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So… you’re the teacher now? Tips and strategies for whānau navigating learning at home

Posted on April 24, 2020 by Janelle Riki-Waaka

By Janelle Riki-Waaka

Credit: T. Bell
Credit: T. Bell

Last week my Facebook feed was inundated with whānau who have recently found themselves teaching from home. Lots of questions about what offences constitute giving out detentions, what’s the magic tonic to make my kids listen, and desperate pleas for Suzy Cato’s phone number. It’s given me lots of giggles, however I have sensed the subtle yelps for help in between the banter. A recent post on Facebook from a friend resulted in a flurry of comments from parents who are all asking the same question in many different ways. “How am I supposed to be my kids’ teacher?”

So here’s the answer you are so desperately seeking – it’s all good, you’re not. At least you’re not expected to be a ‘teacher’ in the sense of the profession. You have always been your child’s teacher in life though and that’s the lifelong gig you signed up for. Despite the fact that our tamariki are now engaging in school work from home, your job is unchanged. You’re still their life coach, cheerleader and chief snack engineer. Put simply, you’ve got this learning at home lark in the bag, you’ve been holding this down since ages ago!

So I’m going to bust some myths and answer some FAQs for all the whānau out there navigating these new waters, and I’ll also suggest some tips and strategies that might help. My hope is that your kids’ teachers have stumbled across this blog and decided that it’s worth sharing with their community. If you find some ‘real talk’ in this blog that helps, please feel free to share it with your mates over those virtual coffee dates you’re having to maintain sanity.

Myth: I need to teach my kids from home during lockdown

No you don’t. You need to parent during lockdown. Parenting will include a tonne of different things that will undoubtedly include teaching your kids some stuff about some stuff. But please be clear, you do not have to sit down at night and teach yourself the correct terms for each part of a plant so you can on-teach this to your kids the next day. That’s why we were blessed with YouTube!

Learning happens all day, everyday and as parents you are already well-versed in the art of ‘teaching.’ All children have self-regulated skills, and they vary according to their age and abilities. As a parent your approach to this period of learning from home might be to identify those self-regulated skills and support your tamariki to strengthen them and develop new ones. This is the perfect time to support your kids to tie their own shoes, make a cake, build a bridge from straws, learn how to budget, or change the tyre on your bike.

“As for the position or expectations our school is taking, it is all about empowering our parents and guardians to make the best decision for their children during this time. You can pick and choose from the learning tasks our teachers have prepared. You can decide how much time they spend online or offline and ultimately, the priority for us all should be ensuring the wellbeing of tamariki during these uncertain times. Please don’t feel pressured in any way to do set tasks or set hours – our teachers are here to help if needed but you decide what is possible and what works best for you and your children in your own home.” Tamara Bell – Principal of Southbridge School (source) 

FAQ 1 – Does my child behave like this in class?

child-behaveThe answer to this varies but generally, no. I had my son in my class for a year once, and I can honestly say it was the hardest year of my teaching career. During the very silent car rides home each day I would be constantly asking myself that very question.

In a classroom teachers have the advantage of being able to create opportunities for social influence to engage students in learning. Put simply, if we can get a good number of students engaged in a task, others often get swept up in the momentum. We’ve all seen that video of the lone guy dancing and how slowly but surely others join him until everyone is dancing. That same practice can be an effective teaching strategy but it’s near impossible to employ this at home where your own kids can simply choose not to dance with you!

My (unburdened by research) theory on this stems back to when our kids are babies and one of their first words is often no. As parents we laugh at this mostly because they’re so cute when they shake their little heads and say no to us. Could this be the root cause for our kids non-conforming behaviour? They’re simply trying to be cute! Truth exposed: it’s 100x harder to teach your own kids than it is to teach others, so go easy on yourself.

FAQ 2 – How do I get my child to do their school work when they don’t want to?

If your child’s teacher has set work for them to engage in at home then some kids will be over the moon about it and will work through each task methodically and eagerly. Others will react like you’ve just asked them to chew off their own arm and eat it for breakfast. For those kids, school work belongs at school and home is where I get to engage in the things I love doing – combining the two worlds is simply unthinkable.

Deploying a learning by stealth strategy is going to be necessary here, and I’ll share some ideas for this soon. The most important thing to remember is that nothing is worth risking the wellbeing and happiness in your home, especially at this time. If your kids don’t want to do any school work at all despite your constant best efforts, then just don’t make them do it. Trust me, learning will happen everyday and you can make sure of this while deploying some learning by stealth strategies.

