Conference Day April 2019
Dr Melinda Webber
Uma kai pou - contentment of a mother breastfeeding in the night
Tamariki should feel this when they walk into your classroom - safe.
Broadening our ideas of what success at school should look like and how we measure it.
Told us her background but learnt nothing about this at school or NZ Maori history.
The curriculum needs to be localised
narrative of who they are and what they can become.
Kahikatea - Maori achieve success as Maori but our schools don’t do this
Maori success is not held up as a model
They need to learn that their ancestors were exceptional, not un-educatable.
Stereotype threat - unspoken perception that people around you don’t expect you to succeed as well as others.
Growing up Maori requires and extra fortitude because sooner or later a Maori child will be exposed to forces that will interrupt their development - stereotype threat. Has physical symptoms. Maori studies hear that they are less intelligent than other students.
Undermines confidence, poor performance and
It is the smartest students who are most affected by stereotype stress - feel has to stop being Maori or stop being smart. (poverty)
Pressure to disprove a stereotype gives them an ‘extra task’. To do well and ‘slay the ghost’ in the room.
Disproving a stereotype is something they have to do over and over again. Many chose not to do it.
Schools need to seek out way to develop mana - the positive forms. Normalise Maori world view.
Maori achieving success as Maori - has mixed answers depending on where they grew up - Maori in Ham will be difficult of Maori in ??? Her way of being and speaking changes on the Marae.
What do great teachers do to foster success at school?
More about the development of Mana.
Talk to students about who their role models are - from family, community, school = ask to describe in 5 words and that will show you what success means to that student.
Qualities of success Te arawa
1. Students have a positive sense of Maori identity. (positive ones not negative) believe their success leads to others success (embedded achievement) I am successful because I'm Maori not even though I am Maori - Maui nana kia? mischievous - we must see the mana in these kids that drive us crazy
2. Successful Maori are diligent and have and internal locus of control - patient, stoic, persistence etc
Relationships critical as often fall out with teachers etc - if drive in heart can go back, if in head not so much
Learning is something the whole family values.
3. Successful Maori students learn how to nurture strong relationships. get along with teachers they don’t even like. Willing to learn from others and be mentored by even if not their fave. Aware of own strengths and weaknesses. Service to others grown our own mana. Feedback is a koha.
4. These students were overwhelmingly described as curious and innovative. Enquiring mids, make associations and draws conclusions. Creative. What does this look like in real life - algebra story.
5. Look after their well being. I can’t learn at school unless i have an outlet for my anger, sadness etc. Fit, resourceful, balanced, healthy. Touchstone teacher - just lets me be.
6. Committed to advancing their own knowledge. Scholars who know where they want to go and persevere to achieve their goals. An aptitude for things scholarly commitment to excellence. Driven, purposeful, aspirational,
Academic back planning - discussions about what you want to do - pilot - where do you need to go? right back to what do you need to do in Years 9 upwards. Decisions need to be grounded in reality. Making good choice not pursuing pathways that lead nowhere. Begin at primary school. Begin those conversations asap. Knew why they were doing things. Purposeful. Where do you want to be in 5 years time, in 10 years time?
They knew what parents had done to allow them to succeed. Their success or failure is their whole families success or failure.
7. Successful Maori students possess humility. They are too humble? Why are they scared to go up on stage. It’s lonely up there by yourself. Teka - lie, if just me not all the people who helped me. Allow them to have a shout out to those who helped them. Primary prize giving - whole family invited and goes up on stage. A lot of people contribute. Team players. Humility is a cultural point of difference not just for Maori but for kiwis - it’s a cultural thing. Don’t confuse with shyness.
Humble in defeat and in glory.
8. Successful Maori students understand core Maori values. Help them to be successful in wider community- Manaakitanga - care and hospitable of others
Kotakitanga - ability to commit to a vision
Wairuatanga - moral compass and a sense of justice (often its seen as spiritualism but students talked more about moral)
When had to make a quick decision always went for the moral or social justice decision rather than the quick decision.
Story about eagles and turkeys. If you want to fly like an eagle.
Identified some conditions that enable these qualities to manifest.
The Mana Model - photo
Pepeha - has it been unpacked.
Effective Classroom Teaching
Which Edu-Theories should we listen to?
7 Myths, 2 Fallacies & 6 Recommendations
Based on Research Ed - pseudo science proof out of UK. Tom Bennett the man behind it.
Cheap and best he has ever been to $40 compared to uLearn which he did like.
Was in Auckland.
What is out there that we should push back on?
What was fad and what should be listened to.
Knowledge a pillar to learning that does not get as much appreciation
Are we too skills focused?
Skills vs knowledge
This session John Eddy’s stuff.
Impact of Early Trauma
Experienced something in their early years that reorganises how their brain processes things.
“I’m going to fuck you up bear” removed from home at 2.
If we don’t do anything with this kid he will still think like this at 50.
