Mrs Ngarepa's Classroom

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Examining Cultural Context

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Becoming a culturally responsive teacher means having the ability to learn from and relate respectfully with people from all cultures. As teachers, we need to take into account the cultural knowledge, experiences and filters which students bring to their individual learning.  We need to challenge the “deficit thinking” of student educability and become agentic teachers whose pedagogy is culturally responsive. I concur with Bishop's concepts  (Edtalks, 2012) around agentic teachers being the key to making a difference for Māori students.  Agentic teachers share the power with students to control their own goals, actions and destiny, where students are producers as well as products of learning.  Teachers with agency create the difference in Maori student achievement in secondary schools. Teachers who understand and are able to weave together all the things that create a learning context where students are able to bring themselves to the learning conversations, as Māo...
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Reflections on Learning Journey

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Early 2018, an innovative teacher, leading a PD session at my school, signed all our staff up to complete The Mind Lab Digital Passport. As I was fundamental to leading the digital changes within our school, this was the first digital PD (that I had not sourced) that generated new learning for me.  I was hooked. This, of course, led to the completion of the DCL where I have been challenged, forced to think, and have grown in new ways.  This has created immediate and sustained changes in my pedagogy and teaching practice, some of which, I will discuss in this reflective blog, supported by The Cycle of Experiential Learning from Osterman and Kottkamp (2015). When identifying the problem; finding what drives me to change my practice, I admit that I had become stagnant.  I was tired and just wanted to be 'fed' new ideas through my school's professional development program. In 2018 I saw a thought-provoking documentary, 'Most Likely To Succeed'.  It discussed the g...
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Evaluating Impact - Trello

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I have used Rolfe, Freshwater and Jasper's (2001)  simple, effective model of reflection to evaluate my inquiry.  The anticipated impact of this inquiry was that the use of Trello would improve the overall rate of completed submissions for a target group of 13 Māori and Pasifika students. Evidence showed that there was an improvement in the number of completed submissions for the target group. There was also  higher achievement level seen by students in the target group. However, it is unclear, from the evidence, if this is directly related to the use of Trello. There is a need to further investigate, through individual student interviews, the things that assisted in this higher achievement and how this relates to the use of Trello.  The improvement in student achievement was an anticipated impact of this inquiry.  I also expected to see improved whānau investment in the learning journey.  Evidence of this too was seen in the turn-out of whānau at...
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