Myth: My kids will fall behind if they don’t do their school work at home

Not engaging in the school work set for your kids will not have an irreversible and hugely detrimental impact on the rest of their lives. Plenty of kids miss school and formal education for long periods of time perhaps to go travelling with their whānau where they learn heaps about life, people culture and relationships.

Each child’s learning song is unique. Each has its own genre, lyrics, beat and rhythm. It takes a lifetime to craft your own song and no songs are the same. If your kids do absolutely no formal learning during lockdown, they’ll be just fine in the big scheme of life. So take a deep breath, kick back and just enjoy the latest rendition of your child’s song and find joy in how they rock out!

Dear Parents,

Don’t stress about schoolwork. In September, I will get your children back on track. I am a teacher and that’s my superpower. What I can’t fix is social-emotional trauma that prevents the brain from learning. So right now, I just need you to share your calm, share your strength, and share your laughter with your children. No kids are ahead. No kids are behind. Your children are exactly where they need to be.

With love,
All the teachers on planet Earth

Written by Maria Karaiskos (source)

Photo by Ben Wicks on Unsplash
Photo by Ben Wicks on Unsplash

Teaching and learning in stealth mode

It might surprise you to know this but you already do this, daily. In essence this requires your tamariki to be engaging in the things they would normally engage in at home, and you slipping in some learning by stealth! Sort of like how you hide the veges in their dinner! Here’s how:

  • Give them a challenge that relates to their interests and passions.
  • Ask them to: plan, problem solve, do some learning or research, create, test, reflect, modify.
  • Ask them to share their learning in creative and engaging ways: discussion, presentation for the whānau, powerpoint, video clip, interview.
  • Ask questions to deepen their understanding and help them to reflect on their learning:
    • Why did you decide to… What would happen if…. How did you learn about….
    • How could you modify this to work for someone that was physically impaired?
    • What would you do differently next time? Are there any improvements you’d like to make?
    • Did you encounter any challenges or problems?

Here are some examples of learning activities by stealth. The idea is to create your own based on your child’s strengths and interests as well as what can be done practically in your home.

Activities Some learning by stealth suggestions
Lego
  • Construct something that will send out free Wifi to everyone in our neighbourhood
  • Make a machine that will hang out and fold the washing
  • Create a new machine for Willy Wonka’s Chocolate Factory
  • Create some new training equipment for the All Black’s who are training from home at the moment.
Cooking
  • Make a video to teach others how to make the recipe. Include a downloadable recipe with step by step photos
  • Design a menu for a whānau date night dinner then plan the dinner and give members of the whānau roles
  • Create a new recipe using only these ingredients
  • Cook something from another country and share with us what you learned about this dish and the local culture
  • Invent a new baby food flavour
Outside play
  • The floor is lava! Get from point A to point B using only what you can find around the house and without touching the ground
  • Create a treasure map that will lead a whānau member to a secret hidden treasure
  • Design a tree fort or an amazing new outdoor home for a whānau pet
Physical Activity
  • Create a tik-tok and challenge friends and whānau to a tik-tok challenge
  • Create a work out routine for the whānau to do each day
  • Reenact your favourite movie scene
  • Write, film and edit your own movie
  • Create a Ninja Warrior course for members of your whānau

“Remember too that you are not expected to replicate the classroom in the home. Your teachers cannot possibly achieve that, and parents and caregivers are not trained teachers. The number one goal of schooling currently is to nurture wellbeing. Just as we know the value of strong relationships for successful learning and teaching, use this opportunity to help families nurture productive and supportive relationships in the home. Try to make learning opportunities creative and based on the experience of being in the home.” Perry Rush – President of the New Zealand Principals Federation (source)

Tips and strategies that might help

Some kids will be struggling with this learning at home routine. They may even be quite disgruntled by the whole thing, and resist any kind of learning. My son found it challenging to engage in learning at school so I know I would’ve had an uphill battle getting him to do schoolwork at home during a lockdown period!

There are some strategies that teachers employ that help to ensure no one gets left out of learning. If you’re finding your learning at home routine is not going as well as you’d hoped, here are some things to try:

  1. timetableChoices: some kids just want to be master and commander of their own lives and so choices might work well here. Perhaps showing them a list of five tasks and asking them which two they’d like to do today. Asking them to write their own daily timetable that must include 1 to 2 tasks from the list but can also include snack time, TV time, device time etc.
  2. Go with what you know they love. If they’re into rugby then rugby theme everything! Whatever their strengths and passions are, create learning opportunities around them.
  3. For the energiser bunnies, the more physical activity you can engage them in on a daily basis, the better their temperament will be so create some physical challenges for them to complete.
  4. Just don’t sweat it. If your tamariki are open and willing to learn then great, if they’re not, that’s fine too. The happiness in your home and your relationship with your child is the most important thing. Nothing is worth fighting with your child over. Negotiate what they’re happy to do and what you’re happy to live with.

