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. 

Week 4 Term 2 - Creating Culture

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

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

TEAMWORK

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

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

UNITY

the state of being united or joined as a whole.

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

CONFIDENCE

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

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

Christian Kava (Year 11) sharing his journey

Saimone Misinale (Year 11) closing assembly with prayer

Daliz Betham (Year 10) opening assembly with prayer

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

Week 3 Term 2 - Mirrors and Windows

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

MIRROR: show a reflection of. 

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

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

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

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

Identity - Tate Simi

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

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

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

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

Week 2 Term 2 - For the culture

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

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

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

CULTURE: A way of life

Know who you are (Alicia Keys) 

Debrief session: Samoan Group 2021 + tutors 

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

3rd = Togiga

2nd = Taualuga

3rd Place Taupou (May Sinafea)

Samoan Group Leaders 2021 after prizegiving 

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

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

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

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

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

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

FOR THE CULTURE

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

Samoan Group 2021 at the ASB Polyfest 2021 

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

Samoan Group 2021 post performance 

Week 1 Term 2 - Unapologetically Brown

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

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

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

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

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

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

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

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

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

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

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