This inquiry has enabled better collaboration with parents/community. Through the many discussions and viewpoints shared on our Facebook page, outlining what their specific interests around Te reo Māori (TRM) were, we were able to implement many ideas in classtime. Some ideas outlining how to navigate Māori contexts in TRM, like a pōwhiri and tangihanga. Because our whānau are now feeling more confident in their identity through speaking TRM, they are now wanting to see how they can further help their tamariki adapt, achieve and thrive in their Māoritanga (Morrison & Morrison, 2017). This programme has impacted my future practice, in the context of striving to keep relationships more open and connected, as i now feel that whānau won't feel embarrassed about contributing and learning with their children. I believe it will only continue to become easier to keep in contact with our whānau members so as to discuss how we could better support them(as a whole) in learning how to use TRM in the home.
More encouragement for school to communicate in Te reo Māori from our participants has been a fantastic result of our inquiry and TRM programme. It has become evident that the participants are becoming more courageous in how they represent themselves and speak when around the classroom settings. Our parents and whānau are now coming in and expressing interest in classwork (whilst speaking TRM to the teachers). It also became evident of the TRM increase as more and more tamariki are now able to speak and use various TRM conventions in class and outside in the playground more confidently (Morrison & Morrison, 2017). It has also become evident that students who belong to our whānau on the programme are being asked to step into leadership roles within our Te Whānau Āwhina hui, whole school assemblies and as class representatives.
This inquiry has shown us that by aiding how whole community and having them contribute and communicate with us effectively, we are able to fully utilize learning opportunities for our students. Although this is a huge claim and has only been tested against a small sample size and is intrinsically focused on TRM, we are able to see the impact and effects of home & school partnerships. In terms of future practice, it seems that for our students to completely buy into our 'schooling education' we would need to fully encourage, incorporate and include the wider whānau. Thus i think that keeping forms of contact will be vital to future practice. What has been the whānau response to the use of Facebook as a communication tool? Whānau who has opted to be apart of our programme said that the Facebook communication tool was not only central to their ability to communicate efficiently but they also saw this as a great way to learn as their tamariki learnt. This not only strengthened the bond between students and parents but also teacher and parent.
References;
Morrison, S. 2015. Māori Made Easy; For everyday learners of the Māori language. Penguin Group.
Morrison, S., & Morrison, S. 2017. Māori At Home; An everyday guide to learning the Māori language. Penguin Random House New Zealand.
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