Barrier+statements+and+responses

The following statements are representative of some of the many barriers that can be present in some people's thinking. They were presented as an activity and the responses are some of the group's responses to the statements. **Statement:** **"Te Reo Maori is too hard to pronounce and that's why I haven't really bothered with it too much".**
 * 2012**
 * Disrepectful not to try to pronounce Maori words correctly.
 * How would you feel if someone pronounced your name incorrectly?
 * What support can we give to support you further?
 * 2013**
 * Get a life!
 * Every language is hard without practise
 * Teachers/staff should learn Te Reo Maori. Te Reo Maori-official language
 * Respectful. Take the time to learn to pronounce it correctly
 * Try basic simple essential things first
 * Learning any second language is difficult phonetically. But denying the language for Maori is not right. Te Reo Maori should begin at bith and families who wish it, should be given support
 * Don't be scared to make mistakes. Better to try than not to at all.
 * People appreciate your efforts to learn-same with sign language. Get outside your comfort zone
 * Start with language first then learn pronunciation
 * Try shift/change different way
 * Start small....greetings!
 * July 2013**
 * Make time...Have a go!
 * You are putting up barriers, you don't want to learn! I will help you! Open Wananga has free lessons!!
 * Practice...Practice...Practice! A-(**Are**) E (Th**ere**) I (Thr**ee**) O (**or**) U (Two)
 * Excuse for NZSL too!
 * English isn't that easy either and NZ spelling is the worst.
 * maybe we should have Maori Language classes for PD
 * The children in my class are the experts, they help me when I don't know how to pronounce te reo! They never laugh at me!
 * Anything worth learning is often difficult to learn
 * Regular practice makes perfect.
 * Statement: "Maori students come to school with little literacy background and limited experiences to draw on".**
 * 2012**
 * Not just Maori students!
 * How are you defining differences in experience?
 * So what are you going to do about it?
 * Life contexts are paramount for Maori tamariki and whanau
 * 2013**
 * Overgeneralisation. Based on what?? Very Pakeha statement
 * A generalisation and, if it were true, then education and support should be given to families to ensure literacy begins at home.
 * Draw on what experience they do have. involve the families and find out what they do have
 * Nah! It's our lack of resources to provide!
 * Can draw parallels to deaf students' development of literacy....need to develop storytelling skills first.
 * Typical Eurocentric attitude. PPP-in relation to TOW. Attitudes to change first.
 * Have rich oral/story telling skills to draw on.
 * Not true!
 * Have a rich experience base-expressed orally/artistically
 * Strong oral history
 * Who are we to judge what experiences are valuable to a child's learning??
 * July 2013**
 * That's a deficit view. Their culture and identity have a wealth of experience to draw on. Tap into it! You will be pleasantly surprised!
 * Children have background experiences not reflected in literacy levels but can be drawn on.
 * Some do but this is a generalisation. Have you considered lots go to Kohanga Reo and have the knowledge in another language.
 * "Different experience is not limited experience". Must investigate and learn about the difference.
 * All would have lots of experiences particularly oral which would limit deaf Maori.
 * Every child is an individual
 * Every child can bring **unique** experiences to our classrooms
 * Rubbish
 * There is so much cultural knowledge and experiences to share and use for relevant/authentic learning...absolutely disagree!


 * Statement: "New Zealand is a secular society and as such karakia are inappropriate in schools".**
 * 2012**
 * Karakia is appropriate if we are honouring the treaty, but parents must be consulted as to whether their child is to participate.
 * 2013**
 * Give options
 * Whose society is it?
 * encourage open mindness to other cultures
 * Give parents/students the option of withdrawing at karakia/prayer time
 * Respect for all
 * There should be the freedom to if they want
 * Cultural vs Religious. Different than a prayer
 * Cultural process not religious
 * July 2013**
 * If it raises awareness then it is totally appropriate
 * If this is expected then people should not cause any fuss. If a school wishes to bring in any other religious prayer
 * There are different karakia some to do with learning, so appropriate in the classroom. Children can choose to participate or not
 * Rubbish
 * Not appropriate. Spiritual dimension of Maori culture is important.
 * Celebrating all cultures creates identity and leads to success. All cultures should be acknowledged...ignorance dispersed.
 * Agree. No religious stuff in state schools.
 * Part of our unique bicultural heritage-Celebrate...don't hate!
 * For the love all that is good and right...I'm not touching that statement with a ten-foot pole!
 * Karakia forms a spiritual basis to start our learning - start our day-start our thinking. Bicultural teaching approach needs to have a look at our aspects of Maori view of education. I learnt karakia in high school and I turned out fine!
 * Wow...I am worried by any suggestion that karakia is inappropriate!!


