Reflection #4.
When implementing place-based education, what effect will the use of iPads have on the general behaviour of my year 1 students?
My year one students are mainly expected to settle in and abide by formal education expectations and I am expected to follow the mainstream curriculum. However, I have various students (whom I had to refer) who display rather challenging behaviours such as leaving the classroom, using offensive language and being disruptive. My students have been allowed to use iPads for mainly online reading. Therefore, I am curious to find out how my students will behave when given the opportunity to work with iPads while engaging in place-based projects, - a new innovation I would like to pursue.
Besides behaviour, the formal curriculum might also play a role in behavioural issues. Research confirms that high numbers of referrals regarding disciplinary issues take place in schools globally (Hershfeldt et al., 2009). Johansen et al., (2011) argue that how teachers manage and perceive student behaviour, has a direct influence on students’ academic performances and their social behaviour. However, Rote et al., (2015) explain that due to the implementation of place-based learning as an integrated context, students display better behaviour and attendance. According to the MoE (n.d.) most teachers pay three to fifteen times more attention to negative behaviour than to appropriate behaviour. However, student involvement in place-based learning encourages students to take ownership of what they have learnt and this has a positive influence on their behaviour (Rote et al., 2015). Berryman et al., (2018) explain that effective cultural relationships between teachers, students and their whānau will improve student behaviour and engagement. However, students might exhibit negative behaviour due to internal or situational factors (Johansen et al., 2011). However, Rote et al., (2015) explain that students learn about self-control and they are far more interested in learning when involved in place-based education. Nevertheless, Johansen et al., (2011) claim that focusing on the consequences for positive behaviour as well as effective classroom management, will create a positive environment. However, some teachers are not aware of the cultural identities of their students and they don’t make tangible efforts to reach out to students to understand differences. (Hershfeldt et al., 2009).
Macfarlane et al., (2007) highlight that educators of a more dominant culture may have an oppositional attitude towards students from minor represented cultural groups for example Māori students. This is based on the principle of Tino Rangatiratanga as teachers should allow for Māori students and families to be in control of their own culture (Rangahau, n.d.). When teachers allow cultural responsiveness in their teaching practice, all students will benefit (Macfarlane et al., 2007). This means that more aspects than just students’ academic performances are involved: it also encompasses students’ emotional and physical well-being, and their cultural identities (Berryman et al., 2018). The MoE (n.d.) argues that when we develop eloquent relationships with students, as well as their families, and give students ample encouragement and praise as well as attention, we can be sure that positive behaviour will occur. This connects so well with the Kaupapa Māori principle of Ata, (Rangahau, n.d.) as these relationships with my stakeholders, -our students and their whānau, - need to be respectful. Berryman et al., (2018) explain that meaningful and cultural relationships form a strong foundation for culturally responsive pedagogy – the Ako Māori principle, (Rangahau, n.d.) - which I need to incorporate within place-based education.
It’s no wonder place-based education fascinates me. It breaks away from academic seclusion and engages students in activities of cultural knowledge within communities which are meaningful and relevant (Zimmerman and Land, 2014). This also connects well with the Kaupapa Māori principle of Whānau as Māori doesn’t only have a relationship with each other but also with the world around them (Rangahau, n.d.). With place-based education my students and I will become more knowledgeable regarding the spiritual and cultural significance of our community, - yet another stakeholder, - which links well with the Kaupapa Māori principle of Taonga Tuku Iho, (Rangahau, n.d.). With cultural responsiveness and cultural pedagogy my students will experience a sense of belonging (Berryman et al., 2018) – this links well with the Kaupapa Māori principle of Te Tiriti o Waitangi as students can be citizens of New Zealand and uphold the Maori rights (Rangahau, n.d.).
Once my students engage in place-based learning, I would like to see that iPads are being confidently used as a new innovation in place-based education, so that students will share and apply their constructed knowledge (ITL Research, 2012). I also would like to see that they frequently engage in collaborative problem-solving (ITL Research, 2012). I am therefore confident that the number of behavioural issues will decrease.
