Build reciprocal relationships between kaiako, tamariki, and whānau
Suggestion for implementing the strategy ‘Collaboratively planning a universally designed learning environment’
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Build relational trust
Build relational trust
The Flaxmere College team describe how building trust becomes the foundation for conversations about learning.
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Have a two-way, open-door policy
Have a two-way, open-door policy
An open-door policy needs to work in both directions.
Consider how to support communication and understanding across languages and cultures.
![11881 [In-out-the-door-1.png]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/In-out-the-door-1__ScaleMaxWidthWzEwODZd.png)
Self-review
Self-review
Use this self-review document to review how you support relationships for learning.
![11883 [Relationships-for-learning.png]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Relationships-for-learning__ScaleMaxWidthWzEwODZd.png)
Commit to understanding ākonga
Commit to understanding ākonga
Hamish describes the positive impact of being “known” by his teacher.
He also reflects on the impact of being invisible.
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Reflection questions
Reflection questions
What does whanaungatanga, manaakitanga, and ngākau nui (big heartedness) look like in your learning space?
Consider the following questions:
- What opportunities, both formal and informal, are there for whānau and ākonga to meet kaiako and each other?
- Do such opportunities take account of the diversity of everyone involved?
- How open is your early learning service or school to discussing the beliefs held by staff about engaging with whānau?
- How is diversity embraced in your community?
- How do you create a sense of full inclusion?
- What do you know about the effectiveness of engaging and building relationships with ākonga, whānau, and the wider community?
Source: Adapted from Appendix 1: Indicators of successful home–school engagement (opens in a new tab/window)
Useful resources
Useful resources
How cultural relationships for responsive pedagogy build on Māori metaphors
Read time: 2 min
An overview of how the Māori metaphors of whānau, whakapapa, kaupapa, wānanga ako, and mahi ngātahi guide cultural relationships and responsive pedagogy.
Publisher: University of Waikato
Download PDF
Information sharing and building learning partnerships: Having conversations with young people and their whānau about their learning and progress
Read time: 16 min
Guidance, review questions, activities, examples, and resources to enable deep discussions in your school about information sharing and learning partnerships. Use it to lead conversations with parents and whānau or with staff to review practice.
Next steps
More suggestions for implementing the strategy “Collaboratively planning a universally designed learning environment”:
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Current page Build reciprocal relationships
Return to the guide “Collaborative planning for learning”
How to use this site
Guide to Index of the guide: Collaborative planning for learning
Strategies for action:
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Collaboratively planning a universally designed learning environmentShow suggestions for Collaboratively planning a universally designed learning environment
- Build reciprocal relationships
- Adopt collaborative approaches
- Strengthen student agency
- Provide support for whānau
- Design flexible learning opportunities
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Making a collaborative learning support planShow suggestions for Making a collaborative learning support plan
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Coordinating community and cluster-wide learning supportShow suggestions for Coordinating community and cluster-wide learning support