 * Statement: "Transience is a major factor in Maori under achievement at school".**
 * 2012**
 * Transience is a problem for all students. Teacher's job is to cater for childs needs and the families.
 * 2013**
 * This is not a Maori-specific issue
 * Support with transition
 * Need to discuss why?
 * Work hard to get students to school
 * find out reasons 'within' school and 'without'
 * Evidence of transience causing failure? Deficit theory?
 * More whanaui involvement and input into schools might result in less transience....more reason to stay put.
 * Opportunity for fresh start, new learning, develop resistance.
 * Making it a positive experience
 * Develop a sense of belonging
 * Whanau Ora in KDEC to support to ensure it included


 * Statement: "We are doing a lot of work around effective teaching practices and therefore the achievement level of all our students including Maori will rise accordingly?"**
 * 2012**
 * Yes, if the effective teaching practices are inclusive of Maori culture.
 * 2013**
 * Evidence based practise?? What work are you doing??
 * Effective teaching practise includes cultural sensitivity
 * Need evidence based practise that is also effective for Maori
 * Walk the talk
 * EBP would engage the student and whanau in the learning process
 * Culturally responsive pedagogy
 * Tuakana/teina
 * Not if it is not culturally responsive...doesn't have a Te Ao Maori view
 * Theory into practise
 * EBP put into real-time counts. Then we can start counting....


 * Statement: "We have very few Maori students on caseload so Maori achievement is not really a focus for me".**
 * 2012**
 * Bring honour to the Treaty
 * 2013**
 * Focus is every child on caseload
 * Should be more forward thinking. What about in the future??
 * Are pakeha the centre of the universe??
 * We need to be culturally responsive and responsible whether we have students on caseload or not
 * Need to have respect form all cultures
 * Not holistic and individual. Putting own needs before students
 * being culturally responsive to students should happen whether you have Maori students or not
 * July 2013**
 * What works to improve Maori student achievement - works for all!
 * Every child is a focus
 * It's a Ministry priority - Maori and Pasifika students as they are statistically underachieving. I would ask where the Pasifika staff are? Where is this focus? It's not balanced. Also-what about next year??
 * Few or many? Irrelevant. All children are a focus and Maori children part of that.
 * We need to think about all students
 * Would you want a teacher to take that position regarding your child or grandchild??
 * Why is there a difference between cultures? Aren't children, children?
 * Principles can be used whatever the caseload
 * We have **heaps** so Maori student achievement is important to me. It's not about skin colour is about the person!
 * All students need to achieve regardless of ethnicity.
 * That is rubbish! Achievement for any child should be of importance.
 * Maori achievement is a priority for us all. What is good for one is usually good for all
 * Many skills are "just in case" so that you have them "just in time".
 * Anyone who would make this statement would not be doing the best for **any** child/student.
 * All students need to have high expectations of them! A bicultural teaching and learning approach would support the teacher/person to change their thinking. This is very narrow-minded, perhaps the person themselves needs to have PD on 6 teaching dimensions for Ka Hikitia! Consider the commitment to the Treaty of Waitangi.
 * Statement: "I am too afraid to speak Maori as I have always felt that I may be criticised for my lack of skill".**
 * 2012**
 * Yes, sometimes.
 * Depends on the situation-how feedback is sent.
 * 2013**
 * Unitec do free classes....it's fun, relaxed, a whanau enviironment....Have a go!
 * We're always telling our students to give it a go......having this attitude is hypocritical!
 * Trying is how you learn. You have to start somewhere. Let the students be your teacher (ako)
 * Sadly this deficit applies to Maori "Eurocentric" (love this word used by another) attitudes have killed the Maori language and this is the sorrowful consequence
 * Baby steps....fear not!!
 * Then upskill...ask a Maori friend or someone you know who speaks Maori
 * Stand up! Be proud! Have a go!
 * I'm afraid to use NZSL. I might be better if i'm oral! (Really?)
 * Tuakana/teina is a must
 * We expect the students to try new things, so we should too!
 * Whakawhanaungatanga"! Whanau/kaiako...relationship. For student to see, so there must be confidence and support.
 * July 2013**
 * You just have to do it...respect for trying.
 * There will always be people who criticise! Make a start. Use students as the experts!
 * We learn from practicing. We are always learning
 * It's a RT criteria. You have to!
 * Keep learning don't give up!
 * The children will help you
 * This is a normal feeling which many people experience. Relax..you'll be ok. Keep trying.
 * Why not take a level one Te Reo Maori course?
 * We all need to take risks as learners. We expect it of our tamariki.
 * Take a friend. Try a night class, its fun, informal and above all make it a goal to achieve something new-embrace it and laugh. It will stay with you forever!
 * Get over it...Make an effort!
 * learning and pronouncing Te Reo Maori __may__ be challenging for Deaf signing students-however they can learn and use Maori signs, Maori concepts and Te Ao Maori.
 * Think about how our children feel learning oral language. We expect them to try.


