Week 3 Term 2 - My choices.

I started this week off by talking to my colleagues about our highlight and low-light with online learning. A common challenge that we all experienced and commented on is the disengagement from our senior students.  For me personally I have noticed that my Level 2 students have become increasingly disconnected with my online learning program - for some, they are literally disconnected from online learning while others are choosing to remain in isolation from anything related to learning. I had to really think about why this is happening and reflect on what I can do better, who I need to speak to, make sure that my feedback is valuable and understandable for the student. Ultimately what I had to do was to choose courage over complaining (something that I enjoy to do - daily).

Now do not get me wrong, I am fully aware of my shortcomings and acknowledge that these emotional choices are bold and often hard to commit to. Especially as a teacher, the patience required to fulfill my choose courage over complaining can be tested when my students choose sleeping-in over learning. However I do know that I need to make this kind of commitment, I need to phrase it in a way that will stick and hopefully help me get through.

I went through the usual order of contacting home, talking to parents, talking to students, emailing students - the whole nine yards. What I noticed from the conversations was that for a lot of my senior students, they have not been accessing online learning because they do not know how to. My initial response to this was frustration. But I soon figured out that for many of my learners, online learning is a new world for them. My junior classes seem to have fallen right into it. My seniors on the other hand, Level 2 students in particular, needed some '101 how to access my google hangout' lessons. Instead of complaining, I have had to make time to show them how to get connected. In a strange way, the lesson for me in all of this was that they had to find the 'courage' to admit why they were absent. It can be difficult to admit your shortcomings, your failures, your mistakes in fear of being judged or ridiculed.

I assumed that my senior students would engage online, that they would thrive online, that they would know how to connect without any assistance. Working on your own, at home, online during a nation wide lock down, in the midst of a global pandemic is a completely new space, it could throw anyone off. So as I have taken courage over complaining, I have also had to practice compassion over frustration. To literally 'be kind' (as our Prime Minister has encouraged all New Zealanders to practice) and to be patient with this new normal.

As I reflect on courage, compassion, and patience - I think about this time two years ago when all of that was put to the test. On this day two years ago (May 1st 2018) my first born, my daughter was born. On this day two years ago my daughter, too young to survive, was called to Heaven. Today she turns two. Today, I celebrate her life with complete pride, joy and deep love. My wife shared a Bible verse that speaks of the courage that I aspire to have. Psalms 31:24 "Be strong, and let your heart take courage, all who wait for the Lord". LET YOUR HEART TAKE COURAGE - it is a choice, a decision, a new approach that we CAN make. Here is to living life where we can make better choices. Choosing courage over complaining.

I dedicate this reflection to my daughter, Faith.

Week 2 Term 2 - My reflection.

Everyday I try to read through my daily devotionals. Whether it is the first thing I do when I get to work (or in this case, the first thing I do when I go to my make-shift office in my changing room) or throughout the day. I try to set time to read through my word of encouragement. If you are anything like me, my motivation and will is influenced by what I read (my devotions, Bible), the people who I love and ultimately in my 'faith' in God.

The message from my devotional on Monday morning was 'giants fade'. 'Giants' that we face in life can be constant fear, anxiety, depression, doubt, questioning your worth - just to name a few. The thing is that the more we feed this 'Giant', the longer it will stay. The more we allow this 'giant' to control how we think, how we relate, how we love, how we speak, how we live - the more we loose our grounding, our strength. The message concludes with "when we ask for God's help, even if these giants aren't destroyed, completely or immediately, their power will fade as our relationship with Him grows deeper". Hence the message 'giants fade' - they do not stay, they do not have to hold power over you. 

Woah! I was not prepared or ready for that but that was exactly what I needed to hear heading into week 2 of Term 2. One of the many 'giants' I had experienced in week 1 was wondering if I could make an impact with my learners online. I became really worried at the end of week 1, stressing about the achievement outcome for my senior students and for my Y11 cohort. Can they access their online learning? Are they asking for help? Am I doing enough? Do I need call home and talk to the parents? Have I added everything that I need to on my Google site? I tell you , the questioning went on and they began to form into this 'giant' that I did not know how to face. The devotional I read though really made me reflect and understand that these questions, this 'giant', is something that I do have an element of authority over. I can make an impact, I just need to change my approach. Instead of question and doubt, just prepare everything, be intentional about what I want each lesson to look like for my students and have a clear finish line in mind. Communicate this with my students, then hope for the best! 