This research shows me that cultural responsiveness as a foundation, and place-based education as a further tool for deepening students’ connection with the environment (Smith, 2007), as well as the ongoing development of 21st century skills, will release an enthusiasm to create a lively partnership between myself, the students, their whānau, their school and the community (Pasiechnyk, 2018).
References:
Berryman, M., Lawrence, D., & Lamont, R. (2018). Cultural relationships for responsive pedagogy. Set: Research Information for Teachers, 1, 3-10.
Hershfeldt, P. A., Sechrest, R., Pell, K. L., Rosenberg, M. S., Bradshaw, C. P., & Leaf, P. J. (2009). Double-Check: A framework of cultural responsiveness applied to classroom behavior. Teaching Exceptional Children Plus, 6(2), 2-18.
ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research
Johansen, A., Little, S. G., & Akin-Little, A. (2011). An Examination of New Zealand Teachers' Attributions and Perceptions of Behaviour, Classroom Management, and the Level of Formal Teacher Training Received in Behaviour Management. Kairaranga, 12(2), 3-12.
Macfarlane, A., Glynn, T., Cavanagh, T., & Bateman, S. (2007). Creating culturally-safe schools for Māori students. The Australian Journal of Indigenous Education, 36(1), 65-76.
MoE (n.d.). Incredible Years Teacher. https://pb4l.tki.org.nz/Incredible-Years-Teacher
Pasiechnyk, C. (2018). Place-Based Education: Improving Learning While Connecting Students to Community and Environment.
Rangahau (n.d.). Principles of Kaupapa Māori. Retrieved from http://www.rangahau.co.nz/research-idea/27/
Rote, Z., Schroder, B., & d’Augustino, T. (2015). Place-based education: Engagement from the student perspective.
Smith, G. A. (2007). Place‐based education: Breaking through the constraining regularities of public school. Environmental Education Research, 13(2), 189-207.
Zimmerman, H. T., & Land, S. M. (2014). Facilitating place-based learning in outdoor informal environments with mobile computers. TechTrends, 58(1), 77-83.
When implementing place-based education, what effect will the use of iPads have on the general behaviour of my year 1 students?
My year one students are mainly expected to settle in and abide by formal education expectations and I am expected to follow the mainstream curriculum. However, I have various students (whom I had to refer) who display rather challenging behaviours such as leaving the classroom, using offensive language and being disruptive. My students have been allowed to use iPads for mainly online reading. Therefore, I am curious to find out how my students will behave when given the opportunity to work with iPads while engaging in place-based projects, - a new innovation I would like to pursue.
Besides behaviour, the formal curriculum might also play a role in behavioural issues. Research confirms that high numbers of referrals regarding disciplinary issues take place in schools globally (Hershfeldt et al., 2009). Johansen et al., (2011) argue that how teachers manage and perceive student behaviour, has a direct influence on students’ academic performances and their social behaviour. However, Rote et al., (2015) explain that due to the implementation of place-based learning as an integrated context, students display better behaviour and attendance. According to the MoE (n.d.) most teachers pay three to fifteen times more attention to negative behaviour than to appropriate behaviour. However, student involvement in place-based learning encourages students to take ownership of what they have learnt and this has a positive influence on their behaviour (Rote et al., 2015). Berryman et al., (2018) explain that effective cultural relationships between teachers, students and their whānau will improve student behaviour and engagement. However, students might exhibit negative behaviour due to internal or situational factors (Johansen et al., 2011). However, Rote et al., (2015) explain that students learn about self-control and they are far more interested in learning when involved in place-based education. Nevertheless, Johansen et al., (2011) claim that focusing on the consequences for positive behaviour as well as effective classroom management, will create a positive environment. However, some teachers are not aware of the cultural identities of their students and they don’t make tangible efforts to reach out to students to understand differences. (Hershfeldt et al., 2009).
