Week 7 Term 4 - THE BRIDGE - An Unfamiliar Text

The peak of every academic year for students and teachers is the end of year exams. Preparation for examinations is a priority and the pressure to complete all internal assessments is at the forefront of every conversation in the classroom. In amongst all the chaos and stress one exam paper that I have found real joy in teaching is Unfamiliar Text. 

One thing that I absolutely enjoy about this external paper is that the students are exposed to different types of text (prose, poetry and non-fiction readings). We are able to read through them and explore the different types of language techniques, author's purpose, tone and messages that lay in the fabric of each text. The students enjoy this as it is a far cry from the structured boundaries of essay writing. I enjoy it because the fundamental skill in close reading a text, any text, is a core component in English literature. It is a skill that we should know well beyond the classroom. 

A text that I have used and will continue to use is Joy Cowley's 'The Bridge'. A beautiful poem that describes the blessings of doing good for others, for being available to others in support and care. The message of this poem is one that all people can relate to or understand. I like to share different texts with my students, texts that are somewhat unfamiliar to them but also relevant and current in content and theme. 

There are times in life 

when we are called to be bridges

not a great monument spanning a distance

and carrying great loads of traffic, 

but a simple bridge to help one person from here to there

The first thing that springs to mind when I read through verse one is the use of 'imagery' and 'contrast'. Both language techniques are commonly used in poetry, to highlight differences and to also help reader visualize and interpret the author's message. The use 'imagery' used in line 3 and 4 "not a great monument spanning a distance and carrying great loads of traffic" alluding to the idea of what type of 'bridge' we can be for others. The personification given to the bridge in 'carrying great loads' and the imagery in describing the 'spanning a distance' - give me as a reader the impression that Joy Cowley is not encouraging me to be something that I am not when it comes to supporting or doing good for others. She is not telling me to save the world and solve everyone's problems. The use of contrast in comparing the bridge from 'a great monument' to 'a simple bridge to help one person from here to there' simply and beautifully describes the message of the poem. To be there for others. The contrast continues with 'carrying great loads of traffic but a simple bridge to help one person'. Both techniques help to execute the idea that being a bridge is a metaphor for being present for others (family, friends - anyone and everyone). This is not about carrying the weight of the world on your shoulders but it is about presence. 

over some difficulty

such as pain, fear, grief, loneliness, 

a bridge which opens the way

for on-going journey

The use of listing again is a commonly used language technique in creative writing particularly poetry. Listing is often used to offer the reader different ideas in the hope that they will connect with one or the other. It is also used to emphasize a point. The use of listing in line 7 'such as pain, fear, grief, loneliness' highlights the suffering the people experience. This is an effective use of listing as it reinforces that experiences such as fear and loneliness are experiences that belong to all, not just a specific group or type of person. 

When I become a bridge of another, 

I bring upon myself a blessing, 

for I escape from the small prison of self

and exist for a wider world, 

breaking out to be a larger being

who can enter another's pain

and rejoice in another's triumph

The use of pronouns and the continuation of contrast supports the concept of 'bridge' that Cowley is illustrating in her poem. Pronouns such as 'I' add a layer of intimacy and personality to any writing. The use of pronoun in line 10 and 11 'When I become a bridge of another, I bring upon myself a blessing' allows the audience to connect with Cowley. We see how this act of service to others has impacted her, how it has influenced her. It then encourages us to reflect on how this can influence us, how does her perspective influence how we are there for other people. The use of continual contrast through line 15 and 16 'who can enter another's pain and rejoice in another's triumph' show the different states of being - pain and triumph. That through walking with others and helping others, in their pain we can also experience joy and triumph. 

I know of only one greater blessing

in this life, and that is, 

to allow someone else

to be a bridge for me

A key element in answering a question for unfamiliar text is to connect the text and question to your own experience. For me this last verse reminds me of my late grandmother, Viola Taulealeausumai. The last verse says "I know of only one greater blessing in this life, and that is, to allow someone else to be a bridge for me". My grandmother's role in my life was influential. She passed away on November 13 and since then, I have reflected on how much she has made an impact on my life. The concept of the 'bridge' is a metaphor, in that we can be a support system that helps people to get through life. This can be through conversation, pastoral care - the list is endless. My grandmother was my 'bridge' - her support and high expectation of me helped me to bridge through the different stages and challenges that I have experienced in my life. I would seek her approval for almost everything, in a way, her approval acted like a bridge. If I got her approval for anything I put my name to, I felt like I had achieved something and that gave me motivation to move forward. 

