has a place and everyone has chance to speak - from the oldest to the youngest. Yes, family meetings can be lengthy but this framework has shaped the way I speak. It has taught me (even though I have only realized now) to listen and respect those who have spoken before me. This in a way unifies everyone, in sense that we understand the purpose of the talanoa and we respect the process. Unity is such a broad concept but I think through events such as assembly time, the students are unified not just physically but also mentally as they understand and know how we need to come together. 

CONFIDENCE

the feeling or belief that one can have faith in or rely on someone or something.

Building confidence in students is a journey. It can be exciting but it can also be challenging in that all students are at different levels - some are super confidence and others are reserved. One of the mentor teachers suggested that the student leaders present at assembly and share about their journey at school. This was not only to inspire the students but ultimately build confidence in our students to speak in public and to be confident in who they are and their story. We started off with one of our student leaders, Deputy Head Girl May Sinafea who shared about her journey at school and the challenges that she faced. She spoke about her 'why' and how this is motivation for her to work hard in school. Since then we have had Year 11 students share their journey and now Year 9 students are keen to lead assembly and talk about their experiences of their first year in college. The impact that this has had has been great and I am looking forward to hearing our students share. I believe that they are comfortable to share because they know that the space they talking in is safe. I also believe that they are comfortable to share because they have seen their peers share. 

Christian Kava (Year 11) sharing his journey

Saimone Misinale (Year 11) closing assembly with prayer

Daliz Betham (Year 10) opening assembly with prayer

Creating culture is something that teachers can influence in the classroom. We create the climate that our students experience. It starts with us. This is one of my takeaways from 2021 so far. I have seen this new Whanau House system as a way to create a culture that will engage students and help build confidence. I understand that this is something that requires time and effort and I know that I can do more to ensure that this is successful. Finding the time to balance creating culture and delivering a curriculum can be a challenge. But the return is rewarding and I am so grateful for the staff and students who have helped me find my way and more importantly create a culture for my Whanau House group. 

Week 3 Term 2 - Mirrors and Windows

The term 'mirrors and windows' has been something that I have heard more in recent years. This year notably I have heard my colleagues use this term and as I understood what it meant, I have begun to use it more. Kimberly Moran writes "The phrase “mirrors and windows” was initially introduced by Emily Style for the National SEED Project. A mirror is a story that reflects your own culture and helps you build your identity. A window is a resource that offers you a view into someone else’s experience. It is critical to understand that students cannot truly learn about themselves unless they learn about others as well." I wanted to delve into this more and explore how I interpret 'mirrors and windows' into my own teaching practice. 

MIRROR: show a reflection of. 

Thinking about the texts I studied in my bursary year (Year 13) and even at university (a part from POPMUS) there was no real connection to them. From the characters to the storyline to even the social context - there was nothing in Shakespeare that I found a real connection to. I studied them because I had to, it was a requirement. I wrote about them - made references to Beatrice and Benedick's chaotic relationship (Shakespeare's Much Ado About Nothing), did the character analysis for Catcher in the Rye, analyzed Baz Luhurmann's rendition of Romeo and Juliet (1996) to death - it goes on. I learnt so much from these texts and studying them broaden my scope of English literature and the depth it entails. The problem is that this is all that I studied. I was not exposed to 'other' texts that had characters or storylines that were told or shown from a lens that I could identify with. I never studied Albert Wendt, Whiti Ihimaera or Willie Davis until I started teaching. To be honest, I did not see texts and resources that were locally and  culturally connected as eligible texts for English. This is because my understanding of English literature and texts has been centered around very Eurocentric voices, ideas and concepts. I now see that there is a huge value in texts and resources that are locally and culturally sound and rich. The impact that this has on students is huge. As a teacher, I not only see the impact but can feel impact in that I can connect more to a text - I feel more comfortable and confident with my understanding of it. 

