Setting the targets
It’s the time of year when many schools are considering their achievement targets for the coming year — analysing data; having discussions with staff — and thinking about how they can improve educational outcomes for all students. To be honest, we know that Māori students, in particular Māori boys, are sadly often overrepresented in the tail end of our educational achievement curve. As such, we often find them in starring roles in many school’s achievement targets. It appears that many of our Māori boys are underachieving across the board, and most notably in writing. More importantly, they appear to be achieving at a substantially lower standard than their female classmates, and most certainly in comparison to Pākehā/European students of their same age, and in the same learning environments. So, it stands to reason that we must have achievement targets aimed at improving the achievement of Māori boys in writing, doesn’t it? Or…is there more to this story?
All tables retrieved from: https://www.educationcounts.govt.nz/statistics/schooling/national-standards/National_Standards
TBH — To be honest
You may not have heard of the acronym, TBH, before, and you might be wondering why it is relevant here. You also may not have heard what those clever little Gen Z teens have been spending their time doing on social media — the TBH game! Gen Z teens for the past year or so have been plumping each other’s feathers, inflating each other’s egos, and generally just passing around the warm fuzzies! One person posts something like this:
[IMAGE Mail-tbh]
which roughly translates to — ‘If you like this post, I will send you (via Facebook private message) a list of the honest things I think about you’. In short — warm fuzzies. Well, perhaps not always warm, but they appear to be mostly positive affirmations in typical Gen Z lingo.
In my eyes, this phenomenon is truly amazing and it really does warm my heart. What other generation has ever done this? My own Gen Z teen has allowed me to share with you all a couple of the many hundreds he has in his inbox. All of them kept, and all of them special to him.
(Of course, you need a Masters’ degree in Gen Z lingo and emoticons to interpret them, but I can assure you, they are all warm fuzzies!)
So, please bear with me for a moment while I propose a few TBH statements that may be born from teachers’ perceptions, and which are sitting beneath the targets relating to improving the writing achievement of our Māori boys:
TBH Māori boys are disengaged in learning
TBH Māori boys misbehave and distract others
TBH Māori boys find writing too hard
TBH Māori boys have a bad attitude and/or a closed mind set
TBH Māori boys have a poor work ethic
TBH Māori boys get little or no support at home
TBH Māori boys don’t like writing
Now, it might be that some, all, or none of these statements are true for our Māori boys. BUT, my wondering is this: How do you know? What’s the story behind your data?
Uncovering the story behind your data
Analysing achievement data is a no mean feat. It takes perseverance, tenacity, and, most of all, determination to uncover your story behind your data. Each school will have their own version of events with determining factors and influences. How can we discover what our data is revealing to us? I would advocate for an inquiry into your data that includes everyone’s voices — especially the voices of the stars of the show — our students. More information on inquiry may be found here.
If we really want to know what’s going on for our Māori boys in class, we need to ask them. Not just once, but repeatedly. In open, safe, and respectful environments. Most importantly, we need them to know we will hear them and we will act on their ideas, opinions, and honest reflections. Just like how they know when their mate has read their TBH statements, our kids know the difference between when they have been listened to and when they have been truly heard. Ask the tough questions when analysing your data. What assumptions are we making? Whose voices are included or not included? What don’t we collect data on? TBH you might feel slightly uncomfortable on the journey to discovering your story, but it’ll be worth it! All the very best views can be seen from the top of the mountain!
What’s the data really revealing?
If non-Māori students in your school are achieving comparatively better than Māori students in writing, and they are all sitting in the same classes exposed to the same teaching practices, what might be the real reason our Māori boys are struggling with writing?
Russell Bishop’s work in the Te Kotahitanga project developed the Effective Teaching Profile. In his research, Russell discovered that the largest positive impact we can have on Māori student achievement lies in the hearts and minds of their educators. High expectations; a genuine ethos of care; effective personalised teaching strategies; and supporting the success of our Māori students as Māori, are all essential ingredients to raising achievement for Māori students.
Retrieved from: http://slideplayer.com/slide/8454123/
With this in mind, when considering the professional development needs for your school in order to meet your target of raising achievement for Māori boys in writing, perhaps we need to look past the data and consider the story behind it. It might be that the answer doesn’t exclusively lie in developing our writing programmes. Could it, in fact, be that the more pressing need is to develop the Culturally Responsive practices of our teachers and schools, and further affirm our status as treaty partners.
What works for Māori works for everyone
This is the mantra of the He Kākano programme. Put simply, I think this means that if we create learning environments that are conducive to Māori students, they will be conducive to everyone. Why? Because we are really just talking about great relationships with students that will inform the way we teach and support each and every one of them — responsive practices. Furthermore, if we are wanting to meet the needs of all of our students in a holistic way, then culture, language, and identity must be at the forefront.