A beautiful text with a beautiful message. These are the type of texts that I want to continue to use with my students. 

I dedicate this post in the memory of my late grandmother, Viola Taulealeausumai. 

Week 5 Term 4 - HIDDEN FIGURES

Released in 2017, the film 'Hidden Figures' tells the untold story of Katherine Jonson, Dorothy Vaughan and Mary Jackson. Three African American woman who were the master minds behind at NASA and were given the task to help the launch into orbit of astronaut John Glenn. This untold story was and is groundbreaking in that three woman crossed gender, racial and social barriers with their achievement at NASA. 

Janelle Monae, Taraji P Henson + Octavia Spencer in Hidden Figures

The term 'Hidden Figures' is unique in that it carries multiple meanings that correlate to each other. iHeart Radio writes "The title “Hidden Figures” has a double meaning, On one hand it refers to the mathematical calculations that went in to making John Glenn the first American man into space in 1962. On the other hand it describes Katherine G. Johnson, Dorothy Vaughan, and Mary Jackson, three African-American NASA mathematicians who did many of those calculations." For me, the film title encompasses a meaning beyond the preface of the storyline. The people behind the numbers, the people behind the success acknowledging that behind every achievement there is someone who has helped to contribute towards it. 

Journeying with my Year 11 students this year has definitely been something else. NCEA Level 1 has always been part of our discussions especially when the Year 11's were in Year 9 and Year 10. Their journey, along with all Year 12 and Year 13 students, has been tossed and turned with the pandemic and the lockdowns have had an impact on their progress. For some the nature of 2020 has created barriers to their learning, for others this 'unprecedented time' has given them leverage to rise above and overcome any barriers to their learning. The later is something that I have found myself drawn to - perseverance. One thing that I really admire about the Katherine, Dorothy and Mary is their sheer perseverance to complete their duty but also their resilience and graciousness - their character - amidst the gender and racial lines that were against their favor. This is the type of character trait that I aspire to have in my own career, my own practice and something that I hope to encourage my learners with, especially my Year 11 students. 

'Hidden Figures' is more than just a recount of untold story. It is a nod to the unsung hero. It is an acknowledgement of the woman whose work captured the attention of the world, ironically the world were fixated on the astronaut John Glenn unbeknownst the team, the women behind the achievement . It was Katherine, Dorothy and Mary who were unpacking, calculating and sharing the 'hidden figures' that would help launch John Glenn into orbit. When I reflect on my Year 11 data and see the progress that they have made I understand, appreciate and acknowledge that behind every number is a story. For some it is a story of determination, for other's their story has been cut short due to having to leave school to work. For some it is a story of wanting to make their parent's proud or to tick off a goal. For others it is a story of wanting to achieve something as a response to the loss they have experienced. I appreciate the efforts behind the 'figures' and understand that, regardless of where they are positioned in their credit progress, that there is some sense of perseverance (like the women from Hidden Figures) in their journey. 

Year 11 NCEA Level 1 data analysis breakdown as of November 6

That is my goal as the academic year comes to a close. I am incredibly proud of what they have achieved in what I would consider a turbulent year. I respect the 'hidden figures' behind each number in their credit progress. I want my students to appreciate the story behind their credit (good or bad). I hope that they take ownership of it and continue to pursue their goal to achieve and achieve well. That they continue to move through regardless of whatever is going (the events of 2020 has proven that a pandemic is not an excuse to stop learning). That they know that in this life, we are all in a season of learning, creating, sharing, building and growing. 

Week 4 Term 4 - LEADERSHIP

Recently I was asked a question "How does my leadership empower others?"