So, I sit here at 10:22pm, still on my laptop and thinking about my highlights and low lights for week 2. 

Highlights: 

• One of my Level 3 students has completed their first Level 3 English internal assessment! 1 down, 26 to go. 
• English Department - I am working alongside a great team of educators. I am enjoying seeing how we are building this department together. We have some great meetings and have started to work with each member individually on how they will work with their students who are not achieving. It has been enlightening and a definite highlight! 

Low lights: 

• Concern over students who are absent, not accessing their online learning and in turn not achieving. My low light is exactly that. It is not the end. It is not final. Only if I allow it to be.

I am going into this weekend with the same attitude and approach. An approach that will focus on finding a solution to the problem, an approach that will try its best to stop meddling with the problem and instead try and see the end result as oppose to feeling that I have stopped at a dead end. An approach that will look forward to and enjoy the process of online learning. An approach that will remind me that 'giants' fade. 

Trying to 'walk' the 'talk' - my random thoughts.

One of my responsibilities as Co-HOD of English is the managing of teacher appraisal. Something that I have grown to really appreciate and something that I am genuinely interested in. I am interested in understanding who my colleagues are, their inquiry topics and what their goals are. I think I enjoy it because if anything I learn so much from them. 

When speaking to my colleagues we often talk about what their inquiry is and what is the action that they should take in pursuing their inquiry. Earlier in Term 1 the Curriculum Committee discussed teacher's theories of action when focusing on student achievement. I wrote a few notes which I have tried to apply in my own practice and in particular, in the discourse with my colleagues when we are talking about finding a solution to the problem - what is the action required? What do we need to do? Who is responsible to drive this?  

Here are some of the ideas I had when inquiring into teacher's theories of action: 

1) Deep level engagement: Define problem

Often our scope of the big picture can be marred by our perspective, how we see it. Look at the trends, patterns and data when focusing on student achievement, keep it factual then you can find an accurate gap that needs attention.  

2) From here one needs to define what the problem is. 

Avoid trying to address every single issue. What is the major concern? What needs immediate intervention? 

3) Create dialogue.

When working with a team, it is crucial that the team feel safe and comfortable to participate in healthy discussions. It is imperative that the team also agrees on the problem and that together, the team needs to work as a cohesive unit. Some key questions to consider when one wants to create healthy and professional dialogue with the team are: 

• What is the problem?
• How do you feel?
• Why?
• What do we need to do?
• What evidence do you have?

4) What are my theories, values and beliefs around collaborative inquiry? 

Collaboration is only effective if you are confident in your area, respectful of others and what they bring to the area, you can agree to disagree and you embrace working "WITH" others. 

I hope to carry this level of enlightenment in all conversations with my colleagues when we collaborate. 

Week 1 Term 2 - Done and dusted.

New Zealand is in the third week of lock-down and all educational institutions across the nation are closed. On April 15, week 1 of Term 2 started and it was a very unique beginning, as children and educators ventured into online learning. 

Vigorous preparation was required beforehand. Setting up google sites, updating information, integrating google hangouts as a digital classroom space, opening all online platforms to the public so that not only students but parents and caregivers can access the learning, making real use of google calendars as a marker for students and their families to refer to and check what each lesson is going to focus on. This was a task but for me personally it was something that I needed. Working from home has completely cut off all the noise and chaos (that I would normally find myself  running after when I am on site) and in turn, my focus has solely been on my core job, teaching. 

This week alone, I have been able to invest my time in finding creative ways to make subject of English relevant and accessible for my learners. Online learning and the different platforms offered to our learners were not so much of a priority for me before the lock-down. Now that we have to teach online, I now see and understand that these tools can be powerful if you are smart about how you use them. They can have impact if you are intentional on how you want your learners to see it and use it. 

