Local stories - some of the history...

I spent a lovely day at Ohaaki Marae (with some colleagues), learning about the local stories of Ngāti Tahu-Ngāti Whaoa...

The Māori of the valley decended from the Arawa tribe. The Ngāti Whaoa moved inland from Maketu to Wai-O-Tapu (Māori for "sacred waters") and the Paeroa Hills.

Ngāti Tahu maintain a separate identity, but they have also been described as subtribe of Ngāti Tuwharetoa (who originally lived in the Kawerau area). His people are descended rom both Te Arawa and Mataatua (particularly Ngāti Awa ancestors). 

From the earliest times the Waikato valley near Orakei Korako was occupied by Maori of the Ngāti Tahu.

The names of the meeting houses of Ngāti Tahu Marae reflect their tribal history. Te Ohaaki is the parent marae and the meeting house is called Tahumatua, after their eponymous ancestor. Ohaaki has many claims to fame. It has unlimited supplies of hot water and steam and had one of the biggest and most beautiful thermal hot pools in the Rotorua-Taupo region. Unfortunately, the natural features at Ohaaki have been irreparably damaged by development for power generation.

The Paeroa ranges had once been occupied by the Tribe of Whaoa and at Waitawhero a meeting house was built which was named Whaoa. The south of Mangakara was once occupied by the Ngāti Tahi Tribe and north it was occupied by the Whaoa Tribe. 

Learning a Waiata...

E ngā iwi
E ngā mātā waka
E ngā hau e wha
Anei rā
Ko tāhū whaoa
E tū atu nei
Kia whakatau i a koutou
I te nei ra
Tū mai rā Paeroa
Hei whakaruru hou
Mo te
Hui aroha

Glossary of word meanings:
iwi - people / tribe
mātā waka - every 'waka'
hau - wind
anei ra - here we are
whakatau - informal greeting
I te nei ra - on this day
Paeroa - long ridge
hei - as
whakaruru hou - shelter
mo - for
te - the
hui - gathering

This day contributed in developing a deeper understanding of culturally responsive and relational pedagogy

~ He aha te mea nui o te ao, he tangata he tangata he tangata (What is the most important thing in the world, it is the people, the people, the people.) - Māori proverb ~

Manaakitanga

I've always believe in creating a positive learning environment for my students and where they feel that they are excepted. It is also important to establish a strong learning environment where students can experience success.

Dalton and Smith (1986) believe it is important to 'organise materials systematically so that the students have easy access to them.' It also states that for students to 'function independently they need to know what resources are available, where they are housed and how to collect, use and return.'
Therefore, Room 4 got a complete overhaul, with a variety of learning opportunities, lots of little corners for students to work at and to use resources (easily displayed) when necessary and if they so choose.

Dalton and Smith (1986) believe it is important to 'encourage children to learn with different people, for example by themselves, with a partner, in a small group, with older and younger children or with adults.' We will [again] have learning buddies (not set) in our learning environment and engage with the older students in the school via buddy reading.

Cultural awareness is important as students come from a variety of different backgrounds and cultures. I believe my learning environment should embrace the diversity and uniqueness of all learners to enable them to be confident in their identity, language, culture and abilities. I will use and develop the use of te reo and tikanga Māori in our learning environment and will be responsive to Māori celebrations (Matariki / Māori Language Week). Karakia plays an important part in my daily programme, as is the participation in a weekly Kapa Haka session.

McGee and Fraser (2008) said that 'caring and a sense of community are related to feelings of belonging in the classroom, and students' motivation, achievement and efficacy beliefs are enhanced when the feel they belong'.

Having a positive classroom community also creates a sense of self worth and belonging which will help to develop a 'team work attitude'. Students were learning to use the Virtues of 'Respect' and 'Co-operation' on the first day...!

References:

Dalton, J., & Smith, D. (1986). Extending Children's Special Abilities - Strategies for primary classrooms. Victoria, Australia: Ministry of Education Victoria.

McGee, C., & Fraser, D. (2008). The Professional Practice of Teaching. South Melbourne: Cengage Learning Australia Pty Limited.

~ "Learning is a treasure that will follow its owner everywhere" - Chinese Proverb ~