The short answer is that I do not know. It is not something that I reflect on. However I do know how I have been influenced by other leaders and what type of leadership has made a lasting impact on me. It is through these examples where I have learnt about the type of leadership style that I aspire to have in my leadership journey. Here are some of the elements of leadership that I have experienced and have been empowered by. 

NEVER GIVE UP: 

The courage of a great leader to fulfill his vision comes from his passion, not his position [John Maxwell] 

Walt Disney is more than just an entrepreneur, animator, writer and film producer. He is a visionary. He is someone who never gave up on his dream regardless of the countless setbacks that he faced. He was persistent in his pursuit to create family-friendly content through animation films. He kept going. In a similar light I think of my mother who was so determined to make sure that I did well in school. In college I was not exactly the brightest or most confident student, especially when it came to Math's. My mother was relentless in ensuring that I worked with a tutor, that I kept going over assessments that I failed and ensured that I did them again to get it right. At the time I was reluctant and frustrated with her persistence. 

Now I get it. In my own journey with leadership I found myself doing exactly what my mother did with me 17 years ago. I am now the one who is wanting my students to not give up, to finish what they have started and to make the most out of the opportunity that they have in school. Why do I do this? Because I understand that the position that I am in is more than just my chosen vocation or a duty that I have been called to it. I believe that I am passionate about seeing other's do well, to do their best and I am more than happy to be an advocate for anyone who needs support. 

BE AN EXAMPLE: 

Example is leadership [Dr. Albert Schweitzer]

Alexander the Great was a leader who only faced oppression with the opposition but also within his own army. He was physically but also emotionally scarred by his experience and he shared this with his army. "Not a single part of my body is without injury; there is no weapon of any kind that I do not bear the scars from." He was showing his followers, his army the scars that he endured from war but even moreso he was showing his army that he was an example. He was not just driving his army but he was on the ground, with them. To work WITH and talk WITH your team, your students and your colleagues is vital in leadership. To be walk alongside your team, shows them that you understand and appreciate the work that they do. 

IT'S NOT ABOUT YOU: 

Life is not about you. It's about what you do for others. The faster you are able to get over yourself, the more you can do for the people who matter most [Tom Rath]

I often come across random texts in the most random places. My aunty graduated with her PHD last year and during her speech she quoted 'The Bridge' by Joy Cowley. In the most simple but effective way, Joy Cowley describes how acts of goodness and acts of service can be a gift in this life that we live. She writes: 

When I become a bridge for another,

I bring upon myself a blessing, for I escape

from the small prison of self

and exist for a wider world,

breaking out to be a larger being

who can enter another’s pain

and rejoice in another’s triumph.

This is exactly what I think leadership is all about. This is what I think empowers others. Celebrating other's success, being there to help and support others, understanding other's perspectives - this is the type of leadership that not only empowers but uplifts others. 

I think that I as continue to grow into the leadership roles that I have, I want to remain eager and hungry to learn. I want to continue to put the people I have with me at the forefront and remain focused on the goal, vision and outcome. 

Week 3 Term 4 - EXIT WELL

As the final term for 2020 progresses a sense of fatigue, laziness, burn-out and feeling drained looms. This is the time of the year where for some, the pressure of trying to fulfill all of the 'new years resolutions' and work commitments continues to mount up. This pressure, for some is the catalyst for success as the added pressure helps some work well. For others (like myself) the pressure can at times feel a little overwhelming and you just want to sit back and hope that every will magically fall into place. Good luck. Nine times out of ten this is usually not the case and as the pressure increases you eventually cave in and spend a few days cramming what should have been done throughout the year, all in the span of 48 hours (yep, I have been there many times!)

I know how to start things well - a conversation, a prayer, a late night 'dinner' of noodles - but finishing the task can often be something that I either rush or leave in the air hanging. I like talking, like deep and meaningful conversations. Finding a way to close the conversation or make connections when I go off topic can become a bit of a barrier for me and I get nervous or awkward and the conversation often sits in a strange place. I love prayer - this is my time to reflect, to give thanks, to nag, to be open and to celebrate - I always find it hard to finish my prayer. I overthink it and think that I need to quote scripture or I forget family members that I need to pray for because I have spent the most part praying for myself, so it all ends up in a fumbled mess and I start apologizing to GOD. Noodles - we have all had them. This is my go to when I am hungry and can't be bothered going to the shop or actually making something worthwhile because it requires real effort (HA). Noodles is the quick fix - for me the process to making noodles is really simple and at first my intentions at the start are great. Waiting for the noodles to soften then to add the flavoring and mix it all - somewhere in the process I get fed up waiting and just rush it all. The result is usually a strange slodge of overcooked noodles, clumpy flavored powder and uneven splashes of soy sauce. 