Kimberly Moran states "A mirror is a story that reflects your own culture and helps you build your identity." I have found that the texts that really connect to my students are texts that have characters or themes that they can relate to, that they identify with, that they can see themselves in. When you come across a text that really speaks to your own life experiences or mirrors the experiences of those around you, the connection is between the reader and the text is intimate. The learning that comes from this is beyond measure and as a teacher, when you can find that text that actually resonates - song, film, written text - it is gold. 

WINDOW: an opening in the wall or roof of a building or vehicle, fitted with glass in a frame to admit light or air and allow people to see out.

The late Tate Simi's poem 'Identity' is a beautiful text. It is one that I use with my senior students (both Level 2 and Level 3). I am hoping to use this as a talking to my students about the importance of knowing who we are, where we come from, our sense of purpose. This is my way of getting them really to explore themselves and using this as topic for their writing portfolio. 

Identity - Tate Simi

Educate yourself enough
So you may understand
The ways of other people
But not too much
That you may lose
Your understanding
Of your own

Try things palagi
Not so you may become palagi
But so may see the value
Of things Samoan
Learn to speak Samoan
not so you may sound Samoan
but so you may
feel the essence
of being Samoan

Above all
Be aware and proud
Of what you are
So you may spare yourself
The agony of those who are asking
“What am I?”

I love this poem. It is confronting in the most respectful and gentle way. It is encouraging us to appreciate other cultures in the hope it will help us to appreciate our own. It is challenges the reader to see the value in others - culturally, emotionally, mentally  - so that we can understand that our moral and cultural grounding is great. As Kimberly Moran states "A window is a resource that offers you a view into someone else’s experience. It is critical to understand that students cannot truly learn about themselves unless they learn about others as well", a text and resource that can help provide a gateway for our students to explore other perspectives and gain new or greater understanding of their own is powerful. It builds understanding for others, connection to self, empathy and respect. It goes beyond the classroom and becomes a mental growth experience. I hope to find and use more texts that are 'mirrors and windows' for my students. 

Week 2 Term 2 - For the culture

2020 was the year of lockdown, managed isolation and COVID 19. Plans around work, family events and travel were interrupted and overnight the world had to condition themselves to a new normal. What we were normally accustomed to and the privileges we enjoyed were immediately restricted. Going into 2021 the fear of the unknown and the anticipation around having to isolate in our homes and stop our daily routines has become our new normal. All of this was at the forefront of our thinking when were planning for the ASB Polyfest 2021. Should we or shouldn't we? What are the risks? Is it worth? Trust me, I went through all the risks and issues that I could think of. Initially my thought was to not go ahead with it. I did not want to take the risk of going through another season preparing for a competition only for it to be cancelled. I did not want to put the team - staff, tutors and students - through the journey (an physically and mentally emotional journey) - only for it be called off AGAIN. 

It has been two years since Tamaki College has performed at the competition and the concern around whether if it would actually go ahead and if we would make it to the stage was something that I was worried about. I met with the the other cultural group teachers and we had a long talk about the pros and cons of doing the festival. After a lengthy discussion and reflection, going back and forth, we decided to go ahead and enter the competition. Why? That is a good question. This question was challenging for me because I felt like I was choosing not to do it out of fear (not knowing if it would be cancelled again). However I was reminded by my colleague that reasons, the WHY behind why we do this is for the students and for the culture. This changed my mindset for the new season and campaign. For the students - this is and always will be a student centered event. The students are drawn to anything related to competition, identity and culture. For the culture - language and culture is a life experience, it something that should be celebrated all the time. It helps to enrich life experience. With this in mind, my journey with the Samoan Group 2021 started and for 4-5 weeks we rehearsed and prepared for the ASB Polyfest competition. 

