I attended the PD at Te Kōhea Marae, Ohinemutu. We received Professional Development on the local knowledge and heritage of Rotorua. This was an invaluable experience as we got to hear the stories of Te Arawa and the formation of streets, sites and Maori names of our local town. Renee spoke in depth of the pride of her heritage and where the Iwi see themselves heading. Ngti Whakaue Trust is very generously donated money for a variety of interests, learning and development of children in Rotorua. Chris explained the process of land acquisition and how it is ongoing. That traditionall the people had to be at the Marae to look after their crops but also at the land courts to have a say about their own land. Ngati Whakaue gifted land to the residents of Rotorua so we all could enjoy the benefits of the region but also to preserve the Maori heritage in the area as it existed.
I found this to be a welcoming and warm invitation. A great insight into how/who and why Ngati whakaue operate. I learnt a lot about collegues and also got to reflect on my practice when delivering the Maori curriculum. It has made me reflect further on my deliverance of Maori pronunciation and the meaning behind names and places in Rotorua. Also how the local families are connected and have a shared history.
I intend to involve the local iwi of my class into my classroom where possible and to be involved in their child's learning around Maori and Concept wherever we can employ their talents and knowledge
to help children gain clearer understanding and knowledge of their area and history.
Term 3 and 4 2014
I promote inclusion of akonga in group work where ever possible.
Our Maori children and other ethnic groups learn best when in groups and with time to plan and practice their activity before sharing it with a group or class.
I utilise the skills and Te Reo of the capable students to share and recite our Karakia and our numbers in Maori-if they are willing to do so.
This helps build pride and ability in the subject and also helps the other children to listen to the student voice in the classroom.
Here are some photos of the tamariki rehearsing the days of the week to a small group.
Room 10 recently performed an assembly for the whole school. I incorporated our Maori and our Asian students to be leaders, readers and actors in this assembly. This was to promote that bicultural context and make them feel part of the whole class and our presentation. They all had to act, speak, dance and read in front of the school.
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