Week 9 Term 2 - Totara House: Finding our values (Jun 27 - Ju1 1)

"You can't build a great building on a weak foundation" (Gordon B. Hinckley)

I am in the business of working with people. I am in the business of helping people. I work in an industry that is designed on creating, nurturing and building a culture of learning for young people. What I have learnt that it is important that my values, my learners values and the school's values are set as a solid foundation in my classroom and in my pedagogy. Values is defined as "the regard that something is held to deserve; the importance, worth, or usefulness of something" - important, worthy and useful are the key words that define what values are. Samoa has several values, but the three that I want to point out are tautua (service), faaaloalo (respect) and alofa (love). I have spoken about these values, how important they are in my life and how I have used them in my own teaching practice (see Alby's Blog: Entry - 13/06/22). For me, values is something that helps to keep me grounded and it gives me a sense of purpose, it reminds why I am doing what I am doing and at the same time acts as a moral compass especially when I am dealing with challenging students or situations at school. 

Totara House 2022

In my role as a House Dean, I understand that the spirit and overall dynamic of the house is a reflection on how I lead it. I have taken the same approach from how I lead Totara House in 2021 in that the main driver for the House is our values, things that are important to us and this is the sole focus. This year the House Leaders and I spoke to all of the students during the mentoring sessions (Monday morning) and visited other students during class time, to gage with them and see what they wanted Totara House to represent. The leaders lead the discussion and shared what they wanted the House to represent and the students (for the most part) were interested and engaged because they could relate more to the House Leaders. 

House Leaders Falakika, Lisia + Miracle with 9TNi

House Leaders David, Siale + Maletina with 9TGu

House Leaders Miracle + Siale with 11TKh

I could have easily given the House a set of values that I thought were relevant. However I know that students are really invested in their learning when they can see themselves in it. I knew that getting them to share and feedback what they thought was important to the House, could be both rewarding and empowering for them. The focus question this year was the same question that we posed to the students in 2021, which was 'What do you want Totara House to represent?'. Here is the feedback from the students (there are some interesting answers here, but that is the nature of student voice - we had a good laugh with it). 

9TGu:

Kind

Confident

Identity

Responsibility

Perseverance

Commitment

Positive Attitude

Team work

Participation

Integrity

9TNi:

To come first - Success

RISE Values

Over achievement

Participation

Respect 

10TPt:

Confidence

Teamwork

Unity

Dignity

RISE Values

Positivity

Innovation

Not giving/perseverance

Kindness

Responsibility

Encouragement

Respect

Motivation

11TKh:

Respect

Intelligence

Responsibility

Try your best/Try hard

On time

Take a shot

Acceptance

Respect

Attitude

Green - Life/Nature

11TTt:

Unity

Confidence

Reliable

Resilience

Participation

Commitment

Aspiration

Inspiration

12TFn:

Respect

Food (Danny)

Teamwork

Dignity

Purpose to learn

Water (Danny)

Responsibility

Attitude

Ratu (Vanikolo)

Fizzy (Danny)

Loyalty

Mindset

WHY (Purpose)

Have fun

Totara House Leadership Team +Year 13s (13TBk + 13TDs):

Falakika: Resilience

Maletina: Unity

Miracle: Team/family unit

Lakai: Unity - a house that gets along with everyone in it. A house where being comfortable is the main focus. Comfortable coming to see sir and us leaders.

Lisia: I want our house to represent family, where we can all put our BEST into our education and life.

Siale: I want our house to be represented well with whatever they do. 

David: Family - I want everyone to come together as a family, as one.

Reviewing the feedback with the House Leaders. 

Totara House Values 2022

Once the feedback was completed, the leaders and I reviewed the student voice. We looked for common values across each class and then found some common themes that the students shared in the discussion. It did not take long for us to identify the values that the students wanted their House to represent. It was clear throughout the feedback that the common values that were echoed from Year 9 to Year 13 were Respect, Family and Resilience. So in honoring what was shared from our students, we revealed our 2022 Totara House Values to the students at our most recent House Assembly (Friday June 17 - Week 7). 