Throughout the 5 weeks of rehearsals I learnt a lot about myself and my culture. Typically what drives me every season is the pursuit for excellence on stage and the desire to maintain the standard that we have as performing group on the Samoan stage. I was brought up in a world where performance and competition was my sport. From training in choir to leading cultural groups in school, over the years I was conditioned in how I saw performing arts. The competition aspect of the festival was and is a driver in how I lead the team year in year out. Any type of competition requires a level of commitment, drive, motivation, focus and passion from the participants and this is the part of the process that I enjoy, working towards a goal. This year is the first year that I have really honed in on the cultural value of Samoa, of being Pasefika - as the catalyst for excellence. This has never been a priority to me however I understand now that competition is not the only way to excel. The 'culture' of the team you are working with - the way they are, the way they work, the way and values that inspire them, the why - is an integral part of the journey. 

CULTURE: A way of life

Know who you are (Alicia Keys) 

Debrief session: Samoan Group 2021 + tutors 

We are living in a world now that craves authenticity. Anything or anyone on a platform, who is not honest and is exposed can find themselves in a situation where they are scrutinized or so aptly put in (in the world of twitter) #cancelled. Being authentic is effective if you know who you are, what you are doing, why you are doing it and what you stand for. The Samoan Group journey was one where on a daily basis in rehearsals we would spend time talking about our 'why' (why are we doing this?). 'what' (what do we stand for? What are the values and traditions in the Samoan culture?) and 'how' (how can we become this as a group?) This part of the season was and is a highlight and one that I will take with me. Our understanding of the Samoan culture and the Fa'asamoa was strengthened because we understand what our culture is as a group. What our values are as a team. Knowing who you are helps to ground you and gives you an anchor whereby you can experience anything life brings you and still know who you are and everything great that comes along with it. Creating this type of culture whilst preparing for a competition is key as it is easy to create of culture of 'to win'. There is nothing wrong with this aspiration however if it becomes the focus then I believe that there is no room to fail - we do not like failing but we do fail, how we learn from failure is where growth happens. Building a culture around identity and purpose centers itself on growth and change. By the time the students finished their performance and sat through prizegiving, all they were focused on was putting on a great performance and having a good time with their team. We are grateful for the placings that we were awarded with this year. 

3rd = Togiga

2nd = Taualuga

3rd Place Taupou (May Sinafea)

Samoan Group Leaders 2021 after prizegiving 

What I am so proud of is the way we conduct ourselves and what we are focused on as a group. The culture and the priority of the group influenced how we experienced the competition. Is more about the value of togetherness, respect and service. This is something that I will treasure and I hope to continue this culture with the next group. 

SUCCESSION: A number of people or things of a similar kind following one after the other.

God's plan, God's plan. I can't do this on my own (Drake)

Samoan Group 2021 with members from 2010 - 2019 during our Live-In talanoa session. 

The common phrase "it takes a village to raise a child" is what I think of when I think of the team that I work alongside during Polyfest. In particular the tutorship team. This team is made up of former students and performers of the Tamaki College Samoan Group. They come in year in year out to give back and tutor the team. The whole idea on building the tutorship team is so that it can continue on it's own. Longevity. Our focus this year is to grow the team by using the students to choreograph items for Samoan Language Week. Succession planning is about forward thinking, it is about reviewing what works well and what doesn't and what opportunities you have to make improvements. It is also about seeing what adds value and finding ways to make this happen. Adding to the team by using the talents already there is the next step of the process. The tutorship team is a group of people who are from the school and who understand what it takes to perform. They also understand what the strengths are from the school. So who better to add to the team then our very own. 

Tutorship team (former students from our 2010, 2015 and 2016 Samoan Group era)

FOR THE CULTURE

For the Culture means doing something because of an additional perceived value of doing that thing. (Urban dictionary)