These are unprecedented times and the social, emotional and physical wellbeing of our tamariki is more important now than ever before. Many of us will be operating simply on survival mode and just getting through each day. Planning and delivering formal educational programmes for our kids may just not be high on the priority list right now and that’s o.k. Just know that what you do each and every day as parents is more than enough.

You taught them to walk and talk and tie their shoes – you know how to be their teacher. What they need right now is reassurance, love and security. We’ve been blessed with an opportunity to be with our kids 24/7 at the moment. Despite the challenges that come with that, it will be something we will come to cherish in years to come. Do what you can do and most of all prioritise a happy home, time to laugh, time to play and time to be together.

“You are that painter. You make the judgement about how the brush strokes land as you sweep them across the paper; you decide the colours; and you build your creation in a unique way because it is your work.” Perry Rush – President of the New Zealand Principals Federation (source)

 

My beautiful nieces and nephew on day 1 of ‘home-school’. Ages 11, 9 and 6
9am  table1  table2  table3
Later that same day…  table4  table5  table6

 

child-song

 

“Each child’s learning song is unique. Each has its own genre, lyrics, beat and rhythm. It takes a lifetime to craft your own song and no song is the same. Kick back and just enjoy the latest rendition of your child’s song and find joy in how they rock out!” – Janelle Riki-Waaka

 

 

 

 

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Teens learning from home: What to consider

Posted on April 8, 2020 by Karl Summerfield and Madeline Campbell

A joint blog by Karl Summerfield and Madeline Campbell

Noho tawhiti, Tū kotahi
Sit at a distance, stand as one.

The wellbeing of secondary ākonga, kaiako and wider school whānau is an important focus of this post. We explore wellbeing from the perspectives of the secondary learner and kaiako. We also consider learning itself, and pose some reflective questions to support secondary schools and kaiako with planning. Planning collaboratively, and with compassion, will help us to embark on new ways of working in our secondary schools.

Planning for ākonga wellbeing

akonga-wellbeing
Photo by Tengyart on Unsplash

Timely, relevant support

In a recent newsletter, Perry Rush, President of the New Zealand Principals Federation said;

What is needed at this time is leadership that has emotional resonance. This is not a time for you to be a transactional leader singularly focused on how learning may continue. It is a time for you to metaphorically wrap your arms around the young people in your care and embrace their families too.

During periods of change we each have questions about what will be different and what will stay the same. Learners will have many questions about the implications of learning from home. Without answers, these questions may create unnecessary anxiety.

 

For example, here are the questions of five Year 12 students:

  • “At our school there hasn’t been a coordinated announcement for students as to how the school will proceed after the holidays. Some students have started planning for themselves”.
  • “I’m in the middle of some NCEA assessments, what happens when the teacher can’t supervise them?”
  • “Will I have to re-do Year 12? Year 12 is so crucial for University Entrance—it feels more significant than Year 13.”
  • “Before the lockdown only one of my teachers had talked to me about what happens when the school closes. Some subjects will work better than others. English class worries me – because it’s hard to see how my teacher’s style will work online”.
  • “Lots of kids don’t have support at home. We worry about isolation and how we will pass assessments without support”.

 

Creating spaces where learners can regularly express concerns and questions will enable kaiako to provide useful and timely support. Working out how to do this remotely will take collaboration. Discussing with ākonga and as a staff what approaches to raising and solving issues will be useful and sustainable.

Another aspect of planning for wellbeing is ensuring that every learner has someone looking out for them. Secondary ākonga will probably be in contact with many different kaiako. When face to face, there are multiple opportunities to have incidental conversations with learners. We notice how they are doing. Teaching online, we can easily miss those cues.

One recommendation is for schools to plan for kaiako—perhaps a form teacher— to take pastoral responsibility for a group of learners and look out for their overall welfare and progress. Again, ask ākonga for their ideas and feedback.

Minimising overload

In this period of change and upheaval, every effort needs to be made to ensure ākonga receive a coordinated, coherent learning experience.

