TBCS - Craig - Maori Language

I have a lovely new student in my room called Waihou. She started at our school only a few weeks ago. She was not able to swim during our swimming lessons last Monday, so we got to talk while sitting and watching the lessons.

She told me that she had come from Christchurch, where she had attended a Maori school called Haeata Community Campus. She was not allowed to speak any English there. I commented on how good her English was and that I didn't know very much Maori.

She taught me how to say ice cream in Maori 'ihecreamy'

She then asked me what Maori words I knew. As I said them, she would say the meaning in Maori and say, "What other word? ... What other word?" till I had exhausted all the words I could think of on the spot. She then proceeded to tell me Maori words that I should know and I told her the meanings in English. I knew all of them and had not been fast enough to think of them while she quizzed me earlier.

She was very proud of her knowledge and she seemed really keen that I should know more so I made a bargain with her. I would teach her English, Math, Reading, Typing etc. and she would teach me Maori. I asked her to teach me a new word every day and to test me several times over the day so I would remember it. She agreed.

Today's word was

• 1  Regular use of te reo Māori.
• 1  Recognising, valuing and utilising Māori ākonga knowledge within school setting.
• 4  Providing opportunities for ākonga engagement in co-operative learning, and reciprocal teaching. 
• 4  Fostering tuakana/tēina relationships.
• 4  Learning phrases of languages that are familiar to my ākonga who come from different cultures.
• 6  Where appropriate seeking out and validating the prior knowledge that Māori ākonga bring to their learning.

Margaret - Fostering tuakana/tēina relationships during Maths

During maths there are quite often students working on completely different lessons of varying levels which I find challenging trying to get to everyone to help.  During my observations of Steve in the class, I noticed he allowed the other students to help each other when they became stuck.  Quite often the other student could explain it in way that was understood and reinforced their own understanding at the same time.  This takes the pressure off the teacher to get to everyone and gives the students an important role.  I actually asked the class after one maths session where I saw many "teachers",  "Who had helped someone/been helped by someone and did they learn something new"  Finn had sat with Francis and showed him a different way to work out long division which Francis finally got.  I could see that both were quite pleased with the outcome.  I still need to reinforce the difference between helping and telling though and check some are not doing the work for others.

• Fostering tuakana/tēina relationships.
• Providing opportunities for ākonga engagement in co-operative learning, and reciprocal teaching.