Samoan Group 2021 at the ASB Polyfest 2021 

Teachers are constantly questioned and encouraged to think about their 'why'. We constantly question and challenge our students to think about their 'why'. Our 'why' is linked to our purpose and our purpose is linked to our heart's intent. For the students, their reasons for joining the team varied but all connected somehow back to culture - learning about their own culture, for some learning about a new culture, reconnecting to their culture. There is a need for culture - a connection, a sense of self, a sense of belonging, a sense of identity - that our young people are hungry for. Whether it is through dance or by being part of something, there is real attraction for young people to be part of a collective. A collective that is purpose driven and that is grounded in a culture that is rich in collectivism, respect and reciprocity. When our young people perform at Polyfest, it is more than just a performance - for them, for us involved, for the parents who support - it is for the culture. We live in a society that is multicultural, multi denominational, layered and at times fractured. Events like Polyfest - a huge undertaking - if used well, can be a platform to really nurture culture in a positive and healthy way. I am honest in that the process is time consuming and emotional - but the return is always 100. The growth in the student's confidence and pursuit to excel and do well in a competitive environment is a huge pull for our young people. They are drawn to it. They are drawn culture. How we as teachers can use this as leverage at school and create opportunities for more growth and success is completely up to us. We know that this is a draw card for our young people, what we do with it and how we see the value in it is the next step.  

Samoan Group 2021 post performance 

Week 1 Term 2 - Unapologetically Brown

Have you ever been in a situation where your perspective has been positively influenced, almost like a breakthrough moment? I have. Multiple times. Most recently during the last Manaiakalani TOD workshop where the key note speaker, Dr Rae Siilata presented. I have been teaching for 12 years, I have learnt a lot, grown a lot and understand the education system and where I stand in it. Dr Rae Siilata shared many points that I want to explore in this post. 

One thing that I took away from her presentation was the state of education for Pasefika learners and their place (or lack of) in the education system. This was a breakthrough moment for me because for the first time, in a long time I believe, I understood and acknowledged the gap that our Pasefika students are in in education. It was not all doom and gloom, Dr Rae provided a different perspective on how we can counter the barriers that our Pasefika learners face in the classroom. It is the 'big picture' perspective that she offered that spoke to me and really helped me to see where our Pasefika students are. This perspective gave me a real sense of reality, where things are at the moment - but also a real sense of confidence in who my learners are as Pasefika. That they should be confident and proud of who they are and what they stand in culturally. This is should be an asset in their learning journey. More importantly for me personally, I was able to see where I am as a Pasefika teacher. Here are some of the key take away points that I noted down. 

"Recognize the language and cultural resources coming into your space" (Dr Rae Siilata)

I am a product of the education system. I was educated at mainstream schools which were multicultural and were (at the time) streamline schools. When I say that I am a product of the education system, I mean that I was (at the time) one of the few Pasefika students who was able to get through the education system. Pasefika educator turned author, Dahlia Malaeulu, explore the system in her piece 'Rejecting the system'. She details about a specific experience at university where the lecturer talks about the state of the education system in New Zealand. She writes "He dimmed the lights and began to speak, as the first slide of his Powerpoint presentation lit up the screen. It showed a conveyor belt, like in a packing shed where they grade apples. And the label on the side of the conveyor belt read: “The Education System.” I was intrigued. His second slide showed Pālagi children moving along the conveyor belt — and passing under a funnel that showered them with the words “Reading”, “Writing”, and “Maths”. The third slide showed these same children passing towards the end of the production line, entering through doors marked “University”." The 'conveyor belt' education system is something I have benefited from personally. I am fortunate in that I was able to get through the system and complete my tertiary studies. My point in saying this is that until now, I did not realize that this systematic funnel that learners have been put through has not always been beneficial for our Pasefika learners. Malaeulu continues "Brown children now appeared on the conveyor belt, along with Pālagi children. This time, though, reject boxes had appeared off to the side of the belt, labelled “vocational studies”. These reject boxes were filled with mostly brown children — who’d been plucked from the moving belt by Pālagi in white coats labelled “Teacher”. As before, the Pālagi children trundled down the belt till they disappeared through the doors marked “University”. But, this time, they were accompanied by one brown child." Historically this system is designed in a way that categorizes Pasefika learners into categories that do dignify resources that they bring to the classroom. Often these gifts, these resources do not fit around the criteria that the education system is grounded in. My sense of culture and language - not just in mother tongue but in the way we speak in terms of our services and values - was something that was not discussed in the classroom when I was a student. It was something that expressed during Polyfest and that was about it. It was a seasonal resource that was used on stage but not seen as a wealthy resource to acknowledge in class. 

