Week 7 Term 3 - Tongan Language Week: The Kakala Framework - (September 5 - 9)

KAKALA: Kakala is a Tongan model that represents a garland made of flowers and leaves to be worn on special occasions, or presented to a special guest as a sign of ‘ofa’ (love) and ‘faka’apa’apa’ (respect)

The theme for Tongan Language Week 2022 is: Ke Tu'uloa 'a e lea faka-Tonga 'i Aotearoa, which means Sustaining the Tonga Language in Aotearoa. In recent years, I have noticed that there has been a resurgence and a collective desire to sustain and nurture Maori and Pasefika languages. The importance of understanding one's mother tongue correlates to identity, identity (knowing one's self) is our moral and value compass that gives us a sense of grounding and foundation. As a school, we are in full support of recognizing, celebrating, understanding and valuing the identities of our students - who they are, what skills and values the bring to the classroom, the culture that they identify with - and we do all that we can to learn it, understand it, embrace it and integrate it into what we do as teachers. Our Pasefika teachers have used the language weeks to introduce and share cultural models and frameworks, to help teachers connect with the language and values for the respective cultural language week. 

For Tongan Language Week, we have been introduced to the Kakala model. This model is a framework that is based around the traditional making of Kakala (a garland made of flowers and leaves) which is to be worn on special occasions or presented to a special guest.  Mrs Suipi Latu (HOD EL + Tongan Language expert) shared this model and the process on how to design and make Kakala. The purpose of sharing this model to staff was to enable us to: 

• reflect on our own teaching practices and see how we know and understand our learners.. 
• how do we weave our own cultural values into our practice (in a meaningful way)?
• how can we model good values to our students in way where they will be inspired to do the same?

The staff were put into their House groups - Kowhai, Puriri, Rata and Totara House. Mrs Suipi Latu wen through the three stages of Kakala and as a group, we collaborated and went through the process of designing our own kakala. I am going to go through the process for the Totara House mentorship team and reflect on how the process went for us. I will also link in my own thoughts on how I think this process is reflected in own my teaching pedagogy. 

First Process: TOLI: The collection of fragrant flowers, fruits, leaves, and other deodorant elements requires for making the kakala.

This process is characterized by: 

• The occasion, the flowers for the garland are ranked according to their cultural importance. For example, the 'heilala' flower is considered an important flower and is used for the garland and is gifted to people connected to the Tongan Royal family or who have a Chief title. 
• It is important that the maker of the kakala understands the cultural importance for each flower so that they can design and create the kakala accordingly. 

Our team gathered together and we were given the task of figuring out what type of materials we wanted to use. We were given different examples of kakala to look at and we decided that we wanted to use the heilala flower for our design. We liked what it looked like and the importance that it carried. 

Reflection - How does the process of Toli apply to me and my role as a teacher, HOD + Dean?

Teacher: Knowing my learners beyond their name but understanding who my learners are - culturally, emotionally, academically (to name a few). It is about taking the time to understand my students and utilizing the skills that they bring to the classroom. Using their 'language' in a way that is meaningful and less 'tokenism'. This is something that I am hoping the new changes to literacy will enable me to explore in more depth with my students. 

HOD: Knowing my team is more than just meeting with them for our weekly department meetings. It is about spending time to connect with them, to see what their strengths, concerns and dreams are so that I can help support them the way they need to be supported. 

Dean: As mentioned above, what I do as a teacher and as HOD - in knowing and connecting with my team and students, can be transferred into what I do as Dean. Knowing understanding who my mentorship, leadership and whole House cohort are means taking time to connect with them. One way that I have done this is through regular meetings with the mentorship and leadership team (weekly) and the pastoral meetings I have with the students in my effort to connect with them. In our preparation for the Tongan Language Week festivities, I reached out to the students and shoulder tapped a number of students I knew would be interested in taking part in our Tongan Group for Totara House. 'Knowing the learner' is about being proactive and using what you know of the students (skills, capabilities and potential) and nurturing it. 'Knowing the learner' can also mean that we as teachers become the student. In this case, the Tongan Group were lead by our very punake (choreographer) Year 13 student Mounga Afemui. 

Totara House Tongan Group rehearsing the lakalaka for Tongan Language Week 2022

Second Process: TUI: the making or weaving of a kakala using the fragrant flowers, fruit, leaves and other fragrant and decorative elements gathered.

This process is all about the design of the kakala. 

