RELATIONSHIPS RULE

RELATIONSHIPS RULE

Group 1Lanna

Group 3 Sheelagh

Group 2 Bianca

Group 4 Yesmeen

Group 5 . Shivani

Group 6 . Georgina

3 important actions identified in the article

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Building relationships with whanau

Teachers removing barriers - Turning negatives into positives.

Based on the article, what should we do?

3 important actions identified in the article

Build a learning culture

include student voice in our teaching practice

Build realationships with our children and connecting with them.

3 important actions identified in the article

The teachers need to listen to see if the students know their learning intention and their next learning steps

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3 important actions identified in the article

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Listening to student and Whanu voice.

3 important actions identified in the article

Giving students a voice, no blame game.

authentic learning context

Building a connection - teacher, student, whanau

3 important actions identified in the article

Building relationships with the whanau

All stakeholders have input into the of the curriculum in the child's learning

Student empowerment through student voice

Based on the article, what should we do?

teahchers should be more clear about what we are learning

chlildren should be able to articuculate what they are learning/learnt

teachers need to challenge our children

put aside deficit thinking to allow children to have the confidence to succeed

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Teachers should focus on the learning relationships in the classroom and build the culture of learning where students are empowered and heard

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Teachers should use real-world problems in the classroom

Based on the article, what should we do?

Have 'real world problems'

Stay in contact with whanau (families)

Listen to our students

Reflect, review and apply our practice

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Build stronger relationships

Having more whanau voice, encouraging them to be apart of the curriculum

whanau and student groups that are led by them

Based on the article, what should we do?

Set positive inclusive opportunities for students / whanau to be involved in their learning

Social action week

Building relationships with students and whanau

Knowing what the 5 RBL dimensions - action

Based on the article, what should we do?

Turning negative into positives

changing our practice if something is not working

Building positive relationships (PB4L)

Be consistency

5 dimension of the RBL profile

prior learning/knowledge

rejecting deficit thinking

feedback/feedforward

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building the right dimensions for learning

5 dimension of the RBL profile

Voicing and demonstrating high expectations

Ensuring that all learners can learn in a well-managed environment

Caring and nurturing students

Rejecting Deficit thinking

Knowing what students need to learn

5 dimension of the RBL profile

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Changing the blame discource

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5 dimension of the RBL profile

nurturing and caring to understand their culture

ensuring that there is high expectation within the classroom

Power sharing with the students

Know your learner

Changing mindset of deficit thinking

5 dimension of the RBL profile

Ensuring that all students can learn in a well managed environment so as to promote learning

Knowing what students need to learn

Voicing and demonstrating high expectations for their students

Caring for and nurturing their students, including their language and culture

Rejecting deficit explanations for students' learning

5 dimension of the RBL profile

Voicing and demonstrating - high expectation

Caring and nurturing students

Ensuring that all students can learn in a well mannered environment

Rejecting Deficit thinking

Knowing your learner

powersharing wiith our children to allow them to learn

Focussing on learning relationships in the classroom

Students taking ownership of their own learning

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Teachers need to believe that their learners can accomplish challenging task and achieve.

turning negative into positives

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Stop blaming, start listening

Having more whanau voice, encouraging them to be apart of the curriculum

Teachers need to use positive discourse instead of focussing on the negatives

Teachers need to ensure that the learning intention is displayed, how they would achieve them and co-construct their success criteria

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Know your learners

Involving whanau throughout the year

Stop blaming, start listening

Teachers need to build partnerships with the family and co-construct the curriculum with them

Feedback/ feedforward

Rejecting deficit thinking

nurturing and caring

Power sharing