Firstly, out of respect for your learners, settle on a core group of online tools. While new tools might seem cool and exciting, if every kaiako picks a couple of different new tools, ākonga may have to grapple with signing onto, learning, managing and submitting work across many new digital platforms.

Secondly, closely coordinate and monitor learner workload to ensure assignments are staggered and well-supported. This will require coordination and collaboration across departments / faculties and also regular feedback from them.

How do we make sure that no one gets missed? There will be ākonga in every school who are already being supported with their learning or behaviour by specialist staff. Has contact been made with them? We have a collective responsibility to make sure that “learning is inclusive” (New Zealand Curriculum, 2007, p. 9), and available to all. Can we work with those ākonga to see what they need and what barriers they face?

Here are some other questions for consideration:

  • What anxieties and stresses are ākonga managing? E.g missing loved ones, feeling unsafe or vulnerable, losing an after school job?
  • Is your school confident that all learning tasks can be accessed, and completed, with the tools available?
  • How are ākonga structuring their days, and planning to meet deadlines?
  • Do ākonga have the skills to solve/work around any technical barriers related to their learning?
  • Are ākonga able to devote “school time” to their studies, or do whānau circumstances mean they now have other responsibilities such as minding tēina?
  • Are senior ākonga being reassured and supported, as they face unpredictable changes to their high-stakes learning?

Designing learning for new environments

designing-learning-new-environments

Some aspects of learning remotely actually work better than equivalent face to face options. Tony Cairns from Wellington High School points out that we’ve known there are benefits to online learning:

“We’ve been trying to do this [remote learning] for years. Now we have to!”

Use the benefits of the remote environment to your advantage. Some activities that seemed impossible to do online are being successfully adapted by creative kaiako. Here are some examples of what might work well, and what might be challenging as you move online.

Photo by Dan Dimmock on Unsplash

Works well—maybe even better—online Harder to do online
Collaborative learning Hands on experiences, like in science or technology
Personalised and differentiated learning Education outside the classroom, including class trips
Metacognition – thinking about the thinking Teachable moments
Making learning available anywhere and anytime Group discussions (they are possible, but have different etiquette online)
Multimodal learning Meeting as a whole community (assemblies etc…)
Ongoing, timely feedback Co-curricular activities

 

Like ākonga, kaiako will also be embracing new ways of working. This creates a unique opportunity for kaiako and ākonga together to embrace “Learning to learn”, one of the principles of the New Zealand Curriculum (p. 9).

It is also an opportunity to explore new ways of developing the classroom learning culture. But remember, we are in extraordinary circumstances right now. Remind ākonga that it’s OK to start slowly, make mistakes and have off-days—they’re learning how to learn in a whole new space while navigating learning in their own homes surrounded by extended whānau.

Be proactive and open to partnering with learners to find suitable resources, and teaching and learning approaches. Creating opportunities for them to invest in the development of their online learning will generate greater engagement and connection. This also promotes socially constructed learning, an element that can get overlooked in online learning.

Encourage learners to reflect on how their learning is going. Finding solutions to any issues they identify is also really valuable, but make time to celebrate the things that go well too.

Some ākonga will thrive in the remote learning environment, maybe ones who weren’t engaged in a traditional classroom setting. Can you work with them to find out what has made learning ‘click’? Maybe they can help us to adapt our practice for those who are finding remote learning harder.

Ordinarily we know our ākonga differ in many ways that are fundamental to learning. Variability in prior knowledge, experiences, motivations, interests and beliefs will influence how each individual learns (Dumont et al., 2016, p.7). The Covid-19 situation has created an additional set of circumstances that must also be taken into account. As we approach designing for remote learning, how will we ensure every learner has access to learning in a way that works for them and their whānau?

Some prompting questions for consideration:

  • What processes do we have in place to ensure every learner has what they need to access and participate in learning in a way that works for them?
  • How will we support ākonga who were previously disengaged in learning?
  • What are our plans for ākonga that may require learning support assistance or utilise assistive technologies?
  • How can we set up a buddy system, or a tuākana tēina arrangements, to support and stretch learners?
  • How will we recognise and celebrate remarkable efforts in a meaningful way?
  • How could you use digital tools for multimodal presentation of subject content?
  • How can you leverage digital options for ākonga to act on, create, and express their understanding of new content?

 

kaiako-wellbeingPlanning to keep kaiako healthy and safe

Moving to online teaching will be an extraordinary learning curve for kaiako, even if they are familiar and confident using digital tools and virtual spaces. Two key areas to provide support are related to managing workload and safe practice online.