The House Leaders will now focus on how to initiate activities that focus on our House Values. Collectively we will work together on how we can address these values (in innovative ways) in our House assemblies. For now, I am happy that we are at a place where we have a value set that we can lean in on. I look forward in documenting Totara House's journey with their values in Term 3. Personally I am excited that we have a moral backbone - something that the students designed and shared - to use a foundation for our House. We look forward to building a House that is grounded in values that is reflected by student voice and I am interested to see how we celebrate these values as a House. 

Week 8 Term 2 - 301ENGLit Update - How is the assessment going? (Jun 20 - Jun 25)

It has been a week since I started the Term 2 focus assessment (91478: Respond to significant connections across texts) with my Level 3 English class. Before we started the assessment, I created a document that would guide the students through each step of the written report. I create this document as a response to the tight time frame around the assessment and knowing where my students were at with the reading, I scaffolded the assessment to help give them some much needed direction. I wrote a reflection on this and the reasons why I decided to go down this route. In the reflection I stated that "I have scaffolded the document so that the students have a break down on the expectations for Introduction, Body paragraphs and Conclusion. I have also included a pre-assessment task where they can reflect on the texts that they have reviewed already so that they can use it as a reference point during the crafting of their text. I am hoping that this will help close the loop on the time lost whilst I was away." (Alby's Blog: Entry - 09/06/22) 

I wanted to ensure that the students felt comfortable and confident in the assessment and by doing so, they can see a finish line with this internal assessment. Breaking it down, providing sentence guides/prompts and speaking to each section with the students has become an integral part in helping them get through the first stages of the assessment. For the last week I have gone through each part of the assessment with the students, through whole discussions and presentations to one-on-one discussions. I have made sure to spend time with each student and make sure that they understand what they are doing. I have also given a deadline for each of the different sections in the assessment so that they can work efficiently when they are in class and not waste time. I am going to explain how each part of the assessment has gone since we started it a week ago. 

TASK ONE: Reflecting + Reviewing the Readings

The premise of this task is to get the students to reflect and review on the readings. For context, the Connections Assessment is based on four texts - three from Tim O'Brien's novel 'The Things They Carried' and the fourth text is chosen by the student. For task one, I wanted the students to reflect and review the texts and record what the main message is and then discuss which texts connect and describe how they connect. 

Student Exemplar: Task One

With task one, I knew that getting the students involved in a class discussion would be the best way to get them engaged. We spoke about each text focusing on what the main message is from each story. For students who were not comfortable sharing, they were encouraged to write down anything that they felt was appropriate for the main message. I encouraged the students to keep the wording around the main message minimal and specific - there is no need to delve into the message yet at this stage. The final part of task one is to review each text and their main message and see which ones connect. Again, we discussed this as a class and the students were able to see how the texts connect. Reviewing the texts and the main theme that was shown from the text, helped the students understand what the text was about. When it came to seeing which ones connect and how they connect, the students were able to navigate through this because they spent time reviewing the stories. The students agreed and decided that the texts 'The Man I Killed' and 'How to tell a true War Story' had a significant connection, leaving Speaking of Courage and their fourth text as the second significant connection. Most of the students did not have a fourth text but were able to start looking for one once they saw how the first two texts connected. Task one is a crucial part in starting the assessment as it is designed to help students review, reflect and understand the texts (the heart of the assessment) and how they connect. 

TASK TWO: The Overall Theme

With task two, the focus is to identify an overall theme. Once the students reviewed the texts and found the significant connections, they now had to come up with an overall theme that ties all of the texts together. I provided some prompts to help give the students some direction but for the most part, they were able to come up with an overall theme (in the form of a thesis statement).

Student Exemplar: Task Two

This overall theme is the thread that the students will reference each text too once they start writing their Connections Report. We had a class discussion around task two and the students were able to find their own overall theme once we spoke about it as a group. 

INTRODUCTION + CONNECTION 1 + 2 PARAGRAPH STRUCUTRE

Task one and two are designed to give the students a good backbone when starting the assessment. Once they completed task one and task two (this took two sessions to complete) they were then asked to start on the introduction and connection 1 (paragraph 1) focusing on the first two texts that connect. The students were able to start the introduction on their own because they had a good understanding of the texts and they had a theme to connect it to. The students are currently working on completing their introduction (most have finished it) with majority either finishing their first paragraph and starting the second paragraph (significant connection 2). 

