Activity #5 Law and Ethics

Law and Ethics

The world has become such a small space since social media has become so prevalent. Come on now. Be honest. Did you stalk a new colleague on facebook as soon as you got their name as the new staff member? And when you found them did you make judgements based on what you saw? It is something that routinely happens now in a wide range of situations. Prospective employers, parents checking out the new boyfriend/girlfriend and so it goes on.
 I teach primary school and it is alarming how many students have a facebook profile that is unguarded and open to the world. These students do not have the maturity or knowledge of repercussions that they may face as a result of these public postings.
  But they are kids - how can a bunch of professionals show so little regard for the same media that we claim to know so much about?
  We aim to teach our students to be digital citizens who will use media responsibly. Great ideal. Then I see so many posts that make me say "What were they thinking?" as teachers are shown partying, drunk etc.
 Many of the posts that I appear in would seem to indicate a great fondness for wine. In reality I may have a drink once a week, but that is not what my posts indicate in a joking sort of way. I guess that is why I lock down my account as best I can to family and friends.
  I would hate to think that an innocent joke on fb could compromise my position according to the Code of Conduct. The review of this code, which is currently being undertaken, reflects the intensity of scrutiny that teachers are under. Every action needs to be carefully considered taking into account the privacy laws, the vulnerable children legislation, the education act, the school policies and the least used one - good old common sense. Teachers must never be alone with a child - I get that - no photos can be published without parental permission - I understand that, but wonder how long it will be before a student can challenge that decision in their own right - I must not hug a child - no - can't work with that. That is a bridge too far. If I can make a difference in students lives I need to be able to meet their social, emotional and educational needs. If legislation will prevent that, then it is time I found another way of earning a living.
  I am happy to see restrictions on the use of digital media as we struggle to help our students understand the whys and what ifs, and I guess we need to look at exactly those issues for our own image and images.

Activity #4 My Community of Practice: Cultural Responsiveness

Activity 4 : Indigenous knowledge and cultural responsiveness in my practice

Te Kōtahitanga Phase 3 Whānaungatanga: Establishing a Culturally Responsive Pedagogy of Relations in Mainstream Secondary School Classrooms Report to the Ministry of Education R. Bishop, M. Berryman, T. Cavanagh & L. Teddy

 “….an approach that rests in the first instance upon a commitment by teachers to build caring and learning relationships and interactions with Māori students; in the second, for teachers to strongly believe Māori students can improve their achievement; and thirdly, their students are able to take responsibility for their learning and performance. “ (p.12)

This explanation of culturally responsive pedagogy resonates with me. I believe that this fits with my understanding of what an effective classroom teacher does as a matter of course with all of their students. The difference however, is in the understanding of the real relationship with the student. In the past I have used myths and legends, Måori language, waiata and art and craft as a way of engaging with students. I now realize that these are the trappings of culture – they are an important element of cultural identity, but do not get to the heart of the relationship that needs to develop in order to be culturally responsive.

As a result of my new understanding of cultural responsiveness and the learning I have done at Mindlab I believe that I am now co-constructing learning to a greater degree. I am seeking ways to get to know my students and giving them more agency. For some students this is powerful and effective, but for others the connections are not yet creating the responses I am looking for.

When I look at The Mauri model (Kepa 2011) I am starting to recognise not only where I fit, but that my students are also in different places along the continuum. I believe that I am moving through the awakening stage as my understanding grows. I also believe that many of my students are at varying levels on this continuum, and the way I get to know them and their families may impact on next steps for them and for me.

  In our school there is good awareness of the importance of cultural identity. Our school itself has a strong culture of support. Many visitors comment on the welcoming friendly atmosphere.

Our mission statement embraces the vision that all students can succeed -   "Success through Learning"
Our school's underlying aim for children is that they experience success in their school life.  We want them to develop the interests, knowledge and skills that will serve them well in their future.  In addition, we aim to strengthen them as learners, with the tools they will need for further success in schooling, and life beyond school.  We hope they leave us with an appreciation of the power of learning.