Macfarlane et al., (2007) highlight that educators of a more dominant culture may have an oppositional attitude towards students from minor represented cultural groups for example Māori students. This is based on the principle of Tino Rangatiratanga as teachers should allow for Māori students and families to be in control of their own culture (Rangahau, n.d.). When teachers allow cultural responsiveness in their teaching practice, all students will benefit (Macfarlane et al., 2007). This means that more aspects than just students’ academic performances are involved: it also encompasses students’ emotional and physical well-being, and their cultural identities (Berryman et al., 2018). The MoE (n.d.) argues that when we develop eloquent relationships with students, as well as their families, and give students ample encouragement and praise as well as attention, we can be sure that positive behaviour will occur. This connects so well with the Kaupapa Māori principle of Ata, (Rangahau, n.d.) as these relationships with my stakeholders, -our students and their whānau, - need to be respectful. Berryman et al., (2018) explain that meaningful and cultural relationships form a strong foundation for culturally responsive pedagogy – the Ako Māori principle, (Rangahau, n.d.) - which I need to incorporate within place-based education.
It’s no wonder place-based education fascinates me. It breaks away from academic seclusion and engages students in activities of cultural knowledge within communities which are meaningful and relevant (Zimmerman and Land, 2014). This also connects well with the Kaupapa Māori principle of Whānau as Māori doesn’t only have a relationship with each other but also with the world around them (Rangahau, n.d.). With place-based education my students and I will become more knowledgeable regarding the spiritual and cultural significance of our community, - yet another stakeholder, - which links well with the Kaupapa Māori principle of Taonga Tuku Iho, (Rangahau, n.d.). With cultural responsiveness and cultural pedagogy my students will experience a sense of belonging (Berryman et al., 2018) – this links well with the Kaupapa Māori principle of Te Tiriti o Waitangi as students can be citizens of New Zealand and uphold the Maori rights (Rangahau, n.d.).
Once my students engage in place-based learning, I would like to see that iPads are being confidently used as a new innovation in place-based education, so that students will share and apply their constructed knowledge (ITL Research, 2012). I also would like to see that they frequently engage in collaborative problem-solving (ITL Research, 2012). I am therefore confident that the number of behavioural issues will decrease.
This research shows me that cultural responsiveness as a foundation, and place-based education as a further tool for deepening students’ connection with the environment (Smith, 2007), as well as the ongoing development of 21st century skills, will release an enthusiasm to create a lively partnership between myself, the students, their whānau, their school and the community (Pasiechnyk, 2018).
References:
Berryman, M., Lawrence, D., & Lamont, R. (2018). Cultural relationships for responsive pedagogy. Set: Research Information for Teachers, 1, 3-10.
Hershfeldt, P. A., Sechrest, R., Pell, K. L., Rosenberg, M. S., Bradshaw, C. P., & Leaf, P. J. (2009). Double-Check: A framework of cultural responsiveness applied to classroom behavior. Teaching Exceptional Children Plus, 6(2), 2-18.
ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research
Johansen, A., Little, S. G., & Akin-Little, A. (2011). An Examination of New Zealand Teachers' Attributions and Perceptions of Behaviour, Classroom Management, and the Level of Formal Teacher Training Received in Behaviour Management. Kairaranga, 12(2), 3-12.
Macfarlane, A., Glynn, T., Cavanagh, T., & Bateman, S. (2007). Creating culturally-safe schools for Māori students. The Australian Journal of Indigenous Education, 36(1), 65-76.
MoE (n.d.). Incredible Years Teacher. https://pb4l.tki.org.nz/Incredible-Years-Teacher
Pasiechnyk, C. (2018). Place-Based Education: Improving Learning While Connecting Students to Community and Environment.
Rangahau (n.d.). Principles of Kaupapa Māori. Retrieved from http://www.rangahau.co.nz/research-idea/27/
Rote, Z., Schroder, B., & d’Augustino, T. (2015). Place-based education: Engagement from the student perspective.
Smith, G. A. (2007). Place‐based education: Breaking through the constraining regularities of public school. Environmental Education Research, 13(2), 189-207.
Zimmerman, H. T., & Land, S. M. (2014). Facilitating place-based learning in outdoor informal environments with mobile computers. TechTrends, 58(1), 77-83.
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