Schools and teachers need more than ever before reflect the principles and values of the New Zealand Curriculum of inclusion and equity. A classroom is likely to contain "several ethnic origins with a range of cultural expectations and belief systems" the Positive Behaviour for learning (PB4L) process is designed to help parents, teachers and schools to improve children's wellbeing and education.
Original Description:
Original Title
engaging teamwork through transformative learning 2
Schools and teachers need more than ever before reflect the principles and values of the New Zealand Curriculum of inclusion and equity. A classroom is likely to contain "several ethnic origins with a range of cultural expectations and belief systems" the Positive Behaviour for learning (PB4L) process is designed to help parents, teachers and schools to improve children's wellbeing and education.
Schools and teachers need more than ever before reflect the principles and values of the New Zealand Curriculum of inclusion and equity. A classroom is likely to contain "several ethnic origins with a range of cultural expectations and belief systems" the Positive Behaviour for learning (PB4L) process is designed to help parents, teachers and schools to improve children's wellbeing and education.
New Zealand is a country that is increasingly becoming diverse in cultures,
values, traditions and faiths; with this taking place in our society; our schools and teachers need more than ever before reflect the principles and values of the New Zealand Curriculum of inclusion and equity (Ministry of Education, 2007). Noyes and Turner (2009) acknowledge that teaching has become an interesting and complexed process with all the vast educational, political and social contexts. A classroom is likely to contain several ethnic origins with a range of cultural expectations and belief systems; be it a mix of boys and girlsfrom family backgrounds with differing views on value and purpose of education(and) differences in financial status (p. 204). An as a result a teacher faces the challenge of supporting their students who may require many different kinds of support (Noyes &Turner). Interestingly Bell (2011) states that, teaching is embedded in the cultural contexts of a society, and can only be understood by understanding if those contexts are taken into account (p. 40). She also shares that, as teachers our own cultures will inform the way we teach and the culture of our students will be informed in our teaching; to be responsive teachers we must not become ethnic-blind and ignore the culture and ethnicity or stereotype and use deficit theorising about the differences of achievements and expectations of our students ethnicities within our schools and classrooms. So in light of all this school communities need to become culturally responsive to transformative learning process to meet the diversities within their school. The (PB4L) Positive Behaviour for Learning helps achieve this. Its programmes and initiatives are designed to help parents, teachers and schools to improve childrens wellbeing and education, not just within the school its self but within the homes and communities the children are raised in. The principles that are applied are fundamental to any school as it reaches across all sub-cultures within New Zealand culture. The process begins with the principal and heads of the school promoting participation and ownership to staff, students and their families having a common purpose and approach to discipline and positive behaviour expectations. The school identifies three to five values and behavioural expectations that are collaboratively developed by the school community; these are then actively taught and staff and students promote these behaviours to their peers. The positive behaviour is reinforced and consistent consequences are developed to discourage unwanted behaviour and decisions collaboratively made when behaviours are becoming a problem (Ministry of Education, 2013). Bethlehem College has started a similar approach by developing a common value that all the staff, students and families are to engage in within the school community. The value is: Manaakitanga Community of care; this value reaches across the whole college and the many cultural diversities the college may have. Although it is a Maori word, every person knows that it means to be cared for and to care for others holistically; and when Manaakitanga is not shown within the school community either restorative practices take place or discipline proses begins to happen. I have first handily seen how this value has transformed an entire classroom that was being discriminating to one another, and restorative practice with Manaakitanga as the goal changed bulling issues. It is time
schools/teachers become effective in the values they create to celebrate and
enjoy the multicultural atmosphere and diversities they will have (Whyte, 2012).
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