1. How can e-learning support my teaching to take into account the bicultural context of teaching and learning in Aotearoa New Zealand?

Mmmm - interesting question.  I downloaded the MOE app 'Reomations' to explore during last year.  Unfortunately the entire app is in Maori which is a bit tricky to use with our students.  

As per RTC3, in the past I created QR codes that linked to YouTube clips where either myself or Ms Donna BR recited formulaic phrases in Te Reo.  These worked really well and I SHOULD be doing these!!!

I have to our holiday meeting agenda to look at ways to implement Te Reo into our programme (possibility of integrating this in our Friday programme).  I envisage us using video to provide evidence of students learning Te Reo (maybe mihis or something similar?) 

Definitely lots of room for improvement here!!!!

1. How do I develop and maintain links to the local community?

• Termly newsletters which outline the Term ahead for parents/caregivers.  We include elements of our daily programme so parents are kept informed about what their children are learning at school.
• Regular reminder notices about school events.
• We encourage parent help in our classroom with a variety of things - making resources, baking, helping with groups of children.
• We often catch up with parents before/after school for both informal and formal chats about their children.
• Phone calls home for both positive things as well as when we need to ring regarding concerns and issues. 
• Emails home for same reasons as above.
• Trips to local (Hamilton) attractions, learning experiences, events etc. (Mystery Creek, Museum, Zoo etc.).

I think we do well at creating and maintaining links with parents/caregivers but could improve these links to our wider local community - fruit shop, dairy, Perrin Park, local farms etc. 

1. How do my teaching styles reflect and demonstrate appreciation of the bicultural partnership of the treaty? 

I am to project a more 'student - centred' teaching style approach each day in LC1.  However as a teaching team we also like, and need, an element of structure in each day.  We encourage a set of learning behaviours that make students aware of their rights and responsibilities - which are largely based around TKs LQs and Values.  

We believe in getting to know each children personally and we often discuss students (the whole student - academically and socially - home and school life) collectively to build up a bigger picture of each student.  

We believe that each child is unique - no two are the same!!  We try to cater for different learning styles throughout our programme by exposing all children to range of experiences (visual, solitary, musical/auditory, verbal, physical/kinesthetic, logical/mathematical and social).   

When teaching we consider ...

• our attitudes towards students and learning
• Our teaching techniques (DATS, structure of routines, groupings, learning tools, assessment, students, curriculum)
• Our environment (sounds, furnishings, technology, learning spaces, temperature)
• Physical aspects (social groups, personalities, what students are eating (lack of, or inappropriate food types, too much food), and the time of day and how that may affect learning capacity, and what may be coming from home eg, parental issues, siblings issues etc.)
• Children learning styles (senses) - we aim to provide a range of learning experiences to ALL children no matter what their cultural background, in an attempt to expose children to a range of experiences they may or may not normally encounter. 
• Left and Right brain function (to a small degree) - some children are more analytical and other are more holistic.

However I am aware that I do not explicitly cater for the bicultural partnership as acknowledged in the Treaty.  I do however believe that we nurture and know all the children in our care.  

1. In my teaching, how do I take into account the bicultural context of teaching and learning in Aotearoa New Zealand? 

We believe in getting to know each children personally and we regularly discuss students (the whole student - academically and socially - home and school life) collectively to build up a bigger picture of each student.

However I am aware that I do not explicitly cater for the bicultural partnership as acknowledged in the Treaty.  I do however believe that we nurture and know all the children in our care.    

This is an area that we could improve upon for sure!  

We have three children who are identified as Maori plus we also have three children who are British/Irish and two who are European/Pakeha / Dutch.

I think it is important that we cater for all the cultures that are present in our class/school and this is another area that I believe we/I could do better at.