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Bilingual people are able to use their different languages in different places, with different people and for different purposes.
Duration: 01:33
Parents are pleased with new approaches to bilingual learning. They see the advantages that children get from using both their languages.
Duration: 02:43
Research shows that there are clear educational advantages in bilingual learning, but using a Pasifika language has sometimes been considered a liability.
Duration: 01:26
Research shows that the teacher's interest, respect and care for the student is an important factor in student achievement in school.
Duration: 01:44
Academic language, and particularly academic vocabulary, is a high priority for bilingual students, across all curriculum areas.
Duration: 04:02
It’s about creating environments with students at the centre, where Pasifika students have the focus and learning support they need to lift their academic achievement patterns.
Duration: 4:21
Mutually respectful, caring and open relationships, which motivate and engage Pasifika students, form the heart of effective teaching.
Duration: 5:11
School leaders have a role in establishing practices that support the continuity of their Pasifika students’ learning as they move from and into different learning environments.
Duration: 2:48
By integrating culture, caring, challenge and support into their pedagogies, teachers strengthen relationships and build communities of learners who succeed socially and academically.
Duration: 6:21
Inclusive pedagogies, where teachers deliberately and positively draw on their Pasifika students’ resources, value the diversity of student experience and help to lift Pasifika student achievement.
Duration: 2:06
High expectations, together with the vision of Pasifika students as successful learners, improve relationships, pedagogy and academic outcomes.
Duration: 6:17
Safe and supportive environments, with coherent, clear and consistently enforced codes of behaviour and restorative discipline practices, contribute to learning gains for Pasifika students.
Duration: 4:30
Collecting relevant and sufficient data on Pasifika students’ achievement helps schools to track the progress of their Pasifika learners, make informed changes to their pedagogy, programmes and practices and be affirmed when their data reveals learning gains.
Duration: 05:50
Pasifika students find it motivating when teachers keep them informed about their levels of achievement, share the learning intentions with them and adjust their teaching to scaffold their learning pathways so that they know exactly what to do next.
Duration: 04:38
Teachers use many different strategies to engage their Pasifika learners and help them to achieve. Their strategies work best when they are grounded in responsive and caring relationships with their Pasifika students and the focus on their learning is clear.
Duration: 05:03
When teachers and Pasifika students negotiate the learning intentions, and share clear expectations and knowledge of the outcomes to be achieved, Pasifika students engage more confidently and more purposefully in their learning.
Duration: 04:16
Pasifika students benefit from working in collaborative ways with their peers in the classroom.
Duration: 02:31
Knowing a Pasifika language is not a barrier to being successful in English-medium schooling. Teachers who value and share the languages that Pasifika students bring with them into the classroom and deliberately build their English language skills help their Pasifika students to succeed.
Duration: 02:43
Collaboration, inquiry learning and knowledge-sharing underpin the professional development and learning focus of the teachers at Māngere Bridge school. The learning and actions that result impact positively on their Pasifika students’ achievement and well-being.
Duration: 04:14
McAuley High School has an unrelenting focus on raising the achievement of their Pasifika students. School-based teacher professional learning and development enables teachers to collectively inquire into and identify what works well for their Pasifika students.
Duration: 03:39
School leaders who initiate and sustain an intensive focus on the teaching-learning relationship and promote collective responsibility and accountability for Pasifika students’ achievement and well-being can make a difference to the outcomes their Pasifika students achieve.
Duration: 01:01
Negative stereotyping and a culture of mocking can be positively transformed by providing opportunities for Pasifika students to learn and grow their leadership potential, take ownership of their own development and be celebrated as achievers.
Duration: 03:02
This clip is from the Connections and Conversations DVD. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.


This part highlights a variety of viewpoints on the range of different contexts and worlds that Pasifika students inhabit.These different contexts can provide challenges for some students. At the same time, they also can provide a basis for learning.
Duration: 5:43
This clip is from the Connections and Conversations DVD. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.

This part considers the potentially differing expectations of teachers and parents towards Pasifika students and their learning.
Duration: 4:14
This clip is from the Connections and Conversations DVD. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.

This part explores a variety of viewpoints from students, teachers and parents on the involvement and engagement of Pasifika parents and communities in the processes of schooling.
Duration: 11:26
This clip is from the Connections and Conversations DVD. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.

This part considers the diversity within our groups of Pasifika students and their communities in terms of their identities, languages, experiences and aspirations.
Duration: 9:44
Many schools already involve Pasifika parents in supporting cultural events and activities. However, it should not stop there. Home-school partnerships that have a clear focus on Pasifika students’ learning with everyone able to make a positive and active contribution directly benefit Pasifika learners.
Duration: 04:16
Partnerships that share and align school and home practices and enable parents to actively support their children's in-school learning have shown some of the strongest impacts on student outcomes.
Duration: 03:29
Coming to school for special events is rewarding for Pasifika parents if the school makes them feel welcome and the focus is on their children’s achievement and strategies to extend their learning.
Duration: 01:46
Sustained higher achievement is possible when teachers use pedagogical approaches and share strategies that enable Pasifika students to take charge of their own learning.
Duration: 05:56
Sylvia Park school has set up a centre to be ‘the parents’ place’ within the school. The centre’s leader has a proactive focus on involving Pasifika parents through mutual learning conversations based on their child’s assessment data and their next-steps learning needs.
Duration: 03:56
Many schools already involve Pasifika parents in supporting cultural events and activities. However, it should not stop there. Home-school partnerships that have a clear focus on Pasifika students’ learning with everyone able to make a positive and active contribution directly benefit Pasifika learners.
Duration: 04:16

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Duration: 5:11

Mutually respectful, caring and open relationships, which motivate and engage Pasifika students, form the heart of effective teaching.

