Hui ā te Whānau Tautoko
Ko te rā 10 o Pipiri 2010
Whānau Support Hui
10 June 2010
Karakia Tīmatanga - 7pm
Identifying Māori students
- Enrolment form – SIGNIFICANT box for Māori. Is it at the top of the form? Maybe an explanation about how this information helps the school (not just statistical).
What are your expectations of Levin Intermediate?
- prepare students for college – academically and socially
- supportive environment
- respect individuals eg hairstyle – children able to express themselves. But can understand the need to moderate, and students need to understand about complying with regulations in preparation for college
- high expectations for all to achieve., setting high standards. encourage tertiary education as a norm – apprenticeships, university, wānanga, armed forces etc.
- wearing of tāonga should be recognised as a tāonga, (not hidden) – an identity symbol (hidden = negative)
- free to kōrero Māori
- opportunities to stand to talk (tūtangata) eg Māori speaking competitions Manu Kōrero, assembly
- Pō Whakangāhau (concerts) that show children's talent; allow an avenue for waiata – Māorioke, Homai te Pakipaki
- create a Marae on site
- bring in support – needs to be a whole day, not just an hour here and there (eg taiaha) too much slipping of knowledge
- should be involved in Māoritanga to build an identity, then a flow-on effect may happen with the rest ie numeracy, literacy)
- communication – not receiving a lot of school correspondence via newsletters and other school notices sent home with students - email? facebook page?
- boomerang books – are these still going?
How can school and whānau best work together for the success of your child?
- these whānau hui are a good start
- whānau day was successful . Why? Because we could just come along and relax and enjoy the day.
- social environment
- open afternoon and open evening for parents to come to school and spend time in the classroom (informal - as a show and sharing time ) with their children. Prior to 3way conference, giving parents some background knowledge on which to base conversation and questions at the 3way conference,
- homework? Maybe optional. For some parents, it is a way to know what and how their child is doing, and get involved in their education. Otherwise, feedback is only at 3way conference time, once a term, if those are attended. For others, children and parents are so busy, that family time is better spent in other ways.
- 3-way conferences - longer time (say 20mins) for.
- Source male role models to run workshops eg TWOR
- Field trips to venues eg Te Kōkiri, TWOR carving – incorporate as a school programme ½ day
- Communication – positive, directive
- helping whānau to identify roots – understanding LINKS (Tūhono@ maori.org.nz) – having forms available
What is our role as a parent?
- Learn/Teach by good examples
- Learn/Teach and respect bi-culturalism – Māori, Pākehā
- Expect the best of our children and tautoko them
- Parents are first teachers
Role Models (Local) – Suggestions
- ? Hēmi Te Peeti –whakairo, tā moko, body art
- ? Wāhine from MTA (Muaūpoko Tribal Authority)
- ? Robin Hapi – Foxton
- Tūlorehe Marae (Peter Daly – Conservation/ Restoration)
- Te Uira Kerehoma – Literacy Programme
- Aramai Tahau – year 12 student, TKD World Gold Medallist
- Farrah Palmer
Whānau challenged themselves to bring one other person each to the next hui.
Karakia Whakamutunga - 8.05pm
Next hui Thursday 24 June (email/reminder notice*)