"Language and culture can enrich the whole conceptual experience" (Dr Rae Siilata) 

Dr Rae reinforces the fact that all Pasefika learners bring a wealth of language and cultural resources to the classroom, valuable resources that can be explored and used in a way that enriches the learning and achievement for Pasefika. I remember being one of a few Pasefika students in my 7th Form English class. All the texts, writing prompts and assessments did not mirror anything that I experienced as a Pasefika learner. As a teacher, I have never explicitly used my student's language and culture as a resource in the classroom. My expectation of them has always been to do their best and to meet the 'standard'. I say 'standard' as in both the criteria for learning but also the 'standard' that I have become accustomed, as a product of the system. I realize now that this 'standard' is something that does not benefit all - I am not discrediting the system, the standards that come along with it - what I am saying that this standard does not necessarily fit with everyone. Inclusivity of rich languages and cultural resources that Pasefika students bring can strengthen their experience at school and this will filter down into their achievement. Moreover the flow on effect with impact their confidence in how they see themselves. 

"Our world view informs our literacy practices - is this valued in the classroom?" (Dr Rae Siilata) 

How we see and experience the world has an impact on how we practice literacy. Dr Rae expressed how Pasefika people have a different experience of life and how we live this life whilst trying to adjust in a Western world, can be a bit of a challenge. How it is through this lived experience that the way Pasefika practice literacy is different and at the most, this practice is not valued in the classroom. Pasefika practice literacy through the art of story telling, route learning, through singing, through haka, through memorizing bible verse, through performance, through the art of public speaking - particularly in formal situations (powhiri, hui, fono). This is common practice across Pasefika however the question is - is this resource, this wealth acknowledged and valued in the classroom? Is it valued in my classroom? The answer is no. The 'standard' does not allow this practice to be valued, the time constraints does not allow this practice to be valued, the criteria does not allow this practice to be valued. This is a challenging question. I can identify with the literacy practices of Pasefika. I am Pasefika. I can see how the current education system especially for my secondary students, does engage with this type of practice. Literacy (or lack of) is a common and defining factor in the underachievement of Pasefika learners. How can I use the literacy practices that are deeply embedded in Pasefika learners and use it as a valuable resource in the classroom? 

"To be culturally responsive is not enough" (Dr Rae Siilata) 

This comment was a defining moment for me in Dr Rae's presentation. She is right. To be culturally responsive is only scratching the surface. In order to really unlock the potential of our Pasefika learners, to really understand who our Pasefika learners are - you need to be more than just responsive to them culturally. It is a big picture, all in, type of approach that is needed. It is more than ticking boxes, having language classes, doing Polyfest, celebrating language week - do not get me wrong, these are beautiful platforms that we use to promote culture. But the resources, gifts and practices of our Pasefika learners is something that needs to be factored into the curriculum. The curriculum needs to reflect who they are and what skills they bring. Mirrors and windows. 

I felt empowered after sitting in Dr Rae Siilata's presentation. For the first time I felt that the ideas and thoughts that I had on what our Pasefika students need was heard. I felt affirmed and valued as a Pasefika teacher, where my thoughts, the thoughts and concerns of my colleagues, was validated and appreciated. My mindset going into this term is renewed and I see my learners, who are predominantly Pasefika, differently now - and in a good way. I see them as people whose skills and experiences are bigger and more valuable than the system. I see the system as something that needs to change but I am so also realistic. I am aware that this change will probably not happen anytime soon. I want to ensure that I am doing my part as not just a teacher but also a Pasefika learner myself, to give my students the opportunities to be unapologetically brown. Not just on the stage. But in the classroom. To use what they bring in terms of experiences, culture and identity and use it not just a valuable tool but a POWERFUL tool that will bring them achievement and a greater sense of identity and confidence.