Key content

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Key content

Relationships matter. The teacher-student relationship plays a vital part in successfully engaging Pasifika students in their learning. When teachers and students develop mutually respectful, happy and open relationships, characterised by empathy and humour as well as academic challenge, Pasifika students are more willing to be involved in their learning and become more accepting of what education can do for them. They learn that schools can be a safe and happy place for Pasifika students, a place where they are cared for and cared about as they become confident with inquiry learning processes.

Research also evidences the link between strong teacher-student relationships and high achievement:

“....there is the dimension of a strong emotional relationship which, together with the instructional attributes, has elements of being both rigorous and challenging as well as being respectful and empathetic. The former includes high expectations and the latter a Pasifika sense for the students of education being service-oriented and, from the teacher, positive affect expressed with devices such as Pasifika-oriented humour.”
Ua Aoina le Manogi o le Lolo: Pasifika Schooling Improvement Research – Final Report, #10, page viii.

Acknowledgment:

Thanks to the Principals, staff and students of Aorere College, McAuley High School, Mangere Bridge School, Sylvia Park School, Mary MacKillop School and Wymondley Road Primary School for their contribution.

Things to think about

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Things to think about

  • Do your Pasifika students appreciate what their teachers do for them? How do you know? What things could teachers do better?
  • Is the relationship you have with your Pasifika students different from the relationship you have with other students? If so, in what ways is it different, and why? If not, should it be different?
  • Describe the kind of relationship you want with your Pasifika students. How would you go about developing it? Why is this important?

“No matter how sound a leader’s pedagogical knowledge and problem-solving ability might be, their impact will be limited if relationships within the school are characterised by an absence of trust.”
School Leadership and Student Outcomes: Identifying What Works and Why: Best Evidence Synthesis Iteration, page 43.

  • How would you describe the level of trust within your school in relation to your Pasifika students. Should it improve? How?

Transcript

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Transcript

Tone Kolose
Your one may be different to the rest of the groups. You're arguing the point that you think it may be a waste of time whereas they're arguing the point that they don't think it's a waste of time.

Student
You'd be angry if I didn't agree.

Tone Kolose
No, I wouldn't be angry. I think that it's really good to argue your point why you think homework is a waste of time.
Was he scared?

Student
Yeah he's scared of you.

Tone Kolose
What were you scared of?. That I would disagree with you?.

Tone Kolose
In terms of our Pasifika students they work best with people who believe in them, people who push them, adults who tell them where they are and where they need to move to.

Aina Masina
Hands up those people who don't have a reason in their heads.

Tone Kolose
For a lot of our students because of the backgrounds they come from, I think school’s like a sanctuary for them, like a safe place because we can’t change what happens at home, but we can definitely change, make a difference in the 6 hours that we have in the classroom setting.

Tom Brown
I think it's absolutely vital to build relationships with Pasifika students in particular. When I first arrived here four years ago I found that my hardest task was getting students to talk to me and that was because of a kind of a distance respect. My position as teacher was respected and students felt that they couldn't question, couldn't ask. Breaking that down was really, really vital. And until we broke that down, then no teaching....no worthwhile teaching was going on in the classroom.

Tom Brown
So what it needs to say, one...

Chris
Your heart.

Tom Brown
Your heart. The core area, you call it the core area from here upwards to the brain, like Chris said, but the heart as well.

Foalalo
Your teachers encourage you to be more confident and more open, that's what helped me to be more open and ask questions.

Liz Crisp
There are differences in my background that are obvious to the children. And so I work hard to find connections with them and it can be as simple as that we both have a dog at home. I share photos of me with my family. I have five kids, that's a great connecting point because they understand that, they understand me being a mother. They understand that stuff happens in my home, and they love to hear about that, and I think all those things build together to help me relate to the children and them to relate to me. That overcomes those differences for them.

Faiga
A good teacher will encourage us to do our best. Come into the classroom in the morning with a happy face and um, doing lots of fun stuff with us.
,
Nola Dougall
You can have students in the high decile school that don't get on with a teacher but they learn regardless. Our girls, if they felt that they didn't get on with a teacher the relationship wasn't right, then they won't learn, they will switch off. So it's really important that the relationships between teacher and student, between parent and family, that we work hard on maintaining good really good relationships.

Kuini
I feel that the teachers at our school are usually compassionate. They do care for us because they do want us to achieve otherwise they wouldn't be here.

Cecelia
They are the type of teachers that when you leave you are going to come back and see them because they are just like amazing.

Patrick Drum
Extremely important in any school and particularly in this school to make academic learning the priority, but it doesn't happen in isolation, so we work very hard in forming strong relationships outside the classroom. So staff are encouraged to be involved in the coaching of sport, and the cultural life of the school. The music is very, very strong here, and all the skills in those areas, the assumption is that they are the same sort of skills that can be transferred back into the classroom. We encourage staff to build those relationships first and foremost, and then that makes the learning process a lot more satisfactory and possible really.

Camilla
I have a favourite teacher and he's funny, and there's a bond like it's not just a teacher student, and when I'm wrong he doesn't go oh, it's all right, and he'll know where everything is wrong and he will correct me. Very supportive and it's easy to talk to him.

David
I have a fairer teacher here as well, he is funny, and he's not all just reading out to the class, he's like out there. Gets us involved, and he also makes us like education, instead of being bored in class. Like a teacher just sitting at the desk doing nothing. He's always moving around, checking on us if we're doing the right work.

Atina
I think a good teacher should have....should be supportive, someone who can acknowledge and recognise that you know that you have problems, and they should tend to those problems. But most importantly for me is the support and just to be there for the students.


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