 * Statement: "We are already doing this well, why do we need to re-visit?"**
 * 2012**
 * How do we know?
 * "Well" means?
 * Are we **all** doing it well?
 * Can we do better?
 * Make us reflect on our practices.
 * 2013**
 * Always good to review and reflect on best practise
 * No reflection....CPD, EBP, current research reading
 * 'Well' is not better or best. Time changes, the world changes....need to reflect and move on
 * Espoused Theory. You can always improve-learn until you die.
 * Implementation is a process
 * Try new ideas...keep aiming for better
 * Build up on what we already know-we are lifelong learners
 * Who says we are doing it well?? Invite feedback and ongoing reflection.
 * Reality vs perception. What is really happening


 * Statement: "Our parents just have low expectations for their children"**
 * 2012**
 * Subjective judgement, value based.
 * Do we know/share their expectations?
 * Are different expectations, by definition, "low"?
 * Who are the stakeholders? Parents have primary role. Beware of our own low expectations of our parents.
 * 2013**
 * I can't change the expectations of the parents, but I can set classroom expectations
 * Same as deaf advisors 20 years ago....deficit model
 * Whanau Ora in KDEC to work through IEP and cultural perspective input
 * More pro-active approach needed
 * Parents and children need to see rolemodels (involve iwi)...maybe teachers need to see them too!
 * Bridge the gap between school and home and engage whanau in the process of education
 * Parents have different values and expectations
 * Are they simply believing everything the media and society are telling them??
 * Affected by what they were told when they were at school?
 * Parents do not always communicate well with their children
 * Involve parents...bring on marae...join groups....look for parent role models


 * Statement: "Many Maori families are caught in the poverty cycle. Their children come to school poorly clothes, lacking proper care and regular meals which all hinder achievement. We have so many other issues to overcome with our Maori students and whanau before any learning can take place".**
 * 2012**
 * Take "Maori" out-holds true for all disadvantaged students. Meet the need...feed first!
 * "Proper" care? Starfish phenomenon!
 * 2013**
 * Addicted to barriers-thinking!
 * Focus on what we can do. Work with agencies
 * then start somewhere: break the poverty cycle. Not just highlight the doom and gloom
 * Wow, with an attitude like this, Maori will go far.....not!
 * Provide bread, uniforms and resources. Children to make own lunch at school. Teach them to 'fish'.
 * Can't make judgements. Different cultural priorities
 * Affects all families....not just Maori.
 * Generalisations don't support the individual! find out what they need and give support.
 * As teachers we need to be resourceful and give support
 * What can I do in the classroom to develop my relationships with Maori students and maximise achievement??


 * Statement: "It doesn't matter what we try we still can't get our Maori community involved in their children's education or the life of the school."**
 * 2012**
 * Find out what's going on for the whanu
 * Give support to the whanau-GSE?
 * Set up Arts and school work displays to encourage whanau to get involved
 * 2013**
 * Ask the Maori community what they want. Get involved with community
 * What are we doing wrong??
 * Be whanau orientated....All welcome!!
 * Cultural day.....share food celebrations
 * What have we tried? have we asked what whanau want/need?? Who is communicating with whanau??
 * Get advice from local Maori organisations, marae, parents.
 * Embed maori values into school culture
 * Go through GSE personnel to get Maori liaison person (Kaitakawaenga)
 * Maybe pakeha eurocentric values have to change. Make a positive partnership work.
 * Make it exciting to come. Provide cultural elements/safety.
 * Keep trying
 * Employ Whanau Ora in KDEC
 * Provide kai for school events
 * July 2013**
 * Ask them how they would like to feel more included
 * What have you tried? There are many things you can do to make a difference.
 * Give/create opportunities for parents to see their child succeed.
 * No one cares more about their children's education than PARENTS! Are we failing to engage whanau??
 * All my Maori students are being brought up by their kuia and koroua because they don't trust their own children as oarents. We have missed a generation! The grandparents are keen to be involved in their mokopuna's education. the student's parents havemissed out!
 * Get whanau in for a hui! Get them to help organise it.
 * Try involving the whanau and iwi in culturally appropriate ways...let Maori define this.
 * There has to be a way....we just haven't found it yet. We have to think outside the square.
 * If we always do what we've always done, we'll always get what we've always got!
 * Employ more Maori educators
 * It takes a village to raise a child. Teachers should strive to meet and involve whanau and kaumatua in decision making around the education of their mokopuna.
 * Statement: "Many of our Maori families do no value schooling and are not committed to ensuring that their children attend school regularly".**
 * 2012**
 * Show parent the value of education
 * Change their experiences with education
 * Be positive!
 * Challenge them to change their thinking and attitude!
 * 2013**
 * Family whanau commitments first-education second
 * Reflective practice...What are we doing wrong?? How can we make the system fit the child??
 * Is that true of Maori schools??
 * Bring in families...get them involved-Deaf Maori advisor??
 * Whanau Ora in KDEC
 * Build relationships
 * Past experience of school. It is our responsibility to change the system
 * Not just **Maori** families
 * Whanau co-ordinator.....Maori (1 deaf, 1 hearing)
 * Get whanau community liaison or whanau worker in KDEC to work with them
 * Generalisation
 * Pakeha eurocentric attitude here! Solution: consult with a Maori who is connected with family andask the best way to approach family
 * Bad experiences in past. Ask them what they want out of the experience for their children. Meet somewhere outside of school with support people
 * July 2013**
 * Why? What are the barriers in place causing this?
 * They would if school was fun
 * Maori families do value their child's education but their approach is different
 * Sounds like a non-maori judgement statement
 * Get Whanau Ora initiatives
 * Make parents and whanau welcome.
 * "I never let school interfere with getting an education". (Huckleberry Finn)
 * Get a Maori position to fill it
 * Set up a Maori role to play a success position (I wonder what their home situation is? Can we help?)
 * What are we doing to help them feel differently??
 * Possibly their values are not reflected in the school their child attends
 * Is that actually the case?? They are parents!
 * OECD Research show a link between education success and positive citizenship
 * Is school comfortable and welcoming for whanau? this is in our control as schools and teachers.
 * Let's start with understanding why not. Work together. Marae setting more comfortable for Maori
 * some Maori have had bad experiences in school. We need to make sure parents are not judged but given opportunities to be involved, engaged and committed.