Photo by Alexandru G. STAVRICĂ on Unsplash

Managing workload

To avoid burnout and overload, it is important that kaiako look after themselves too. Robin Sutton, Principal at Hornby High School, points out:

“Teachers are rescuers, and the temptation to just keep going because your students need you is very strong.”

Working in collaborative teams will create a structure for staying connected, negotiating and managing the workload, and to manaaki each other. Tony Cairns describes manaakitanga as practised by Wellington High School:

“It’s caring about the wairua, ora, health and bubbles of our staff and students – it is more than emails, phone calls, texts and hangouts – it is real genuine care for others on our teams and in our school.”

Establish shared expectations, and set some constraints, around when to be available. This can also help maintain some boundaries and define the end of the work day.

Here are some other approaches currently being adopted by schools:

  • Kaiako available at the times they are normally timetabled for classes. Ākonga know they can contact kaiako at those times and they’ll be ready to engage with them. Also ensure ākonga are given clear timeframes indicating when staff are not available.
  • Regular connection times for colleagues so they can work together to co-construct resources, and have discussions around issues they face or successes they enjoy.
  • Less content over longer time frames. Avoid preparing and teaching 20 individual online classes per week as it is unsustainable. Reduce direct teaching and facilitate collaborative, and student-led activities.
  • Ākonga who are working collaboratively using a class set of notes supported by multiple media, and asking and answering questions in class forums or discussion spaces.

Safety online

Be alert to the cyber-safety aspects of working remotely. For many kaiako this will be a new way of teaching, and boundaries may quickly become blurred.

Netsafe NZ has released 14 tips to guide educators implementing remote learning, which could form the basis of an online discussion with staff.

Some reflective questions to consider:

  • Is it OK for ākonga to know kaiako cell phone numbers so they can text or call?
  • Is it OK for kaiako to be interacting with ākonga on social media?
  • What should kaiako do if they see something they shouldn’t have when video-conferencing with ākonga?
  • Is there a process for making sure resources are safe and appropriate for ākonga to access?
  • Who do kaiako contact for support with a student who is not respecting established boundaries for appropriate contact for learning support?

In conclusion

Learning is the dynamic interplay of emotion, motivation and cognition.  With thoughtful, people-centred planning, this period of learning from home can be a productive and positive experience for both ākonga and kaiako. As facilitators walking alongside schools, we recognise the magnitude of what schools are required to embrace. Do reach out for help. CORE is here to provide support.

Useful resources:

OECD The Nature of Learning, Using Research to Inspire Practice. Practitioners Guide. 2016. Editors Dumont, H., Istance, D., Benavides, F. “A summary of the Nature of Learning, created to highlight the core messages from the full report.”

NZ Principals Federation Newsletter: Issue 10, 2 April 2020 President’s Message – Reminding kaiako of the importance of compassion, well-being and good pedagogy.

Colouring in your Virtual White Spaces. Anne Milne. Blog post 4th April, 2020. “…how will schools develop critical, culturally sustaining content online, and how will this reach the children who need it most?”

Enabling e-Learning – Flipped learning: Make lessons available for ākonga to access from home or school. How to flip your classroom and personalise learning.

Enabling e-Learning – Communication technologies: Tips for kaiako working with a virtual class, and lots of practical resources for setting up and getting started.

Inclusive Education – Reduce barriers for year 9–13 ākonga: Consider how learning feels and works for your ākonga. Ask them for ideas and feedback.

References

Dumont, H., Istance, D., & Benavides, F. (2016). The Nature of Learning: Using Research to Inspire Practice – Practicioners Guide. OECD.

Ministry of Education. (2007). The New Zealand Curriculum (p. 9). Ministry of Education.

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Learning at home: start with relationships

Posted on March 24, 2020 by CORE Facilitation Team

He moana pukepuke e ekengia e te waka. 

A choppy sea can be navigated.

learning-at-home-relationships

Firstly a huge mihi to all educators for everything you are doing for ākonga and communities as you prepare to teach in different ways. Ākonga and whānau will look to you for guidance and support as they adjust to thinking about learning at home, and what this means. Complex, we know, especially as you prepare for changes in the day to day lives of your own whānau too.

CORE Education is publishing a series of blog posts to help you with the planning and preparation you’ll be doing. These will be underpinned by our commitment to Tiriti o Waitangi, as well as our expertise and knowledge in online learning, effective pedagogy, and Universal Design for Learning.