Now in writing and reading over this, I can acknowledge that I can be very awkward, lazy and impatient when it comes to conversations, prayer and making noodles - but underneath my strange examples of inadequacy I am seeing that my approach and attitude to a 'process' is flawed. It can be better. It has to be better. How we finish, how we close and how we exit any process is important. The exit to anything we have our name next to can determine how we experience a process. It will either bring closure or it can create confusion. My wife shared an article with me about this very thing and I am going to reshare it to my students - with some much adjustments to make it relevant - because it is a vital message - HOW to exit well. I have been telling my students to finish the year well, do not waste time - all of that and more. I think they need to know HOW to do this in order for this to work. 

So here are the 5 steps on HOW to finish the year well that I have taken away from the reading that I want to share with my students. 

1. OWN YOUR PIECE OF THE PIE

Great things come from honest conversations in which people take responsibility [Carey Nieuwhof]

When we are on the verge of finishing the academic year, it is so easy to place blame on anyone and everyone with our failures and never look inside. 

I want to encourage to students (my Year 11 students in particular) to have those conversations -either with me or their teachers - to see what their problem is and how this might relate to others or even more importantly to their learning. Reviewing what the issues were in their learning and owning their part of the pie too.

2. TALK TO SOMEONE

Too many people leave without a conversation [Carey Nieuwhof]

I spoke earlier about not being able to finish my conversations well, I tend to fumble at the best of times especially with my students. I can bring up an issue that happened two years ago and go off in a different direction, only to remember that the conversation was initially focused on how many credits do they have? Regardless - communication is important. It can bridge two completely different worlds and although the understand might be murky, the communication is there. 

I want to encourage my students to talk to their teachers - understand what they need to do finish, understand what they can do better and understand what has been successful. Finishing assessments and getting the credits is great and it is crucial. Talking to the people that have helped them and supported them is just as important. Teaching is about relationships. It is about people. Communication is needed. 

3. CLARIFY THE PROBLEM

A misunderstanding can be clarified. More information, an apology, or a new perspective can often move a person from being upset to being at peace quickly [Carey Nieuwhof]

The focus of the article I read was focussed on people wanting to leave the church and how to exit well. Often when people leave something that they have worked in, an issue is often the crux of the exit. For my students, I am not going to assume that everyone has had a huge problem or issue. But I do know that everyone's learning journey has had it's fair share of issues, barriers, problems and challenges. 

Clarifying what the issue to their learning is and understanding what their place is in it can really help shift the perspective. It can help them understanding their place of blame with their failures or challenges does not always sit in the hands of others but that they are responsible as well. 

4. LEAVE WITH GRACE

Say goodbye well. Don't burn relational bridges. [Carey Nieuwhof]

I want to encourage my students to be grateful for the opportunities that they have in school, to appreciate and affirm the good in what they see and do in school. For some it will be a hard pill swallow but it is important to remind that at some point this year, they thought school was awesome and they enjoyed it. "If you really want to know what the standard is for exiting with grace, ask yourself: Five years from now, what will I wish I had done? That question clarifies so much." [Carey Nieuwhof]

5. FIND + COMMIT TO MORE GOALS

Your goal is not consume the church but to be the church [Carey Nieuwhof]

I want encourage my students to continue to be inspired and to really focus on their goals when it comes to their learning. To not think that learning stops at school but life-long learning is what it is all about. Learn from failure, learn from others, to follow before you can lead. 

This message can often get lost in the the everyday hustle and bustle of administration, data reviewing etc that comes along with the job of teaching. But it is important for me to make this clear. At the end of the day, these credits and the experience of school is for the students. I want their experience to be one that is fun but also meaningful. 

