Week 9 Term 2 - Understanding the assignment

MEME: an image, video, piece of text, etc., typically humorous in nature, that is copied and spread rapidly by internet users, often with slight variations.

Social media platforms have always been a place for people to share their thoughts and opinions. Twitter in particular has become an avenue for people from all walks of life to create, share, celebrate and drag their opinions, thoughts and jokes online. I have been on Twitter since 2011. Initially I joined because at the time it was the in thing to do. I found out quickly that the crux of Twitter is to share or voice your thoughts in 150 characters. This is a hard thing to do, especially for someone like me who enjoys writing. I was and still am fascinated by Twitter culture. It is interesting to read, scroll and troll through everyone's thoughts (in real time) on current events, gossip - everything! Former President of the USA, Donald Trump, used Twitter as a vehicle to voice his distrust with the 2020 US Elections, his 150 character tweets would go viral and would reach out to his followers and those who disliked him. This culture of creating content, whether it is meaningful or not, and using social media as way to reach an audience without a middleman (an agent or talent agency) from the comfort of your own home is a phenomenon in itself. Flash mobs, memes, YouTube tutorials, reaction videos - the different layers to creating content and going 'viral' (whether it is intentional or not) is part of our 'new normal' and it is something that we are exposed to daily. 

One of the top 50 memes of 2013. 

Memes are funny. Memes can literally represent or sum up someone's situation in a few words with a one image. Memes are not only visually powerful but the texts that accompanying hold the same impact. A meme that I have come across on Twitter that I love is They always understand the assignment. Knowyourmeme.com clarifies the origin and definition as "They Always Understand the Assignment is a catchphrase that, when paired with images of an actor or an actress in their various roles, is used as a way of complimenting their acting skill and range. Originating from a viral tweet, the meme and phrasal template gained popularity in March and April 2021, mainly on Twitter." Since it's inception, They always understand the assignment, is a catchphrase that has become a response to anyone and everyone - celebrities, musicians, athletes - anyone who has achieved or done something well (the degree of the accomplishment is varied as well). It is an affirmation and encouragement for getting the job done. As it is with internet language, one can use a meme in any light and the way you can twist it to fit your situation is up to you. 

Popular meme/catchphrase 'They always understand the assignment' from Twitter 2021

REPRIORITIZE: To rearrange (items) to be dealt with in order of importance; to re-establish priorities for (a set of items). Also euphemistic: to give less priority to (an item) as a result of this.

When it comes to my job, my career - I understand what my 'assignment' is. I am grateful for this in that it gives me a sense of focus, clarity, purpose - it grounds me. How I approach my 'assignment' is one where I invest, like my colleagues - our time, effort, commitment and heart is all part of our investment when it comes to our 'assignment'. The 'assignment' being to teach, to work with students, to create opportunities in education and to expose students to new learning. Sounds daunting, feels overwhelming, seems too big to fulfill - this 'assignment' for me is something that I feel comfortable with. What I have learnt lately is that in my understanding of my 'assignment' and trying to fulfill, I have not prioritize myself - which in the scheme of things is the most important part understanding my 'assignment' - me. 

Understanding my assignment - now - means that I need to assign time to regroup and reprioritize for myself. I have spent the last two weeks going through the priority matrix with my students - what do they to do now? Do next? Do it if or when there is time? Don't do it at all. It has been a great exercise as my students can map out and see where their priorities sit. I need to do to this, one of the causes of stress for me is not having a routine or having nothing to work towards. I think that I have become engrossed in making sure other people meet their goals that I have neglected mine in the process. I am going to start the process to regain and reclaim my priorities and make sure that this aligns with my assignment. Talk to someone, write about it, take a break - breathe - I look forward to reflecting on this. 

Week 8 Term 2 - Flat

FLAT

lacking emotion; dull and lifeless.

