Define the classroom culture
Suggestion for implementing the strategy ‘Collaboratively develop a safe and caring culture and climate’
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Being culturally responsive
Being culturally responsive
Ask students what’s important
Ask students what’s important
Create a class whatu pōkeka (symbolic baby blanket).
Each student writes on a feather what’s important to them and helps them belong.
![11674 [Whatu-pokeka-Pukekohe-Hill-School.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Whatu-pokeka-Pukekohe-Hill-School__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Consider approaches that support equity
Consider approaches that support equity
Students are very sensitive to teacher bias.
To ensure equitable participation in your classroom, include some of the following practices.
Note: Teachers must apply knowledge of a student’s needs and sensitivities before inviting participation.
Equity sticks: Write one student's name per stick, place into a cup next to a second, empty cup for the "used" sticks. Each time you ask a student to run an errand, or take leadership, pull out an equity stick. Once they have participated, place their stick in the other cup, and keep on doing this until you've cycled through the class.
Equity tracker: Create a simple “tracker" with students' names on the left side and a column for each day of the week. Each time you call on a student or someone volunteers to speak, jot down a tally mark.
At the end of the week, add up your marks and analyse the data:
- Who is participating the most?
- Who is participating the least?
- What patterns of participation do I see with respect to race, gender, first language, learning ability, location in the room, etc.?
Use this data to set a small participation goal for the following week.
Source: 3 practices to promote equity in the classroom (opens in a new tab/window)
Review inclusive teacher language
Review inclusive teacher language
- Avoid negative commands, corrections, demands, and yelling.
- Review the language and terminology you currently use to identify students and discuss their progress, needs, and supports.
- Reflect on whether the current language is respectful, accurate, useful, supports high expectations, and aligns with values and beliefs.
- Check for deficit identifiers that lower expectations, affirm stereotypes, or are discriminatory.
- Open a discussion with students and whānau around the language teachers use. Identify words and phrases that are deficit-focused and together find language that is respectful and useful.
Reflective questions
Reflective questions
- To what extent are the identity, language, and culture of Māori students and adults evident in teaching and learning experiences within your classroom?
- What opportunities do Māori students and adults have to share their knowledge and expertise within your classroom?
- What does “genuine participation” look like for Māori members of your classroom?
- Do staff maintain high expectations for children and young people, while also honouring their mana?
- What does partnership mean in your classroom? What leadership roles do different students and adults take? How could this be enhanced?
- How will you ensure all students receive equitable amounts of time, attention, and praise?
Useful resources
Useful resources
![11663 [Screen-Shot-2019-10-18-at-11.03.53-AM.png]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/resources/covers/Screen-Shot-2019-10-18-at-11__ScaleMaxWidthWzY0XQ.03.53-AM.png)
Tātaiako: Cultural competencies for teachers of ākonga Māori
Read time: 29 min
Tātaiako is a starting point for schools and early childhood education (ECE) services developing cultural competence.
Publisher: Teaching Council of Aotearoa New Zealand
3 practices to promote equity in the classroom
Strategies to track participation so that everybody has a voice.
Publisher: Edutopia
Te Whatu Pōkeka
Read time: 1 min
A whole-school or classroom exercise with students, which looks at how students know they belong and how they feel valued.
Next steps
More suggestions for implementing the strategy “Collaboratively develop a safe and caring culture and climate”:
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Current page Define the classroom culture
Return to the guide “Behaviour and learning”
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How to use this site
Guide to Index of the guide: Behaviour and learning
Understand:
- Understanding behaviour
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Understanding how to respond to problem behaviourShow suggestions for Understanding how to respond to problem behaviour
Strategies for action:
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Foster positive relationships and partnershipsShow suggestions for Foster positive relationships and partnerships
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Collaboratively develop a safe and caring culture and climateShow suggestions for Collaboratively develop a safe and caring culture and climate
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Supporting language and communication skillsShow suggestions for Supporting language and communication skills
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Support emotional wellbeing and positive mental healthShow suggestions for Support emotional wellbeing and positive mental health
- Anticipate, monitor, and plan for responding to child stress
- Strengthen student identity
- Teach stress management, anxiety and coping skills
- Offer relaxation options and downtime activities
- Teach how to recognise emotions and options for expressing feelings
- Providing support following traumatic experiences
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Enable access and participation in learningShow suggestions for Enable access and participation in learning
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Respond safely to challenging situationsShow suggestions for Respond safely to challenging situations