Student Exemplar: Introduction

The introduction was structured in way where they have to reflect and write a short review of the texts that they have read. Taking the time to complete task one and really understand the texts, will help the students with the introduction. You can see in the student exemplar that the student was able to draw on the notes that they wrote for task one and use it for their introduction. 

Student Exemplar: Connection One

For Connection One the students will have to dig deeper and explore each text in more depth. They are asked to unpack the texts, define and explain how they are connected, provide evidence from the text to show the connection, explain how the texts link to their overall theme and what is the author's purpose. The guiding instructions I have on in the orange section are a set of questions/instructions for the students to follow once they start writing their response. 

Overall, starting the assessment has been good and I feel that the students have a good grasp of it. I have a few students who did not complete the readings so I have had to work with them through each part of the document, but they are at the stage now where they have enough of a footing to get started with their introduction. My goal is to get the students to complete their first draft by the end of Week 9, give them feedback and then complete their final draft in Week 10. So far - so good. 

Week 7 Term 2 - TAPAPSA: To navigate the Tapasā from a Pasifika lens. (Jun 13 - Jun 17)

Tapasā: The Tapasā framework brings Pacific perspectives to effective and quality teaching practice at different stages of a teachers’ journey in key areas and transition points for Pacific learners in early learning, primary and secondary education.

Tamaki College started the Tapasā journey in 2021. This year we have had three sessions during our Monday morning PLD sessions (x1 in Term 1 and x2 in Term 2) unpacking what Tapasa is and how we can apply it to our practice. We have had the privilege of having Mr Karl Vasau (Principal of Rowandale Primary School in Manurewa) speak to us about 'carrying the tapa' which highlights how we need to start "looking at who, what, where and why Pasifika are important and beginning a journey focussed on how we can lift our game to better cater for their needs and connect with them and each other." At our most recent PLD session, our Tapasā leaders (Mrs Mele Suipi Latu + Ms Dorothy Apelu) presented a PLD where Pasifika teachers from Tamaki College shared their experiences as past Pasifika students and what strategies have worked for them now as Pasifika educators. I was asked to be part of the panel and at first, I was extremely nervous to share my experience. But as I prepared for the panel discussion, I understood that regardless of what I think, my experience and my story as a Pasifika learner could help other teachers (Pasifika and non Pasifika) understand what they can do support our Pasifika students. Even more so, my story could highlight what they are already doing and in turn reinforce the positive teaching practice that is already in place. The panel discussion was guided by four key questions and we were asked to share our thoughts and provide some insight into what we think works for our Pasifika students, from our ethnic specific lens. Here is what I shared during the panel discussion on Monday June 13. 

Q.1 - As a past Pasifika student, what did success look like to you?

Success was (and still is to some degree) finishing school, get a qualification, get a good job, serve your family, church and love GOD. Success was passing School Certificate (year 11), Six Form Certificate (year 12), and Bursary (Year 13) to get University Entrance. Also being recognized for my leadership in becoming the deputy head boy at Rutherford College was big, since it was during a time when there weren't too many Pasifika students at the school. For context, in year 9 they actually placed me in a learning support class for reading, so to achieve what I did in my senior years was really important and validating for me.

Graduation 2007 (Bachelor of Arts Double Major, UoA) with my Grandmother + Uncle

Q.2 - How did your ethnic-specific cultural values contribute to your success? If so, What and How?

Samoa has several values, but the three that I want to point out are tautua (service), faaaloalo (respect) and alofa (love).

Tautua (service) is something that I have been exposed to from a young age. For years, and even to this day I watched how my parents and grandparents served in whatever capacity they were in. My late Grandfather Alapati and nana Sarai were long-serving Reverend Ministers in the EFKS and LMS Churches, My late Grandfather Taulealeausumai Faasiu was a long-serving Session Clerk and Lay Preacher for the PIC Church and My late Grandmother Viola earned a Queens Service Medal for services to nursing. Some of you have met my Mum who works for ERO. Both my parents serve as Elders in the Church. Regardless of their field, what I have seen in their service is a drive to do well but also a genuine drive to use their service to help lift the achievements and success of those around them. It's these examples that I look to in my own service to this school, to my church and to my family.

With faaaloalo, regardless of how old I am I will always be faaaloalo to those older or more senior than me. It's something that goes without saying in Pacific cultures.