I am not a morning person. I find it incredibly hard to get myself up and out of bed every morning. It is a slow (very slow) morning where I am usually dragging myself into the car. The dragging continues all the way through the motorway. Most mornings this is my reality. Typically I can shake it off by the time I get to work but lately this has been difficult. I found myself dreading coming to work and I just want to stay home and sleep. In the last week or so I have been feeling flat and tired. It could be a case of the 'end of term blues', who knows? I have spent time reflecting on why I am feeling this way and to be completely honest I am still trying to understand it. Usually I can shake it off or find things to distract me however this time around it is a little harder for me shrug this off this 'flat' feeling. Monday was mentally painful for me and it really set the tone for the rest of the week. 

Now that I have reached the end of the week (finally) I am able to reflect on what has helped me get through the week. Ultimately what I have learnt overall from this week, this sense of being overwhelmed and underwhelmed at the same time is that I need to reprioritize my priorities. It is ironic that I have experienced a week such as this as this time last week I was reflecting on how my Year 13 students experience stress. I have learnt overall that it is just as important to check in on yourself, get yourself right and aligned with whatever is important or purposeful for yourself before you can make yourself available to others. 

"it takes a certain amount of personal effort to create a check-in experience that’s good for our hearts." (Michelle Williams) 

I have not prioritized checking in with myself. Lately my effort and time has been spent on thinking about what I need to finish at work, what more I need to do to support my senior students, what I need to do at church, what my wife and I need to do next in our journey, how can I support my family - so many questions, little time and no real clarity on how to answer the questions that flood my mind. My depleted emotional and mental state of mind is a result of the lack of care that I have not invested in myself. Sounds wishy washy, but that is the reality that I have come to realize right now. I have taken some measures this week to check-in with myself and the influence that this has had on my own well-being has been positive. I appreciate the moments where I feel insecure or stressed because they highlight what I am prioritizing or not. It helps me rearrange what is important or what I need to pay attention to and this brings in clarity and focus, things I desire more and more. Checking in with yourself not only brings clarity on where you want to go next but it can also act as a reminder of what you have done, what you have - this brings a sense of gratitude, being grateful for what you have been blessed despite the challenges that you may have faced. Michelle Williams writes "Things don’t always go our way. Bad things do happen. And if we’re not owning the responsibility to “check in” the right way, the bad things can make us forget all the awesome things God has done for us already." Just even thinking about what you have been blessed with is the best way to check-in with yourself as it serves as a reminder to you, a reminder that there is something to be grateful and hopeful for. 

"Our value as people has nothing to do with what we do, say, or accomplish. Our value comes from the One who made us: God." (Michelle Williams) 

This week I have done this. I have gone there. I have spoken about it. I have also used time away from work to connect with others. Being with family, being with my niece, go for a drive with my wife - detaching myself from work. Being a teacher is a purpose-driven career that I have grown to love. It something that I pour my heart into everyday. Beautiful right? This comes at a cost though, you become so invested and so enthralled in the work that you can loose yourself in it all at the same time. The irony in this is something else. I needed this moment this week. I needed to experience this lull. It has brought a little bit more clarity to me, something that I did not ask for this week but definitely needed. 

Week 7 Term 2 - Checking in

When my students don't meet the deadline, I react. When our plans do not go the way we hope for them to go, we react - whether it is anger or frustration - we tend to react in a negative way when we are thrown off guard. It is not a bad thing, it is human nature. We react. Don't we all? Reviewing the Year 13 NCEA Data over the last couple of weeks, it is apparent that the lack of meeting deadlines is not just something that I am experiencing in my class. The data from June 11 highlights that a large percentage of students in Year 13 are sitting on 0 credits across all 5 subject lines. My reaction to this - what is going on, how do I respond? Coinciding with the data, is the feedback that teachers and deans have received from Year 13 students who have expressed that they are stressed and overwhelmed at school. My reaction - what is going on, how do I respond?

How you respond to a challenge or a crisis is important. I understood that my response, reaction and approach with to the data and the feedback needed to be different. Typically when things do not go to plan for me, I stress (internally) and internally build up the stress and anxiety that I have. Eventually that this cannot be contained and I react - or overreact - to whatever is going on. When the students miss deadlines and submit incomplete assessments I get angry and petty. I understand that the students find it hard to deal with me once it gets to this point. So with the condition of the Year 13 student's well-being and learning, I have to respond differently in order to get the best outcome for the student. 

