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Setting goals - Providing for te teo Māori students
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Key content
Key content
In this clip, teachers discusstheir goals and aspirations, in the context of Māori language teaching and learning. For example, instilling a Māori perspective, valuing te reo Māori me ōna tikanga, encouraging Māori tamariki to feel good about being Māori, and being passionate about te reo Māori.
Things to think about
Transcript
Transcript
Kathleen Scott - Te Reo Māori Advisor, UC Education Plus, University of Canterbury:
On the side of your tables are some pictures of some tamariki. And they’ve got stickies around them.
We’d like you to surround that tamariki with some of your goals and aspirations, with regard to te reo Māori. Within those goals and aspirations, what values, qualities, knowledge, skills do you want to nurture and encourage and develop?
(Students take part in the activity and discuss in their groups)
Student:
What about a sense of an understanding a Māori perspective or way of looking at things?
Student:
There’s a perception that Māori is boring because it’s been taught maybe in a boring way before. So I find that my greatest challenge is to teach it in a fun way so they really enjoy it.
Student:
We want them to be able to walk in both worlds, don’t we?
Student:
Well they shouldn’t have to walk in both worlds. If everything’s being done correctly, it should just be one world that they’re walking in, where te reo and English are both accepted as one. So they can switch quite easily like we are.
Student:
And who are the tangata whenua and who are the Māori people in our country? And why do we have to learn Māori? And why is it important for us? So they don’t understand all those things, and they can’t begin to value and appreciate it, can they?
Student:
Because half of them aren’t comfortable with it still ... they don’t know much about it.
Student:
A lot of it has to come back ... they have to take it back into their family ... we’re taught to value it ... we want you to value it as well. It’s all about that to me, the awareness, the valuing participation and appreciation. Once we’ve got that, especially for our school.
Kathleen Scott - Te Reo Māori Advisor, UC Education Plus, University of Canterbury:
Ka pai koutou. Looks like you’ve got a topic.
Student: (presenting to class)
We felt that knowledge of Te Kōhanga Reo led to being confident and using it and wanting to be part of that world.
Student: (presenting to class)
I quite like the idea of whakaaro Māori having the licence to speak and think and just be Māori in general.
Student: (presenting to class)
Understanding its importance so we’re valuing te reo and having fun while learning the language.
Student: (presenting to class)
That it was a living language. A language that grew and evolved and that was a language of currency that was being used.
Student: (presenting to class)
The goals in a mainstream class would be the desire, number one, the desire to learn te reo and also the appreciation of what and how that culture is part of New Zealand.
Student: (presenting to class)
Promoting belonging and for our students to feel accepted and respected as part of our whānau and which includes the greater community.
Student: (presenting to class)
I te wā e poipoi ana te tamaiti, ko te mea nui ko wai ia? Nō hea ia? Ko wai tana hapū? Ko wai tana iwi? Ko te reo me ōna tikanga hoki. Kia ora.
Student: (presenting to class)
Teaching the value of what we’re doing and why is very important. And that includes shifting teachers within our schooling community to value first, so that they can then pass it on to the children that they teach.
Student: (presenting to class)
We’d like our wee girl here, our beautiful wee girl to be inspired to be a lifelong learner. And that when she’s learning te reo, that there’s a spark, a passion that’s ignited so she wants to actually pass it on to the next generation.