Published over the next two weeks, the blogs present a chance to step back, reflect, and anticipate some of the things leaders and kaiako could consider now that learning has shifted to home. They cover considerations that are applicable to early learning services, kura and schools and Māori medium settings. Also, please let us know if you have areas you would like us to focus on.

In this first blog, as you move from your workplace to home, we offer four key points focused on building and strengthening relationships.

  1. Keep relationships at the centre
  2. Invest in the wellbeing of kaiako
  3. Empower and affirm ākonga
  4. Remove barriers to staying connected

Relationships at the centre

Begin with the people. Focus your initial thinking on building connection. Relationships will be more important now than they ever have been. We all need to find ways to ensure the virtual components of our programmes include opportunities to simply connect in personal and meaningful ways. Children in isolation overseas are saying that they really miss their friends.  Kaiako used to collaborating may also find job satisfaction is harder to achieve with less day to day human contact. So, how can you put relationships at the centre of what you do?

Suggestion: Have a plan that everyone is a part of to reach and engage all ākonga.

“Connecting with people who make you feel safe and loved is the most important thing you can do to look after your mental health and the mental health of people around you.”
Looking after mental health and wellbeing during COVID-19.

Invest in the wellbeing of kaiako

Collaborating and working as a team will ease the pressure on individual kaiako. No one should feel alone. Keep the connections strong so that you can listen to diverse perspectives, agree on ways forward together and overcome any obstacles you encounter.

It may also help to create an agreed set of expectations in our new reality. Keep it broad, but with enough structure to provide a framework for planning. It is not going to be possible to simply move what you do face-to-face into an online environment. Albany Senior High School recently sent these guidelines to their staff, and have made them available for everyone. Consider if they are a useful reference point for your own communities.

Suggestion: As a learning community, have a plan for mutual support and keeping an eye on each others’ wellbeing. Ensure each kaiako has a colleague or friend they can lean on, be in regular contact with. Create regular opportunities for simply connecting and checking in.

Empower and affirm ākonga

Empowering the wairua and enhancing the wellbeing of ākonga is paramount. It’s what teaching and learning are founded on. Learning from home will present a new and unexpected set of challenges for ākonga, and they’ll need our support to navigate these successfully. Ensuring that ākonga thrive, are connected to their language, culture and identity and have all aspects of their hauora balanced will be a challenge for a kaiako to consider thoughtfully.

“Take care of our children. Take care of what they hear, take care of what they see, take care of what they feel. For how the children grow, so will be the shape of Aotearoa” – Dame Whina Cooper

Suggestion: in a planning meeting, ask yourselves these questions:

  • How will we share with ākonga and whānau our ongoing commitment to their learning and wellbeing?
  • How might we continue to strengthen our learning relationship with ākonga and whānau in online environments?
  • How will we ensure all ākonga are well supported during this transition?
  • What are the cyber-safety and digital citizenship considerations of having ākonga online?
  • What safety protocols do we need to put in place before bringing ākonga into virtual meetings or conference calls? For example, one protocol might be that before they activate their cameras in a video conference, everyone has “video off” as the session starts, and then mindfully starts their video when it’s OK to do so.

Remove barriers to staying connected

Our schools, kura and early learning settings have closed this week. We do not know how long we all might need to engage in learning from home. Access to connection options will vary across your community. It is important that we steer away from single, one size fits all solutions and work to find individualised solutions for all ākonga and their whānau. This will require us to identify the barriers and the access constraints within our communities, and create innovative solutions that will be inclusive and responsive to everyone’s needs.

Suggestion: Check in with ākonga and their whānau to identify their current accessibility status and explore all possible solutions to empower them to engage in distance learning.

  • Explore opportunities for ākonga to work in ways that can be supported by occasional internet access.
  • Provide ways for ākonga and their whānau to confidentially contact someone they feel comfortable speaking with if they have an equity or access concern.
  • Find out if whānau or members of your community have old, unused smartphones with no SIM card that will still be useful on a family wireless connection.

How can we help?

CORE Education’s facilitation team can help you or your learning community transition to teaching and learning from home. We are committed to a people-first approach and will work alongside you to find solutions that will work for you.

Please get in touch if you need any kind of support or guidance, email learning@core-ed.ac.nz

Acknowledgements

Albany Senior High School Instructions for Going Remote. Accessed from DisruptEd Facebook Group. Google Doc (March 2020).

Mental Health Foundation Looking after Health and Wellbeing During Covid-19. Accessed from Mental Health Foundation website (March 2020).

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