Week 2 Term 4 - EVERGREEN - an Unfamiliar Text

The older I get the more I understand and embrace the notion that there are just some things that are not worth holding on to. Whether it is letting go of things that I have left in storage for years or accepting that a friendship has run it's course, I know that there is a season for everything. Some things in life are rooted deeply into the very fabric of our lives that it will simply remain. In contrast there are things that are only temporary moments, moments that are meant to teach us something or steer us in a different pathway. I understand this now and I can see that there is nothing wrong with this. It is the things in life - for me it is my faith, my marriage, my family, my friends, my values and my 'work' - these aspects in my life that I have some time of retention in my life. They are unwavering pillars in my life, like an evergreen - constant and remaining. 

EVERGREEN

relating to or denoting a plant that retains green leaves throughout the year

A song that I have stumbled across this year [which has been on repeat ever since] is Yebba's 'Evergreen'. Born in in Arkansas in 1995, Yebba [Abbey Smith] came into the music scene in 2016 and since then won a Grammy in 2019 for Best Traditional R&B Performance for the song 'How Deep Is Your Love' with PJ Morton. In 2017 she released her debut single 'Evergreen'. The song is a tribute to her mother who passed away due sudden death. "A touching tribute to her late mother, YEBBA’s “Evergreen” is an account of her time of grieving and finding peace in dealing with the absence of a woman so important in her life" [Urban Soul]. The song's simple but haunting arrangement paired with soulful harmonies and a grieving but altogether solid lead by Yebba, makes 'Evergreen' a beautiful listen. 

We all experience some type of grief and loss in our lives. I think about my journey and the grief that I have experienced. I think about the hope that is found in grief - that our loved ones who have passed on are watching over us, they are with us in spirit - this is the type of hope that grief provides. Finding this hope is reliant on how you choose to experience your grief. This song is depiction of Yebba and how she is finding peace in her grief. This is the type of text that I love to use in class with my students. Whilst the topic of the text is one that we can all relate, the richness in the language - figurative and emotive language features - is what makes it a great text to read, listen and unpack. 

Verse 2

Standing at the water's edge

The Mississippi's overflowing

Hold your current in my hands

You bring the meaning to my moments

'Evergreen' is a song that full of metaphors, rhetorical questions, symbolism and personification [a treasure trove for any senior English teacher!] The way that the metaphors play off each other, the way the rhetorical questions press on knowing that the answer is something that we will never from our loved ones who have passed, the symbolism of the 'evergreen' as is alludes to heaven or life-after death - all of this - takes the listener into the journey of grief. The imagery in the metaphor of 'water's edge' and 'overflowing' alludes to the waves of grief that we experience - one moment we are nervous or anxious, the next moment we are overwhelmed by emotion and pain. The beauty of metaphors is in the imagery that it paints for any reader. It can bring two different ideas, concepts, visuals and despite any contrasts a metaphor can show some type of relationship. 'Hold your current in my hands, you bring the meaning to my moments' - comparing the idea a current, something that is powerful beyond control especially in the human ability to physically hold and then pair it with the notion of 'you bring the meaning to moments' - to images that are so vastly different but again, metaphorically the relationship between the two highlight the power and density that our love for our loved ones have on us and how meaningful this is. 

Chorus: 

So will you wait for me?

My evergreen

I know it's just as hard in heaven

So will you wait for me?

My evergreen

The rhetorical question boasts 'will you wait for me?' Understanding the context of the song, the listener understands that the answer, the voice and the response we WANT to hear will never be reached. This the harsh reality with loss and grief - things will never be the same when you lose someone, physically the dynamic has changed for everyone. 'My evergreen' is the response - almost echoing Yebba talking to herself or reassuring herself of her mother 'evergreen'. The repetition of the rhetorical questions acknowledges the questioning of self, of others, of WHY when one is dealing with grief. The cycle one goes through when thinking about 'WHY' did this happen? What does my life mean now that I have lost my loved one? It is a very simple but notable effect in the use of repetition. 

