Building relationships with ākonga

This blogpost relates to Registered Teaching Criteria 1. 

1. establish and maintain effective professional relationships focused on the learning and well-being of ākonga

i. engage in ethical, respectful, positive and collaborative professional relationships with: ākonga teaching colleagues, support staff and other professionals whānau and other carers of ākonga agencies, groups and individuals in the community

I was absolutely chuffed to see this blogpost over the holidays from one of my year 8 students. 

This particular student has consistently throughout the year told herself and others that she is dumb. It breaks my heart to hear this, and I have had several discussions with her about this in attempt to build her confidence and self-efficacy. 

I explain to her that she isn't dumb because she is aware that there are things which she doesn't understand, yet. It is this understanding that will keep her inquisitive and striving to learn more. I've also been reading about how it is important to praise learners for their efforts, rather than ability. Therefore I am always encouraging her for her hard work, and focusing on the things she has done well, and how she worked hard to achieve it. This blogpost tells me that she realises this hard work is paying off and planning to keep working hard to achieve. I am so proud of her and feeling that the relationships I am building with my learners are advantageous. 

Focus groups as a reflection on classroom dialogues.

During the research methods paper today we partook in  a focus group and then discussed the benefits and weaknesses of focus groups as a means of gathering data. 

Benefits are it demands an open brief, providing interviewees to share their different perspectives and may help narrow focus for further research. 

The discussion style may allow for people to say things which might not come up in a one-on-one interview. Moreover, with students it can sometimes be a safer less formal approach to getting ideas as they lose awareness of ‘recorder’ role.

In critique, the dominant voice vs. the collective voice does the loudest voice mean the strongest or most valid opinion. Common themes can be underrepresented, which is an important role of the facilitator - to check themes across the group for consensus or variation.

Reflecting on the practice of focus groups, leads me to consider dialogues with my students.

The one-on-one discussion's power of teacher authority as a disabler, unless of course the student-teacher relationship is already fully developed. This is something which I felt during my beginning of year assessments with new students, a hesitation, in fear of being 'wrong' or 'dumb'. Ironically through those same one-on-ones and other classroom activities I feel that I have further developed my relationships with students, in which they feel it is safe to share their thinking with me.

Then, like focus groups, are the small group and classroom

discussions that we have with students on a daily basis. 

Considering, that although this is somewhat a safe place for sharing of ideas, it also can give preference to those who have a dominant voice, and leave those who are not as vocal to share the same opinion by default. As teacher, or facilitator, it is my job to seek out the thoughts of all members of the group, not just those who freely share their ideas. Similarly to the one-on-one interactions, I as facilitator need to ensure the development classroom and small group discussion environments which are free from ridicule and a safe place to share. This is something I need to explore in further detail and build into my kete of classroom practice, as although it is something I personally advocate and encourage, I have yet to instil this in all of my class members.