The following excepts from the latest ERO report indicate a positive learning culture for Maori students as well as the general population.

  Students learn in an inclusive and supportive atmosphere. They feel valued and welcome. The principal, trustees and teachers are making good use of strong links with families and the wider school community.

The school values and vision have helped to build the positive school culture. 

Māori student achievement is similar to or slightly better than that of other school groups. Senior leaders and teachers have developed and are implementing a detailed plan to support Māori student achievement, and to provide opportunities for Māori students to experience activities that reflect their cultural heritage. The kapa haka group is large and inclusive. The students enjoy performing, and benefit from the good quality teaching of te reo and tikanga Māori. Teachers monitor Māori student achievement, engagement and well-being to evaluate the success of their programmes, and regularly communicate their findings to whānau.

What these excerpts don’t show are the school whakapapa in the form of houses named after past principals, the cultural groups who step up at assemblies and special occasions – the hair on the back of my neck stands up when I recall the haka done in my honour when I was presented with a pounamu to commemorate 20 years of service - the International days, the pride and presence of Maori and Pasifika students in sports teams, clubs and duty rosters throughout the school.

  We have a strong base to work from, and with growing understanding of what it really means to be culturally responsive I have very positive vibes about what we can achieve together.

Activity #3 My Community of Practice.

Trend influencing education in New Zealand or internationally.

Globalisation

According to the OECD (2016) As Sir Ken Robinson says, paradigms are changing and every country on Earth is reforming public education. This is because the rapidly changing world and the effect of technological developments mean that our education systems need to adapt in order to meet the needs of our young people – even though we are not sure what those needs may be at this point in time.

Many aspects of globalization that directly affects education are highlighted in the diagram from the OECD report (2016).

 The area I wish to focus attention on is

Inequality

 Inequality is a trend that affects economic, social and educational aspects at community, country and global levels. Inequality may have an effect on other global trends, such as migration as people seek to find a more equitable society than the one they are in. Political intervention can be a cause of inequitable practice and economic factors can influence the way in which resources are shared and may lead to further inequality.

So what? How can I and my little school change the world? Why should we? Isn’t that what we pay the politicians to do?

Because!! Because we can! Schools have the power to make change. Sometimes it has to start small and ‘fit’ the model, but it can be done.

 It might begin with the notion of sharing food equitably. After all – we all know that children learn better when they eat properly. How often do you hear – don’t share your food – but this is an opportunity, when handled correctly, for children to develop empathy and realize in a small way, what inequality is.

School funding is not equitable because some schools need more than others in New Zealand – so tell me again how that works internationally when kids learn using a stick and a smooth patch of dirt to write? Or can’t always get to school because of the imminent danger they face just walking down the street?

So equitable opportunity means we must provide what is needed for students to access what they need in order to become 21^st century learners with social cohesion and flexible thinking.

What is a lifelong learner? Is this just a label? Are Communities of Learners (CoLs) going to deliver a seamless education where student engagement and agency are paramount? Or will it just end up with a few students benefitting from extension activities and some remedial work for others?

 We have a responsibility to be a part of a global trend that our students already engage with. Through the use of IT they are already connected learners, but can we equip the students with adequate competencies to cope with or adapt to the trend?

The facts are that more people have access to a mobile phone than fresh water. Unless we tap into this ability to engage with the world and use this to arm our students with the tools they will need in a context that has meaning for them, we will be doing them and our world a major disservice as they turn their backs on the education that could well be a measure of the world’s ability to thrive in the future. We need to be cohesive in our approach and embrace collaborative learning where different strengths and background knowledge inform the group ability to problem solve and comprehend issues. Our students need to be globally aware of the issues that our planet faces and the ways that this will impact on their lives. Only then will they see a need to address these issues.

If we teach with a social conscience and give our students agency alongside the competencies they need then we can have hope for the future. We may need to fight the good fight to ensure our ideology is not lost in individualized testing and the need to meet National Standards.