Lyrically this song shows readers how to really finesse metaphors. It allows the listener to understand Yebba's grief and also encourages us - through her approach - how to find peace in whatever we are suffering in or from. Finding texts that are not just relevant to my students but ones that I can enjoy and really unpack is part of the fun when it comes to teaching. I intend on using this song as a text to focus on when going through unfamiliar text for the external preparation. The unfamiliar text paper is notoriously known for providing texts that have no relevance or connection to the student - something that is out of my control as a classroom teacher. However what I can control is the unfamiliar texts that I can offer to my students and in hope, giving the students different, rich and powerful texts that can help them comprehend and unpack what they have read. But more importantly texts that are thought provoking and makes them reflect on their own journey. That is powerful. 

Week 1 Term 4 - Spring Clean

SPRING CLEAN

a thorough cleaning of a house or room, typically undertaken in spring

Term 3 holidays was a break that I think all teachers appreciated. My intentions for the holiday was to unwind and relax. What happened in reality was the exact opposite. I spent the majority of my break spring cleaning my house and my classroom. Initially it started off with the garage at home. This was a space that became a dumping ground for everything. A collection of empty boxes, old personal belongings, photo albums, tool boxes, numerous painting tools, old paint cans, suitcases, Christmas decorations, a BBQ and unused car - the space was room full of nothing. Clearing out the garage was a great opportunity to sift through what did not need (which was a lot) but it was an opportunity to see what we wanted to keep (which was also a lot). I came across old photo albums, school awards and certificates that before the spring clean, I had totally forgotten about. The end result (after 6 hours of cleaning) was a more organized and open garage. 

Finally my garage is organized! 

Tackling my classroom followed the next day. I have inherited my classroom so with anything inherited, you adopt everything that comes with it. I spent most of the day (during study class) clearing all the rubbish and boxes. The back room was particularly messy - much like the garage, there was whole lot of nothing in the room. In clearing through the mess I did come across some gems - class photos, teaching resources from my first year (cringe!), teacher planning books (remember those?!), static image folders from 2009, my old tutor class folders. In revisiting these ancient artifacts I did feel a little nostalgic and a little 'older' - especially when I found my old high school photos! The boxes of resources, the old photos, the toolboxes - everything that I had brought out of hibernation was a reminder of how much I hoard (HA!) but also how much I have been blessed with.

Classroom (side note: coffee table made by former student Jimmy Timoteo :D)

Reorganized my backroom. 

It was a little confronting at first, to look at the amount of 'stuff' that I had amassed over the years - in my garage, in my classroom - but to go through it, throw it away and appreciate the story or the journey behind what I have kept has made the 'spring clean' more than just about clearing out mess and more about prioritizing my 'space' (physical, mental and emotional) and making sure that I enter this new term in a space that open and not so cluttered. Making time to clear out what I did not need and make space for what I wanted to keep and preserve was in a strange way, therapeutic. Even more so going through the boxes, bags and suitcases gave me a sense of gratitude, in that I was thankful for the different relationships, personal experiences (both good and bad looking at my ball photos haha) and learning experiences that I have encountered. 

Going into this term I feel more settled, I think that this is largely due to the fact that I have cleared out the rubbish and I feel like I really 'own' my space my now. Not that I did not before, but I think something that many people can relate to is that we tend to hold onto 'things' whether they are tangible things or not and these things pile up. We end up holding onto relationships, experiences, expectations, boxes of old newspapers (yes I had a box of them in my garage) - just 'stuff' that we hold onto because we can. I have learnt that it is OK to let things go. Letting go could be a catalyst of allowing something new into your life?

I have shared this experience with my Level 2 students. I found myself trying to find a way to make my 'spring cleaning breakthrough/Ah Ha' moment relevant to my 16/17 year old students. In terms of our student's learning journey - the mistakes, the failures, the fear, the doubt, the pressure and the laziness that comes with the final term of the year - is something that they can afford to cut. Focusing on what they need to do, when they to do it and the actual fact that they CAN do it (complete internal and external assessments) is important. For me, the physical act of removal of my mess and junk has made room for me to see what I need to see, understand my space and how I can fill it (or try not to when it comes to my garage). It sounds incredibly self-serving and to some, a bit overexaggerated, but I am grateful for my spring clean. It has been a good physical experience and learning experience. 

