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Pedagogical Characteristics found in Bishop, Berryman and Richardson…
Pedagogical Characteristics found in Bishop, Berryman and Richardson (2001) Te Toi Huarewa
Depth of knowledge - The teachers who the researchers observed and spoke to clearly demonstrated their depth of professional and cultural knowledge.
Passionate about what they do - Despite facing many problems, these teachers are passionate, committed and dedicated to the extent that is almost a calling to enhance and support children as the future of the culture.
Have a philosophy of teaching and clear teaching goals - During the interviews, the teachers demonstrated that they were well able to explain their classroom activities. In so doing they often used Māori ways of knowing.
Have a commitment to developing students’ understandings and growth - The teachers worked assiduously towards creating contexts for learning where children could bring who they were to the classroom. By interacting with the new experiences, students could grow in their own understandings.
Use non-confrontational behaviour management - These teachers preferred to use quiet non-confrontational behaviour management strategies, preferring to positively acknowledge students who comply with instructions rather than chastise those who don’t.
Show a genuine interest in students including provision of high quality feedback- These teachers have a genuine and caring interest for their children. They want the children to be healthy, have positive self-esteem, be confident, well educated with full cognisance of their indigeneity.
They use positive feedback and praise as reinforcers. Extrinsic rewards are used. There was little evidence of formative feedback; an area for future professional development.
Continually reflect upon their own teaching - These teachers have been very involved in professional development. They have a close network of critical friends. Reflection on practice involves listening to children and whanau.
Have high expectations while offering comfort and challenges - These teachers have high expectations of their students. They expect students to adhere to routines, to succeed, and
to have a high degree of on task behaviour.
Have excellent classroom management - The classrooms were orderly, attractive and had a working atmosphere. Routines are heavily emphasised. Māori cultural practices are central to management.
Use prior learning experiences and knowledges - The teachers were careful to identify the prior knowledges of the children, rather than expect them to be at a certain level.
Writing Activities - Writing activities were integrated and were part of all activities. Children were encouraged to write freely from day one. Children were supported to write about what they had already talked about and this was based on their prior experiences
Materials are related to children’s world view and experiences The materials used, in being related to the children world views and experiences, demonstrated that the teachers understand that cultural legitimacy is paramount.
Monitoring of student progress. The purpose of monitoring student’s progress was to inform the teaching process. However, due to high levels of trust between students, whanau and the teachers, formative information is able to be used for summative purposes.
Importance of matching strategies and materials to individual or group abilities Small ability grouping and one-to-one teaching were the most common practices. The teachers catered for different stages of learning (input bilingual, elective bilinguals) and learning styles. Culturally legitimate pedagogies were ever present
Emphasis on oral language - Most of the children were second language learners. There is a great range of language abilities when children arrive at school. Oral language development is the base used for reading and writing. Teachers created an ‘oral rich language environment’. Children are grouped and taught according to their competency in te reo.
Integrate Curriculum - An holistic approach to planning for the seven essential learning areas was employed. This resulted in integrated oral, reading and writing units round a central theme.
Encouraging self-evaluation - Students were encouraged to be part of their own evaluation, to determine what was to be evaluated.
Importance of Ako: to teach, to learn. Reciprocal teaching and learning was a common feature of these classrooms. This was explained in culturally appropriate terms.
Fostered a high degree of academic engagement A high percentage of time spent on task was observed. Children were able to work independently and in groups when the teacher was engaged elsewhere. The children did not require teacher proximity to foster on-task behaviour.
Close links to whanau - These teachers demonstrated that they understood the importance of sound whanau and school relationships for the development and advancement of children’s learning at school.
Create culturally appropriate and responsive contexts for learning - These teachers created a culturally appropriate and responsive context for learning by providing a visibly culture rich environment and also enabling the children to bring their own culturally-generated meaning-making processes to learning. In this way, cultural identities are affirmed and high degree of academic engagement is assured.