Alofa is another very important one. Love is the foundation of respect and service but more importantly for me - it is the basis of my faith. All things start and end with God and any success I have is because of God.

My father, Taofiga Afoa Tu'uga Stevenson, presenting his lauga at my Grandfather's funeral

Q.3 - Now as a Pasifika teacher, how do you use your cultural values in your teaching?

I use every opportunity to serve/teach with love and respect and in doing that I hope that I am showing the students another example of that. I also believe that cultural values can transcend beyond your own culture and if you are comfortable and confident in them, students (regardless of their culture) will catch on. 

Tamaki College Samoan Group 2021

Q.4 - What other strategies have you found effective in teaching Pasifika learners?

Relationships: Create and foster strong connections with them and their families. I find that they're more receptive to what you have to say when you have a connection with them on an individual level. This could be as simple as having a one on one conversation to understand them, their family and how the two interact.
Expectations: Have high expectations for them. If you go in with mediocre expectations, they won't know that they can do so much more.
Meaningful feedback: One of the challenges of faaaloalo is that a student be so respectful to the point where they've trained not to have an opinion, not to challenge. This means that a student doesn't know to challenge respectfully and you might find that if they're not completely silent, they are completely disrespectful. We should teach them how to speak critically, but with respect.

My tutor class in 2015 - 9TSt

 

Week 6 Term 2 - 301ENGLit Update - Plan for Week 7 onwards (Jun 6 - Jun 10)

 We are at the point in the term where momentum is starting to pick up. It is a credit chase at the moment and teachers are doing all that they can to get their students over the line. Term 2 is typically labelled the 'academic term' where the learning, creating and sharing kicks into full gear. As I have been away for the last two weeks (attending my Grandfather's funeral) I knew that my absence from my classes would present a few challenges. One being the break in momentum with my student's progress and managing the learning program. My Level 2 and Year 9 class are quite good in adapting with change and can work independently. However my Level 3 English class have become quite dependent on routine and I knew that being away from them would disrupt the progress that we made in the first 4 weeks of Term 2. 

My focus with my Level 3 students for Term 2 is the extended text study (Tim O'Brien's The Things They Carried) . We have focused on three texts from the novel in particular - Speaking of Courage, The Man I Killed + How To Tell a True War Story. For each text, we read it together as a class followed by a lengthy class discussion around each text. The discussion was my way of checking with the students and also to get the students to think about the underlying messages and themes from each story. One story in particular (Speaking of Courage) resonated well with the students and we had whole discussion around the reoccuring metaphor of the 'lake' and how it is a safe place for Norman Bowker, symbolic of the safety he yearns from his father but in reality he feels quite distant from. We started to talk about the 'lakes' in our lives and what it means to us. It was a beautiful class discussion and it helped the students to connect with the text and understand the heart behind the story. After our the reading of each text and class discussion, the students were then required to complete a reading log for each text. The purpose of the reading log is for the students to reflect on what they have read, identifying the significant connection (theme) in the text, find quotes that link to the connection, reflect on the author's purpose and find stylistic features (language features) from the text that help to highlight the connection. All of this is required in preparation for the focus assessment for Term 2 - 91478 (Respond Critically to Connections Across Texts - 4Cr). 

In the time that I have been away, the students were given the task on completing the reading logs for the three texts. In addition to this, they were also asked to find a fourth text of their choice (extended, short, audio or visual text) that links to the connection in one of the texts and complete a reading log for this as well. As Week 6 closes out, the focus is to finish the reading logs by the end of the week and start on the assessment in Week 7. In readiness for this, I have updated and tweaked the assessment structure to meet the tight time frame that we have and hopefully give the students a much needed boost. The writing of the Connections Report should take 3 weeks (with feedback for each draft - ideally 2 drafts) with 1 week to complete the final draft. 

Level 3 Connections Writing Framework - Click on the image to access the link

I plan to finish the reading logs with my students tomorrow (Friday June 10) and start the assessment process with them in Week 7 (Tuesday June 14). I have scaffolded the document so that the students have a break down on the expectations for Introduction, Body paragraphs and Conclusion. I have also included a pre-assessment task where they can reflect on the texts that they have reviewed already so that they can use it as a reference point during the crafting of their text. I am hoping that this will help close the loop on the time lost whilst I was away. Fingers crossed!