The Whanau Deans met with our Executive Dean and discussed the issue. We decided that our first response is to meet with the Year 13 students in our respective House groups and check in with them. How we did this was completely up to us but we knew that we wanted and needed to check in with them and get an understanding of where they are at with their stress, on a personal level. On June 14 I met with my Year 13 students in Totara House. I explained the WHY first and foremost - why are we meeting and showed them the data as way to show them the reality of their learning journey. From here we had a discussion about WHY this is going on and some of the students shared their experiences on how their learning is going and WHY they are in this situation where their credits are suffering. I then handed out a questionnaire that I wanted the students to fill out. The questionnaire focused on stress and the students were given the option to label it or leave as anonymous. Here are the questions that I shared with the students. 

• How stressed do you feel on a daily basis?
• What are the causes of stress in your life?
• Describe in your own words how you experience stress?
• What are the usual behavioral effects of stress you have noticed in yourself?
• What are the usual emotional effects of stress you have noticed in yourself?
• What are the usual physical effects of stress you have noticed in yourself?
• What are your personal methods in relieving stress?
• How are you able to handle stress?
• What is the most stressful thing you are experiencing at school/in class?
• What will help you get through this stress in class?

Here is a summary of the feedback that the students shared. 

The feedback is real, it is raw, it is confronting and it is unapologetically true. The next step from here is crucial. It is important that the response from myself, colleagues and team is appropriate. I have shared this information with the Totara House Mentors who appreciated the feedback. For some it was confronting in the sense that they did not understand the depth of their student's stress. Some of the suggestions from the team were to continue the conversation with the students and specifically ask them "what can we do to help you better?" I really like the Priority Matrix that was suggested from another whanau group. I am going to trial this with my Year 12 students when I check in with them on Monday. 

I will also get my Year 13 students and mentors to work on this during their mentoring session next week. 

Checking in with your students, with your family, with your friends, with your colleagues, with yourself is important. Sometimes we can get caught up in 'who we want to be' or 'who they want us to be' and forget about 'who I am' and 'what makes me - me'. Singer and author Michelle Williams writes "We need to pay attention to how we're defining who we are' - it is important that in this whole process of checking in with my students that there is a focus on the fact that they are in a process - in the making and becoming of who they are and who they want to be. I look forward to continuing this journey in checking in and finding great solutions for the students. 

Week 6 Term 2 - Tackling Texts

One of the dilemmas English literature teachers face is finding relevant and appropriate texts. Selecting a text can be as excruciating as selecting the right shade of white to paint your walls with. It needs to have the a great storyline, characters, themes and it also has to be appropriate to the level in which the student is reading at. For senior English students, the text has to be rich in terms of the actual make up of the story but also in regards to the social context of the story. It has be a text that can allow the student and teacher to understanding and create meaning from. 

At the best of times I find it really hard to choose the right text. My Level 2 English class are currently in the half way stage for their second extended text study (Paul Greene's The Fault in Our Stars). Initially I thought that this text would be great for my class. It is an approved text, it is centered around two young adults who are living with cancer - the film adaptation was popular especially with the teenage audience. However I found that the text has not resonated with the students. It has become a bit of a drag. The feedback that I received from the students is that they did not understand most of what they were reading specifically there was too much description on things that did not relate to the theme or character (a focus for us with this particular novel study). Personally I like the text but I can see the disconnect between the text and my readers. I can see how they have switched off and I know that in order for them to see the value in reading, they need texts that are not only relevant but also Half into the term and with half the text already completed, I am at a point where I can continue with the novel OR change the text. 

The pros with continuing with the novel study is that the students have already established some knowledge with the text. There is some understanding of the character and the plot, why not just finish it? I have been down this road before. The convenience of sticking something out because you can is the easy option. However this can impact the overall learning. I am choosing to opt out of the text in favor of another text. Why? I want the students to engage with reading. I want them to experience reading in a way that where they enjoy it but also feel empowered to unpack it and understand it through their own lens. Much of what we do in teaching is about trial and error, we have the luxury to experiment with texts and if it does not work out - that is OK, reflect on it and then find a better solution. Now whether this new text will resonate or connect with the students is another question. I want to give it a go and see if this one is better than the other. 

