If I show POWER to self, others and environment, I'll have POWER 4 Learning

Beginning 2019, Wairakei Primary School endeavoured on a new adventure, we call ‘POWER 4 learning’. 

POWER (Pride, Opportunity, Whanau, Excellence and Respect) for self, others and environment, are our school values and we live by these values in the classroom and the playground. The ultimate goal is for our students to demonstrate these values in their everyday lives. 

Alongside our statement of purpose

To create a positive and supportive environment that values Hauora (well-being) and life-long learning at Wairakei Primary School.

Our students who demonstrate POWER for learning will develop the skills in order to be a lifelong learner. 

Showing-POWER-means-Respect-for-Self-others-and-environment.-Student-voice-collaboration-teaching-the-expectations-1.jpg

Showing POWER means Respect for Self others and environment. Student voice collaboration teaching the expectations

Our teachers and support staff are involved in extensive professional development which is led by the POWER 4 Learning team. This team is made up of a wide variety of staff who work across all aspects of our school. 

It has been widely discussed and agreed that in order for our students to learn, there must be a relationship built between the teacher, teacher aid and the child. 

Relationships are a vital part of a child's learning development; if there is a connection made between teacher and student, the learning will happen. 

At the beginning of the year, we brainstormed ways in which we could build relationships with our students. 

Building-relationship-Vital-to-teaching-and-learning-students-teacher-connection-POWER-4-Learning-2.jpg

Building relationship Vital to teaching and learning students teacher connection POWER 4 Learning

Using this concept, and along with the development of our behaviour flow chart, we brainstormed ways we can support all learners. We realise that not every child in the classroom will react to the same teaching styles, reward systems and consequences. 

If a child is reluctant to complete a learning task, we must find out the function of the behaviour displayed; why is this child being liked the way they are? Is it...

  • Too easy

  • Too hard

  • To obtain attention from peers

  • To obtain attention from the teacher or support staff

  • They just don’t like that subject

And many more, there could be multiple reasons behind the functions of any behaviours. 

Staff-development-Collaboration-Ideas-and-expectations-Team-work-everyone-on-the-same-page-POWER-4-Learning-3.jpg

Staff development Collaboration Ideas and expectations Team work everyone on the same page POWER 4 Learning

The exercise

We worked in small groups on a scenario that may present itself during a typical day in the classroom. The purpose was for the staff to come up with classroom management strategies and appropriate processes our teachers’ could take. 

This exercise encouraged great dialogue between our team members who discussed processes, strategies and desired outcomes for each scenario. It opened up an opportunity for us to share and remind our teachers of the strategies we use and can use in our classroom practice. 

We will continue to develop as educators in this process with reflection, reviewing procedures to continue to make the best possible learning spaces for all students. 

Professional-dialogue-sharing-strategies-and-practises-Teachers-professional-development-POWER-4-learning-to-self-others-and-environment-4-.jpg

Professional dialogue sharing strategies and practises Teachers professional development POWER 4 learning to self others and environment

Professional-dialogue-sharing-strategies-and-practises-Teachers-professional-development-POWER-4-learning-to-self-others-and-environment-5-.jpg

Professional dialogue sharing strategies and practises Teachers professional development POWER 4 learning to self others and environment

Staff development Collaboration Ideas and expectations Team work everyone on the same page POWER 4 Learning 4