Google classroom is one platform that I started using in week 9 of term 1. I have found this platform to be more interactive as students can post and comment, much like the social media platforms that we are accustomed to (Facebook, Instagram, Twitter). In particular my Level 3 students have taken a liking to this platform and some have even shared articles that they have read and found helpful for their internal assessments. Some are asking questions or just simply acknowledging my posts (nice to know that kids can like something that I have posted ha!) This type of interaction and discourse between learner and teacher is something that I enjoy. 

Something that I have taken away from our first week online is that I want this discourse to continue. How can I ensure that students feel comfortable enough to share or ask questions in a digital space? Normally for our young people whether they have been in the middle of online bullying or not, the digital space can often be a ground of ridicule. It can be a nasty space for them. So if anything, when it comes to the digital space that I am in charge of for my learners, I want to ensure that it is a place where their learning and their achievement is the focus - nothing else. 

I look forward to what week 2 will be bring. 

End of Term 1 - an abrupt ending and uncertain future.

Day 4: End of Term 1 - an abrupt ending and uncertain future.

Term 1 Holidays has been brought forward to March 30 - April 14. Originally scheduled for April 9th (week 11), the school holidays were shifted to week 10 by MOE as a response to COVID 19. School closure was in effect in week 9.

An abrupt ending to Term 1, everything has taken a huge halt and I have had to adapt (literally overnight) to a 'new normal'. Online learning - an uncharted ocean that I had never really opened up to - I have now become accustomed too.

Google Classrooms is a space that I have ventured into. My senior students have not posted any comments - that is OK, I am new to this and I do not expect them to be comfortable with it as I am still trying to find my feet with this. However I have found that this is a great and easy app to use. Like social media, this acts as both a information hub but also a forum for student and educator to comment and interact. This is yet to happen (I am hopeful) but what I am enjoying about this is that I am able to share different articles and readings, post questions, post my recommendations on what they need to do with assessments (the list goes on) and it is there for the students.

My Google sites  has been a place where I refer my students to for course program content, assessment criteria .... however it is quite a formal setting and I feel that I use it more than they do. I like the Google Classroom arena - it is less traditional in the way it functions and it is more inclusive and interactive (well the hope is that my students and I can interact online with this!). I look forward to using this and more efficiently in my teaching practice even more so once we are given the clear to return to work.

In the meantime, I am going to continue to try and make this 'new normal' a meaningful experience for all of my students. Both staff and students have had to adapt to this complete change in routine overnight. A nation in lock down, this abrupt shift in lifestyle can ignite all levels of anxiety, doubt and discomfort.I thought about my students today and how many of my senior students are working to support their families, that the last thing on their mind is doing assessments and that their priority is to ensure that their families are taken of. A somber and humbling thought.  I hope that my students and colleagues can use this time, now that we are on holiday, to rest, regroup, re-connect and reflect. Term 1 2020 is a term that I will never forget and I am hoping that term 2 will bring some type of normalcy, familiarity, routine and structure in what will be a 'new normal' for everyone.

New Normal

Day 2: New Normal

Google classrooms, Google hangouts, Gmail chat, Google Drive, Hapara Dashboard.....

All educators across the county are working from home amid the global pandemic that is COVID 19. The time is 10:13pm and in less than 2 hours the entire nation will be on an official lock down. This is our 'new normal' for the next 4 weeks. 

It is only my second day working from home. I will admit that I was slightly anxious about conducting online classes specifically video classes. I tried on day one but my students did not accept the invitation (they were probably asleep - Year 13s!) I have now created an online class via Google classroom for all of my classes. It is still early days but I am sure that my students will get bored eventually and want to get online and get some work done (well that is the hope). 

My approach going into the 'new normal' is to firstly accept that I am not an online, tech savvy digital warrior and that I am going to do what I can do, and do it well. From here I will move onto video classes and I may even post a video lesson online and get the kids to watch and then I will go live with them to answer any questions - very ambitious but it is a goal that I HOPE to achieve. Underneath it all, this 'new normal' is exactly that, 'new', understanding and accepting that this is going to be our 'normal' for the next 4 weeks at least, is something that I am still finding my feet with. 