I have come across some texts that could work really well for NCEA Level 2 English. I am going to trial these texts this term for the assessments 91104 (Connections Report) and 91106 (Personal Responses). The English Department are always open to finding new texts that are current and appealing to our students. We have started to collate a list of texts that locally and culturally responsive to our students. This is proving to be a bit of a mission as there is a lot of great local and cultural texts that are perfect for our Junior English program. However there are not many texts with cultural relevance that are appropriate for NCEA Level 1, 2 and 3 English. Nonetheless I am, we are - determined to find texts that act as both a mirror and window for our students.  Ideally I would love to have texts that are written for and by Maori/Pasefika that are not only appropriate for NCEA English but also help our students connect well with. For now here are some texts that I am going to use with my 201ENG class.

Click on the image to access the novel (pdf)

My students are drawn to texts that are centered around racial discrimination, injustice, dysfunctional dynamics in relationships and family. I am hoping that the students will respond to this text in that it is quite easy to follow through with, it is an easy read and the message in the text is relevant. 

Click on the image to access the novel (pdf)

Another text that is an easy read but explores the themes of racism and prejudice. 

Week 5 Term 2 - Poupou le lotoifale. Ola manuia le anofale.

Poupou le lotoifale. Ola manuia le anofale. This is the theme for Samoan Language Week 2021. This theme means to strengthen the posts of your house, for all to thrive. The analogy of the house, the fale, the pouutu, the posts - reinforces the importance of having a solid structure not in just how we live in our physical homes but also socially, emotionally and spiritually. The Ministry for Pacific Peoples states "When you’re building a foundation for a fale (house) it can’t have a weak foundation or posts. This is the same for the foundations of our families, schools and churches that play an important role in strengthening Gagana Samoa (the Samoan Language). Language is important for the foundations of our overall wellbeing." The theme reinforces the important roles that the institutions (social, religious and educational institutions) play in sustaining, encouraging and nurturing language. 

"Before you set out to make and settle into your home, you first have to take a deep look at how the house is built; not only does it have to be strong and stable, safe and also aesthetically pleasing, it also needs to serve a purpose to the household, making it suitable to cater to whatever the needs of the family" (Anric Sitanile)

I love the analogy of the fale, what it is made of and what it needs in order to stand strong. Regardless of what type of home it is - whether it is a traditional Samoan house or a renovated villa in Ponsonby, all homes need strong a foundation and posts to hold it all together. The preservation of native languages in Aotearoa needs the encouragement and support of the posts (like families, schools and churches) in order for it to thrive. This concept and proverb is one that applies to everyone and to any work place or organization. We all have a home. We all understand where we live and what we live in. Our homes all serve a purpose. In light of Samoan Language Week, the traditional Samoan house is the Faletele. This is place where formal gatherings, meetings and all matters to do with the village happens. The purpose of the Faletele is to be an environment where the hierachy in the form the matai (chief) system to take place. Every village in Samoa has their own Faletele and each Faletele has it's own set of rules and boundaries. The posts in the Faletele represent the number of matai titles (chief names) and each post is assigned to the different matai for that particular village. The metaphorical beauty in the structural make up of a home and how each part is important in making the home structurally sound, is something that teachers in particular can use in the classroom. I wanted to explore what this theme means to me and how it applies to me both personally and professionally. 

Traditional Samoan Fale (Faletele) 

FA'AVAE (foundation) - the lowest load-bearing part of a building, typically below ground level.

The foundation for all homes has to be strong in order for it to withstand. A house that is build on a weak foundation will not hold therefore losing it's purpose for holding and keeping people inside. The foundation needs to be strong, concrete and solid to hold not only people but all the amenities that a house has. 