Set by 2.
Insults into the brain.
The first 1000 days conception to 21/2 but really to 3.
Neurosequential model of brain development.
Nice solid foundation things can happen but they can be plastered.
Only way to really change it is to go back to the foundation and solidify it.
What did we do in the first 1000 days. Sang, touched, rolled, rocked, and this is what damaged kids do when they rock etc.
All the little things we did that were taken for granted and can rebuild the foundations in the brain.
1000 days brain develops from top to bottom inside to out.
Red brain survival emotional, green brain is managing. Survival, Emotional, Managing 3 areas of brain development.
Survival brain developed on first 2 years see hear cross the midline and its saying “am I safe” (attachment theory)
when the answer is mostly yes, fed, warm etc then I’m safe so I don’t need to produce a further survival brain - if not safe i.e. constant chaos, anger, fighting, disorganisation, not safe - not being fed, changed, touched, orphanages can die within 2 weeks of birth if not touched. Touch activates thinking and good positive things.
If survival brain says not safe then I need to keep developing the ability to keep scanning the environment.
Calm to angry faces. Two types of kids. From violent environment could identify anger coming much sooner.
Highly sensitised to identifying what they need to see to survive.
Those kids also identified all expressions to anger because any facial confusion, frustration etc lead to anger for those people. Hypervigilant.
You tell me I’m safe then I will go on and learn some emotions - emotional brain.
Managing brain is the part that sequences - planning, time management, empathy,
If continued to concentrate on survival then those other skits will not have developed.
Survival brain enhanced then they miss out on opportunities to develop other social skills.
Learning to cope with emotional - cope with failure, fear, anger, etc
Trauma does not allow kids to go thru developmental stages until they learn they are safe.
It’s not determinate, it’s influential.
86billion cels in brain developed in utero.
Why pregnancy stage is considered.
Alcohol, drugs, cortisol, - all detrimental to the development of cells - there is an enzyme that is made to protect from cortisone but not if there is too much. But if it is constant it can impact baby brain. Earthquakes data to show in utero has impacted on cells in utero. Some things they may not be able to do and we have to accept it - if their brain cells were reorganised in utero.
It is never absolute.
Partial activation of stress is anxiety. People can also be genetically anxious.
Nutrients also there is data discussion about.
Also an anxious parent will develop an anxious child if the child experiences that too much.
Physically anxious parents need to separate themselves from the baby to allow baby to be calm - can’t trick the baby if you are holding them.
Teach children to calm down
therapy not recommended children should not made to talk about something if they are not ready
86 bill cells but not connected, they connect through experience, everyone born with potential to talk every lang in world but speak the lang they are spoken to.
Respect - if not taught - send out a kid who has not heard the language of success, learnt to take their turn, try again, has this kid ever spoken the lang you are expecting the to speak you may as well be asking them to speak German.
Experiences - brain connects Myelin produced it’s the weight increase in the brain more reputations the more connections the more yelling
Myelination happens because we repeat it. In a sensitive period less repetition needed i.e. learn language as a baby without as much repetition.
Dog. Oh dog dog - repeat name look connects with visual part of brain touch fluffy etc, taste, what does a dog say, woof?? no incorrect template - check the template. If the template is that if someone hurts someone in your whanau then the template rule is you hurt someone in their whanau. And then you teach this to your kids.
When kids are taught templates that are destructive about others and about themselves. If you repeat something enough then you know it the brain does not check templates unless you do reflective practise - are you stopping and checking why I do this/ is it the best way/
Community constables come into school to reteach the template about police.
If a template s built we don’t check it until someone asks us to and we build a new positive one.
What the dog does and how parent reacts builds the template in the brain.
Myelination creates the template.
We can always build a new template.
HPA access activated - fight flight energy survival response.
Once activated you can’t expect them to learn you have to help them calm down.
Your behaviour in that moment is to fixing it long term you are triaging.
Rest of the day you practise calming down so they can learn how too.
Practising activation calming down at a lower level.
Drink, the away whatever it is not rewarding bad behaviour.
Cleaning it up now, apologising now etc is not helping it is keeping them in that state.
If waiting until 10/11 to learn to calm down then it’s so much harder, much easier when younger.
To learn you need a managing brain. Most kids if put in a plan that does not have behavioural consequences then there will usually be progress. Take for a walk, calm down rather than consequence.
First meet -
how often did they activate into survival brain
and how long did they stay in survival brain
every moment that you can have a child calm they have the capacity to learn not just academic but observe other children anyhow they behave. Increase their capacity to stay calm. Then they will begin to engage.
Programme of staying safe not behavioural consequences.
Kids who do become hyper-vigilant when the usually have a higher potential and care more than those who just have written life off.
Not ideal to have hyper-vigilant kids around other kids.
We understand that some kids more help to calm down and we need to accept and help them, reward for calming others down cause if you poke the bear it gets angry and that can be a reward to.