• The making of kakala depends on the nature of the flower that is been used (how intricate and complex the flower is determines the length of time it will take to design)
• The style in which the design is, will also determine how long the process of Tui will take. 

Our team chose the garland that had simple yet beautiful design. We modelled our design of this and then add our own creative twist to it by added the shield and leaf cut out to make it visually appealing. It was also decided at this stage of the process that we would delegate people to specific roles as there were some people who are skilled in crafts who were more than happy to take on the design while others (including myself haha) who are not so confident with arts and craft - would take on a supportive role (this also involved taking photos and cutting out leaves if need :D)

Totara House mentorship team kakala design - the second process of tui

Reflection - How does the process of Tui apply to me and my role as a teacher, HOD + Dean?

Teacher: As a teacher, the process of 'tui' is something that we all do (in our respective way). For me, it is in the planning for my students. Whether it is for my junior or senior English classes, I am always trying to plan my program with the curriculum at the forefront. There is a clear finish line in what I want my students to get out of the program - whether is an intensive 4 week literacy focused program focusing on crafting a text or a 7 week intensive on completing an internal assessment - knowing what I want to do, tailoring it for the students in mind and then preparing all the resources needed - like tui in making kakala - I can see how this process is already applicable to my teaching. 

HOD: The same can be said as HOD - knowing what is on top for my team (every week), whether is administration or a learning area specific focus - preparing the resources and tools needed for my staff. We are currently discussing the new literacy and NCEA standards for 2024. An important part that I feel I need to drive is the resources - whether it is reading material or exemplars - and share it with the team. I want to the team to be familiar, comfortable and confident with the new standards and preparing them well is going to help the team feel good about the changes. 

Dean: My House know that I like to be prepared all the time. For Tongan Language Week, we had several meetings prior to the actual week so that we had a plan in place. Everyone (mentors and students) helped to plan what needed to be done - from the designing of the kakala (which was driven by the mentor teachers) to organizing the performances (student leadership team). There was a clear purpose and plan in place and we all knew what we needed to do to help get the plan completed. The process of tui is one that is applied in all three roles that I play at school. 

Third Process: LUVA: Luva is the final process and is about giving the kakala away to someone else as a sign of peace, love and respect.

The third process of Luva is characterized as:

• Kakala, the end product, symbolises important values for sharing.
• The receiver is expected to pass on his/her kakala to someone else.
• Appreciation or non-appreciation of the product is conveyed through words or body language.

The design team of the Kakala did an awesome job in managing the process. They decided amongst themselves who they wanted to share the kakala to. The presentation of the kakala took place during staff briefing and the team presented the kakala to me, for my role as the Whanau dean. I was very humbled by this beautiful gesture. Knowing the work and heart that went into this creation, I was and still am very humbled and grateful. This is something that I will treasure because of the intent behind the gift. 

The final product. Totara House mentorship team 2022

Reflection - How does the process of Luva apply to me and my role as a teacher, HOD + Dean?

Teacher: What I teach, how I teach - is a gift that give to my students daily. How I deliver in the classroom, is something that I take seriously. I want to ensure that what I say, do and prepare for my students is delivered in a respectful, meaningful and inspiring nature. 

HOD: The same can be said in my role as HOD. I want my team to feel motivated and supported and it all starts at the top. If I model what I want my team to be, the hope is that they follow suit. 

Dean: The students worked hard in their preparation for Tongan Language Week. In the final days of their rehearsal for their performance I spoke to them about how their performance is like a gift they are giving to the audience. How they perform will show they want to gift their audience. If it is done with no heart or enjoyment, it is almost like they are gifting their audience reluctantly. I see that this process of luva is centered around the 'heart's intent'. 

Totara House Tongan Group for Tongan Language week 2022

The kakala framework has had a positive impact on me. It has highlighted what I am already doing in relation to my teaching, HOD and dean roles (which is affirming). But even more so, it has shown me that the framework is only influential if the teacher models and has hand in each part of the process. The modeling and participation in the process, is one that is genuine in the hope that the students will feel encouraged to take part in the process (whether is in their learning in or outside of the classroom). Mrs Suipi Latu referenced Professor Konai Helu Thaman who says "The message is clear: teachers need to model the skills and values that they are teaching. This is actually what the Pacific conception of the teacher is: a role model from whom students can learn about how to behave in appropriate ways." I agree with this statement and hope that I can carry this mindset as I enter the last leg of Term 3. It has been an absolute privilege to learn about a cultural practice outside of my own, that is rooted in respect and love - two values that resonate with me.