Date
14 April 2021

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.

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.

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

File

How cultural relationships for responsive pedagogy build on Māori metaphors

Read time: 2 min

Publisher: University of Waikato

Download PDF

Information sharing and building learning partnerships. Having conversations with young people and their whanau about their learning and progress

Information sharing and building learning partnerships: Having conversations with young people and their whānau about their learning and progress

Read time: 16 min

Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga

Visit website

Website

Appendix 1: Indicators of successful home-school engagement

Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga

Visit website

Next steps

More suggestions for implementing the strategy “Collaboratively planning a universally designed learning environment”:

Return to the guide “Collaborative planning for learning”

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