Helen Panayiodou School Facilitator at Auckland University Team Solutions
Fa’a Samoa – alofa, service and respect
Living gives you a better understanding of life. How true this is. For many years I have attended workshops and conferences centred around Pacific Island students – how they learn and about their cultural background. In July this year I was able to take my professional development to a new level. I ate, breathed, spoke and lived the Samoan life. I worked with teachers in secondary and primary schools and was personally challenged.
Background
About 75% of New Zealand’s Pasifika students are in Auckland and Samoan students make up over half of the group. Pasifika students are also disproportionately represented among students who have not yet reached standard educational goals by the time they leave school. The Pasifika Education Plan (PEP) 2009-2012 (the governments priorities for Pasifika education) sets out the following goals for the Compulsory Education Sector:
GOAL 4: Ensure Pasifika children and young people demonstrate improved progress and achievement in literacy and numeracy in relation to the National Standards (years 1-8), and improved achievement in NCEA levels 1, 2 and 3 and University Entrance.
GOAL 5: Increase the quality of teaching and school leadership by increasing responsiveness to Pasifika learners and families.
GOAL 6: Increase effective engagement between Pasifika parents, families and teachers and schools focused on learning.
The compelling question is – HOW? Where does a Greek English teacher begin? Yes I can empathise with cultural issues, but how can I truly meet these goals? The answer is start by observing. Live the life in order to understand. Through my PD I gained an understanding of the socio-cultural background of Samoan students by living in the authentic context of a traditional village environment, observing Samoan students and teachers and working alongside Samoan teachers to understand teacher practice and pedagogy. My learning was on a professional and on a personal level.
The Professional Development
Initially one would think that PD in Samoa would focus on sun, sand and Pina Coladas. Yes there were the fantastic sunsets but we did have a specific objective. This involved some in-depth and authentic professional development which gave me a better understanding of the ecological contexts for Samoan teachers and learners in Samoa. It is based upon the theory that there are “clear links between teaching and learning and/or student – teacher relationships” BES 2007. The term Ako is applied well here, (where the teacher is also the learner and the learner is also the teacher). The intention was that learning and practice are underpinned by inquiry and research evidence. It is developed through collaborative relationships and influenced by and responsive to context and culture. These are based upon the principles of In Service Teacher Education, ISTE (Ki Te Aoturoa, MOE, 2008).
The purpose of the proposed professional learning was focussed on the key idea of ‘Know the learner’, an important principle of effective practice. For me I wanted to know who my New Zealand Samoan students are, their academic, cultural, social background. We all make assumptions about our students, sometimes these are correct yet sometimes these assumptions are far from the truth and they stand in the way of effective teaching and learning. The New Zealand curriculum talks about diversity, respect, inclusion, participating and contributing. During this experience I had opportunities to live these terms and not just read about them. I reflected and critiqued my own methods of teaching and learning through the lens of cultural responsiveness and cultural understanding.
Schools
Lalomanu Primary school Lalomanu was affected by the tsunami in 2009. Rangitoto College and Team Solutions (University of Auckland) donated 30 red ukuleles to great excitement from the students. There was some evidence of rebuilding in the area but more evident was the great spirit of endurance shown by the children. At Nofoali’i School, after a formal welcome, we were assigned classes (Y1-8) where we firstly observed then modelled teaching. During the afternoon we ran a workshop for the staff on support in reading, questioning and testing for understanding.
At Pope Paul VI College and Nu’uausala College observation and modelling of teaching strategies focused on engaging students using a discursive style. The conversations with teachers were about the challenges of change management within a traditional and under-resourced environment.
Initial observations
The classes were large from between 32 to 52 students in each class. From the few classes we observed there seemed to be little evidence of collaborative learning. Students were not given many opportunities for group work. The curriculum seemed to be exam driven and because of this it generated a competitive climate. There was a lot of rote learning, chanting and copying from the board. The focus for the teachers was to get through a syllabus, deliver content. Classes were under resourced and schools were under funded. (It was very interesting to learn that the average salary of a teacher was NZ$6,500 per year.) Apart from all this students were keen to learn, they were curious, receptive and wanted to increase their knowledge. Even though classes were big, students were well behaved and respectful.
What I learnt
- It is important to know the learner – culturally and academically. My assumptions about these students were challenged. I did not realise the importance and influence the church has on the students. It influences their whole life.
- As teachers we need to identify the Pacific Island students both NZ born and Samoan born. Working with ESOL teachers in schools I tend to focus on Asian students as they are more easily identifiable. In Auckland, schools have large numbers of Pacific Island students but we do not necessarily target them as English language learners.
- Students who come into NZ classrooms may have limited English literacy. They should be assessed for ESOL and provided with language support to fill in gaps they may have from a different learning system.
- The strength of the first language needs to be emphasised even to Samoan parents. It has been documented that some Samoan parents value English over the home language, Samoan. In Samoa there is an increasing focus for students to use English. The value of the mother tongue should be valued and promoted.
- We need to recognise what the students bring to the classroom in their life experiences and knowledge. Samoan students have such a lot to contribute. Their generosity, enthusiasm and life experiences are great models for other students.
Where to from here
- New Zealand schools could strengthen the links between church and families. The church is such an important influence and it can assist the school in supporting students.
- Schools could use the Pasifika Education Plan, LEAP and other resources to initiate learning conversations across curriculum areas where students’ needs are analysed through various school lenses.
- School leaders can increase their knowledge of Samoan students and encourage a culturally responsive pedagogy.
- Identification and support for Samoan teachers in New Zealand schools will help in building strong cultural links across the schools.
I fully recommend this type of PD. Walking in the shoes of your students enable you to know more about them and so teach them more effectively.
If you are interested in organising a group of teachers or students to Samoa contact Siliva Gaugatao s.gaugatao@auckland.ac.nz
Acknowledgements Camilla Highfield, Siliva Gaugatao, Cheryl Harvey and Margaret Harris
Bibliography
Ministry of Education Talanoa Ako Pacific Education Talk
Ministry of Education Pasifika Education Plan 2009-2012
Ministry of Education (2007) Language Enhancing the Achievement of Pasifika (LEAP)
University of Auckland Timperley et al (2007) Teacher Professional Learning and Development Best Evidence Synthesis
Ministry of Education (2008) Ki Te Aoturoa
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