Professionally in my teaching, my foundation is a combination of my values (spiritual and cultural) and my 'why'. The values that I bring into my teaching and the reason why I am teaching, is the foundational core of my practice. My 'why' is one that has evolved over the years. Initially my 'why' was to do something meaningful with my degree and to give back. Now my 'why' is to serve, use the gift I have been and to help create opportunities in the 'grey' areas for Pasefika achievement. 

My foundation in my personal life is my Faith, my marriage and my family. Everything that I do, everything I aspire to do, everything I have done is grounded in the blessings that I have received from my foundation. I carry this foundation in every relationship and situation that I face. It is something that grounds me. The Samoan culture is steeped in a history where God and Faith is the foundation for every aspect of life. Every village in Samoa uses this foundation as the core of their values system, prioritizing prayer every evening and where the whole country stops at 6pm for evening prayer and reflection. It is this type of foundation where we can learn the art of speaking (through prayer), the importance of respect, structure and unity. 

My family

The condition of a home's foundation is crucial. If it is in a poor state it will not hold the posts and this will impact the overall condition of the house. The foundation - in a home and in our lives - is an integral part in maintaining the integrity of the build. It determines how well every other part sits and it can make the build, the person - stronger. 

POUTU (posts) - a long, sturdy piece of timber or metal set upright in the ground and used as a support or marker.

Social media journalist Anric Sitanilei writes "when it comes to a traditional Samoan house, there are two main parts, the foundation and the roofing; but the connection between a stable foundation and a strong roofing, is the posts. Because of this, we can use a traditional 'Fale Samoa; as a metaphor to further emphasize observing the importance and significance of our culture, for the progression and development and happiness of a family." The poutu (posts) is a valuable and integral part of a home. It holds the ceiling, provides the framework of the home and also sets boundaries between the different spaces. The posts help to define the space in a home. The poutu in the faletele represents the matai in the village, it symbolizes the people who carry the heart of the village. 

In the spirit of Samoan Language Week, the post analogy refers to the preservation and nurturing of Gagana Samoa (language) in the home. As Sitanilei states "One important post for any Samoan family, is that of language." There is so much richness in native languages that cannot be replicated in English. The purpose of strengthening this post in our homes is to maintain the dignity and richness of the language. As we are living in a Western world, the language is at risk of dying out. I am learning to understand and speak my native language more now. I can see how important it is to try and communicate in my mother tongue. It was not a priority before but I am more passionate and determined to reclaim it now. Sitanilei concludes with "O le gagana, e a'oa'o ai, a o'ai ai, e faatonu ma faapoto ai' (language can teach discipline, guide and make on wise )"

The poutu at my school represents the people, the workers, the teachers (the au faigaluega). It is these people who not only hold the knowledge but also share their knowledge to the students, the village They are the key stakeholders in this house and their gift, their well-being, their time and effort is one that create spaces and opportunities for our students to thrive. 

Tamaki College staff for Pink Shirt Day

Tutorship team (former students) for the Tamaki College Samoan Group 

FA'AALO (roof) - the structure forming the upper covering of a building or vehicle.

The purpose of the roof of a home is protect and cover the building. The roof is an integral component of a build and it is needed to protect those inside from the elements. The fa'aalo of a faletele is large and it is held up by the poutu. 

For me, the fa'aalo in a school structure symbolizes the knowledge and the gifts shared. As a teacher we value our learning and our education. Our business is education. Our core job is to teach and share this with our students. This is our currency and one that we honor and value. Without this, our purpose and our direction is lost. The fa'aalo in this respect is something that we hold in high regard, much like the placement of the roof on a house. It is like a crown and we wear it, use it and honor it with pride. 

Strengthening the posts of a house is one that is reliant on the hands of many. I see my role in my family and in my job as that of a partner. A partnership that is used to foster the building of something greater and bigger. In order for language to thrive, students to excel and to meet the educational achievement goals - the efforts of all involved (parent, student, teacher and community) is integral. They say that many hands make light work and that I believe. I believe that if we all do our part and do it well, the outcome is always going to be positive. The return is always going to benefit those who have invested their time. I have really enjoyed exploring this theme and I really hope that I can strengthen and encourage the people I work with to help bring better and fulfilling outcomes for our students.