So, what’s your story?
As you embark on your next data-crunching expedition, I encourage you to explore and discover your story. Critically analysing data is of the utmost importance, particularly when considering the professional learning needs for your school, and, more importantly, when considering what is best for the students in your school. Discover your story and set the right targets for your students. Focus on the things that will really make the difference for them. TBH they’re worth it.
Further reading:
- Creating culturally-safe schools for Māori students — Macfarlane, Glynn, Cavanagh, Bateman
- Culture Speaks — Russell Bishop and Mere Berryman
- Colouring in the White Spaces — B A Milne
Is what we focus on all we see? As teachers, are our perceptions of kids shaping their experiences? If this is the case, if we see them as capable, driven, intelligent learners, how might this transform their experience in education? Janelle went on to talk about Russell Bishop’s research asserting, “What works for Māori in education, will work for ALL kids.” Why? “Because it is all about good practice”. She warned, though, that it doesn’t go the other way. What fits all, doesn’t necessarily fit Māori. And the stats speak for themselves.
So, what is the recipe for Māori Achieving Success as Māori? We returned to Mr Sixteen’s repeated reports, “potential but…, potential but…”. But, Janelle asks, What are you as the teacher, as the school doing for him? His potential is his and it is not him that hasn’t realised it. That is the job of schools, to draw this out of our kids. He has potential but … what are you doing about it?”. What will it take for teachers to change their view, change their lens for kids like Mr Sixteen to realise their potential? See them in all their greatness, see all of their potential and enable them to apply what they are good at. It’s really not rocket science.
In closing, Janelle finished with the saying, “Perception is everything! Intention is nothing”. As educators, if we want to collectively transform the experience of Māori across the education system, we need to address our perceptions and actions. It takes persistence and tenacity to shift the focus from others to ourselves, and we need to work with whānau to do this. It takes a big person to ask, What is my part in this? How can we then make it better? She says, the system is failing some kids and perception is the number one killer. We are failing our Māori kids with our perception of them and their perception of what they think we think of them. They think teachers don’t know them, don’t want to know who they are, and don’t care. Our kids have made assumptions and have gotten used to teachers having negative assumptions of them.
I tatū atu a Charisma Rangipunga nō Ngāi Tahu, Ngāti Kahungunu, Taranaki ki uAko2016 e wānanga ai i te oranga rānei o te reo Māori. Hei tā Charisma, e hia kē nei ngā ara kua whāia hei whakarauora i tō tātou reo engari he haere kurī noa iho ērā haerenga, kua ora ake rānei tō tātou reo i aua mahi? Ko te whāinga o te kauhau kia matua mōhio te hunga whakarongo ki ngā āhuatanga o tō tātou reo Māori me tōna ora i tēnei ao hurihuri, hei āwhina i te hunga e ngākau nui ana ki te reo i ā rātou mahi. I whakaoreore i a Ngākau, i a Hinengaro kia aro ki ngā mahi whakarauora reo, kia whai whakaaro hoki ki te wāhi ki tēnā, ki tēnā o tātou i ēnei mahi.
He māmā a Charisma o ngā makimaki tama e toru, 17, 10, e 8 ngā pakeke. He reo Māori te reo i te kāinga pō noa te ao, ao noa te pō. Heoi, ki tā Charisma, ehara rawa te whāngai reo i te kāinga i te mahi ngāwari. Kia aro mai ana poai, me ū ki te reo o nāianei tonu, me mārama tana reo ki a rātou, me whai rautaki hoki ia e manawareka atu ai ngā tama ki te kōrero Māori hoki rātou ki a rātou, ki te hapori arero Māori. Hei tā i te pikitia, i kōrero ia mō te hararei ā-whānau ki Tahuna, ki ngā waka reti raima (luge) mahi ngahau ai i te taha o ngā tamariki. Tae rawa atu ki reira, ka raru katoa ia i te korenga o tana mōhio ki ētahi rerenga kounga nei kia Māori te whakaahua i ngā rerenga Pākehā nei:
The Rhetoric and The Reality (Hood, 2015) promotes public debate about the current secondary schooling system in New Zealand. Hood stated that not even the threat of detention persuaded him to conform to homework, as there were more interesting things to do after school. How many of us have experienced this? Hood only gave homework to consolidate what had previously been taught; assignments took a few weeks to accomplish and these assignments were always returned with quality feedback to his students. Hood cites John Hattie’s research which says “…. the correlation between doing homework and achievement is insignificant” (Hood, 2015, p.67). Hood challenges schools, teachers, and communities to be honest with senior management regarding such concerns and seek innovative ways to better this.
The concept is based on