This is a very uncertain, challenging and unique time that we are living in. I hope that my learners, my family, friends, colleagues stay safe, connected and healthy during this time. 

Day 2 over and out. 

Polyfest 2020 - Behind the cancellation; a story of hope and affirmation.

This year the Tamaki College Samoan Group entered the ASB Polyfest Competition 2020. This was 10th year competing on the Samoan Stage. Starting in 2010, I have had the privilege and honor of leading the Tamaki College Samoan Group for 10 years (we had a break in 2019).

Going into the 2020 season one of my goals was to approach the festival smarter and more intentional with rehearsals. Over a period of 6 week a team of teachers, tutors and myself lead 58 young people. We were able to finalize their performance set at the end of week 5 (which was a first for me in my 10 years - we usually finish the set the weekend before the competition). Unfortunately we were unable to take the stage due to the COVID 19 pandemic cancelling the Polyfest - which saw the cancellation of many large gatherings and eventually a lock down for the country, closing all schools until mid April.

Despite the uncertain chain of events that were out of our control, I am still so proud of the team. In particular the team of tutors who I had the privilege of working alongside. The tutorship team over the years but in particular the last 5 years has consisted largely of former students and members of the Tamaki College Samoan Group. This year 7 out of the 8 tutors are former students and members of the Samoan Group - Millie Mara-Oti (2015), Roni Kamu Wright (2016), Norman Fogavai (2015), Lisi Fogavai (2013), Kevin Savili (2010) supported by Jelsma So'oalo (2018), Tim Fatialofa (2018) and Kitiona Leitufia (2018). Pene Ueta, who has tutored the Samoan Group since 2012, was back on board this year leading the Pese section of the performance.

They say success breeds success and to have these former students come board to share their time,

talent and gift was and is a blessing. They know what it takes to perform at competition level, they have helped to build the legacy that is the Tamaki College Samoan Group. Personally, I am not phased by the competition aspect, what I am drawn to and what I want to be a part of is a movement where young people feel empowered to lead, share their gift and give back to their community. That is what this is all about for me. I am hopeful that going into 2021, I can work alongside a team of tutors who are just passionate if not more so to help bring this vision to life. I would like to acknowledge the teachers who do this with me year in year out, who make sure that the behind the scenes business is managed and sorted - Ms Dorothy Apelu, Ms Sonya Robertson and Ms Amber George. I am incredibly proud and humbled by what God has allowed me to do with the Samoan Group since 2010.

Here is a breakdown of what we have achieved at the ASB Polyfest since 2010 - we look forward to doing this again with our students, staff, tutors, parents and community.

• 2010 - 1st Place Ulufale (Entrance)
• 2011 - 2nd Place Fuataimi (Conductor - Falaniko Liava'a)
• 2013 - 2nd Place Overall (Co-Ed Section) 1st Place Taupou (Solo performance - Nive Isaako), 1st Place Equal Sasa (Group Dance), 2nd Place Fuataimi (Conductor - John Tuilata Lemalie), 3rd Place Ulufale (Entrance), 3rd Place Ulufafo (Exit), 3rd Place Mauluulu (Group Dance), 3rd Place Togiga (Uniform)
• 2014 - 2nd Place Togiga (Uniform), 3rd Place Taupou (Solo performance - Laura I'u), 3rd Place Sasa (Group Dance), 3rd Place Maluulu (Group Dance)
• 2015 - 3rd Place Pese o le Aso (Songs), 3rd Place Fuataimi (Conductor - Norman Fogavai)
• 2016 - 3rd Place Pese o le Aso (Songs), 2nd Place Fuataimi (Conductor - Roni Kamu Wright), 2nd Place Taupou (Solo performance - Mui Niue) 
• 2017 - 3rd Place Pese o le Aso (Songs), 2nd Place Fuataimi (Conductor - Tim Fatialofa)
• 2018 - 2nd Place Equal Pese o le Aso (Songs), 2nd Place Fuataimi (Conductor - Tim Fatialofa)
• 2020 - Polyfest Cancelled