 * Statement: "Surely we should be catering for the needs of all our Maori students. Why treat Maori differently?"**
 * 2012**
 * Maybe not teaching them differently but ensure cultural appropriateness
 * 2013**
 * Equity as opposed to equality
 * Equity is fairness ie providing students opportunities so they can learn to succeed
 * NZ's first people! Shouldn't they be at the forefront of our respect??
 * Respecting individual needs. Personalised learning
 * All children should be treated different because they come from different backgrounds, different beliefs, worldviews
 * Respect differences
 * Statement: "Te reo Maori, Maori values and tikanga have no commercial value in today's world".**
 * 2012**
 * Do we only teach things that are of commercial value?
 * Commercial world? So what about the $$$ it brings into NZ tourism industry! Art! Unique
 * Schools are not selling anything
 * 2013**
 * Life is not just about commerce
 * Kapahaka groups get paid, tourists pay!
 * We need Maori entrepreneurs = ako
 * In NZ Te Reo Maori official language and also NZSL too!
 * Respect for culture is important in many aspects of business and not just Te ao Maori eg. Japanese value immensely
 * Eurocentric attitudes. IF all in partnership-NZ, better place and can compete on a better footing globally
 * One reason why Maori is not a widely known language, and therefore not viable commercially is because for decades it has been suppressed as a language in it's own right. Let Te Reo Maori begin at home, be accepted, and it will grow.
 * It has in NZ
 * July 2013**
 * If British protocol has value, then so does tikanga. Smaller market sure but hey, when are niche markets not hot commodities
 * The tourism commission would disagree with this statement
 * Everyone's values and beliefs are important. What is 'commercial' value? Te Reo Maori is a taonga and should be cherished.
 * Yes we do
 * Very valuable to Maori people and others too!
 * These are the values of life, the point of being human!
 * Commercialism is not about what's in the heart!
 * Culture is valuable!
 * No! look at Maori television, tourism etc!
 * People are ignorant!
 * It's priceless!
 * We wouldn't be NZ without them!
 * Disagree! tourists come to see the Maori villages to learn about Te Ao Maori. What about the popularity of 'The Whale Rider' and kapahaka??
 * It's not about commercial value, it's about Maori valuing themselves as Maori and feeling/recognising their identity.


 * Statement: "We value all the cultures in our schools because we are a multicultural society".**
 * 2012**
 * This is an excuse for doing nothing but it should be a reason to do more
 * Good word (value), but what do we **do** about it?
 * Actions speak louder than words
 * Multicultural fine! But, Maori is our indigenous and deeper for all of us-**our country!**
 * Students who live in NZ need to be understanding the Maori culture
 * Unifying of NZers
 * Defines NZers in subtle ways
 * 2013**
 * Respect for all cultures
 * Evidenced based practise is likely to show upo where gaps are. Maori are indigenous people
 * Vague. Treaty means we must operate biculturally
 * No special consideration for Maori culture in this statement
 * That's great! but also value, treasure, recognise individual cultures
 * What are the specific things you doing?