Week 10 Term 3 - Finishing Well

START

begin or be reckoned from a particular point in time or space; come into being

Starting something new is always exciting. The beginning of a new journey breeds excitement, hope and the idea of endless possibilities. I think of the beginning this year and the excitement I had, entering a new decade with a list of things that I wanted to tick off and work towards. Now it is worth mentioning that the year of 2020 and the events that have unfolded have completely left many of us feeling underwhelmed and overwhelmed (I am sure that you can agree with this). At times many of us have had to start again, whether it was our diet, training or even professionally. Personally I have experienced a lot of setbacks this year and have found myself trying to 'start' again mentally. 

Which brings me back to my initial point, that the start of something new or something revisited is always an exciting and promising moment. There is a sense of hope, hope for the better and a hope for the best. For my Year 11 cohort the start of their NCEA Level 1 journey started in November 2019 with the Jump Start program. The momentum for 2020 was built off the success of this and it was all go. Students were excited to enter a new chapter in their learning journey, I was excited to see them start NCEA - everyone involved saw potential in what this year could be and was driven by this. Starting is always great but what is even more exceptional and important is finishing well. 

FINISH

bring (a task or activity) to an end; complete

Finishing well can be difficult. The sense to measure your progress against others, giving up because there is too much to do - all of this and more can create a sense of doubt and add stress to anyone's journey. But it is so important to finish well. I asked my students 'what does finishing well look like for you?' 'Finishing assessments' and 'going to class' were the most consistent answers that came through. What I found particularly interesting about the feedback was that no one spoke about or mentioned anything about fulfilling their goal, it was about what they could do here and now. Finishing well for me is about commitment and quality control. Commitment in finishing what you have started - quality control in making sure that your finishes are complete and done to the best degree possible. 

For students now, getting to the finish line has been made easier with the most recent changes to NCEA as a response to COVID 19. Getting over the line and meeting the credit protocol is a quick but very necessary win. For my Year 11 students, achieving NCEA Level 1 has always been the goal. For 11 students, there are some who have achieved Level 1 (one has surpassed 80 credits and 10 have 'technically' passed Level 1 with the new NCEA changes). The numbers at the moment are promising and the 'finish' is near. The data below highlights the start of our review of the data for NCEA Level 1 (Year 11 students) at the end of Term 1 and Term 3. 

Week 1 & 2 Term 2 (April 15 - April 24)

• 34 students with 0 credit
• 39 students with 3 - 9 credits
• 31 students with 10 - 13 credits
• 12 students with 13- 25 credits

Week 10 Term 3 (September 21 - September 25)

• 5 students with 0 credits
• 12 students with 1-10 credits
• 12 students with 11-20 credits
• 13 students with 21-30 credits
• 22 students with 31-40 credits
• 20 students with 41-50 credits
• 25 students with 51-60 credits
• 17 students with 61-70 credits
• 1 student with 71-80 credits
• 1 student with 81-90 credits
• 95 students have L1 Literacy
• 91 students have L1 Numeracy

Numbers do not lie and the data shows that there has been a significant shift. My aspiration for my year group is that their attitude towards their learning shifts as well. I am proud of their progress especially with everything that is going on in the community and world. This is not small feat. Achievement in education is no small feat. I get that there is a lot going and that we have been encouraged to 'be kind'. But I also know that given the opportunity, young people will find a loophole. Their attitude towards their progress and the people (teachers) who are helping them to achieve is just as important as meeting credit protocol. This is integral in 'finishing well' - to finish with integrity. 

RAVI ZACHARIAS

"Beginning well is a momentary thing; finishing well is a lifelong thing"

Life is made up of moments - yes that sounds like a stale hallmark quote that can be found on a store bought birthday card. But it is true. There are moments that are absolute bliss and then there are moments that can be incredibly challenging. How you approach those moments can determine your experience of the moment - as mentioned earlier, starting something is always a promising and hopeful experience. It is a moment that we are able to envision possibilities. Finishing something well can be a rewarding moment. It can be rewarding in that you have grown mentally or emotionally, your perspective has been influenced and you can see what you are capable of.