Sociocultural Teaching Philosophy

Teachers base their professional practice of continuous professional learning, and

the best knowledge available about the curriculum content and pedagogy, together
with their knowledge about those they teach (New Zealand Teachers Council, n.d.).
In order to be an effective teacher of the diverse students in our classrooms
teachers need to be able to create a caring environment in their class so they can
get to know their students and also be continuous learners so that they area able to
approach the curriculum in a variety of ways.

Manaakitanga encompasses shared and unlimited care for others that is focused on
respect and kindness. It is expected that teachers will incorporate an atmosphere of
care into their classrooms so that they can create cultural connectedness
(Macfarlane, 2007, p. 67). One of the most important parts of being a teacher is
being able to create an atmosphere where children feel safe, comfortable and
valued. Without this children cannot be themselves and learn effectively. One of the
first things you do as a teacher is to get to know the children in the class so that you
know how to make them feel comfortable, can make connections to what they like
and to how they learn. Teachers must lead with moral purpose, which means
having a commitment to making a difference in the lives and outcomes of students
as a result of their experiences at school (Ministry of Education, 2014). Children
come to school expecting to learn and it is the teachers responsibility to ensure
they are able to succeed. Knowing your students is important so that you know
how to present content in a way they connect with and also being willing to
repeating using different approaches and find out from the children how they learn
best. It is the teachers responsibility to present subject matter from an informed
and balanced point of view (New Zealand Teachers Council, n.d.).

Gordon (Edwards & Watts, 2008) and Kohn (Kohn, 1993) both hold the view of
when students have more ownership over classroom activities it is likely there will
be a more effective learning environment. I agree with this, as one way of showing
children that you care about them is to include what they think is important in the
class whether it be to do with what they like, their culture, or what rules they think
are necessary in a classroom. Showing children you care is important in
establishing an effective learning environment for all children.

Understand that Maori learners come with prior knowledge underpinned by
identity, language, and culture (Ministry of Education, 2011), p.14). This links to
making sure that you get to know your students so that you are able to make
effective connections between what they already bring with them to the classroom
as well as knowing when you can use them as experts in the class. Allowing
children to teach you and the class about something they have extensive knowledge
about shows them that you value them and what they can do. It is also important to
acknowledge and value the different perspectives that children come with as a
result of their cultural backgrounds.

Acknowledging the individuals in their care implies that leaders are also
acknowledging the whnau that they come from and in the case of Mori
students, the hap and iwi from which those individuals come (Ministry of
Education, n.d ). Families have a major influence on the beliefs and values that
children have and it is vital to acknowledge the differences people have to make
sure that no one is offended.

Teachers recognize that they work in collaboration with the parents/guardians
and family/whanau of the learners, encouraging their active involvement in the
education of their children (New Zealand Teachers Council, n.d.). Having a
connection with the families of the children they teach enables teachers to
communicate if there are any issues or to celebrate the success of the children. It
also allows teachers to find out any day to day issues or events that may influence a
childs behavior or focus in class so that they can react appropriately.
Understands that Maori parents, whanau, hapu, and iwi have expertise in their
own right (Ministry of Education, 2011, p. 6). Valuing the knowledge of parents
means that you can learn from them or they can come and share their expertise
with the class. Teachers are learners themselves and I know that personally I
would happily take advice or help from someone else who knew more about
another culture or topic area. Teachers will regard themselves as learners and
engage in continuing professional development (New Zealand Teachers Council,
n.d). As a teacher you have the responsibility to make sure that you have enough
content knowledge to effectively teach all the children and should take any
opportunity to gain new knowledge.

Teachers are vested by the public with trust and responsibility, together with an
expectation that they will help prepare students for life in society in the broadest
sense (New Zealand Teachers Council, n.d). This is especially important in todays
society where technology is forever changing and having a greater influence in our
lives, this means that we cannot know exactly what the future holds for the
learners we have in our classes at the moment. Therefore we have to teach children
how to be continuous learners and how to apply rather than to just know content
knowledge. Teachers must nurture the capacities of all learners to think and act
with developing independence (New Zealand Teachers Council, n.d ). Being in a
junior classroom I have noticed how important it is to give the children control and
choice so that they can gain the skills needed to become independent learners as if
you always do everything for them then they will always depend on you.

References
Edwards, C., & Watts, V. (2008). Classroom Discipline & Management (Second ed., pp.
82-200). Milton, Australia: John Wiley & Sons Australia Limited.

Kohn, A. (1993). Good kids without goodies. In Punished by rewards: The trouble with
gold starts, incentive plans, As, praise and other bribes (pp. 228-256). New
York: Houghton Mifflin Company.
Ministry of Education. (2014). Moral purpose and shared leadership. In Educational
Leaders. Retrieved May 20, 2014, from
http://www.educationalleaders.govt.nz/Leading-change/Manaakitanga-Leading-
with-moral-purpose/Moral-purpose-and-shared-leadership
Ministry of Education. (n.d.). Outside-School Wananga. In TKI: Te Kete Ipurangi.
Retrieved May 12, 2014, from http://hekakano.tki.org.nz/The-programme/Outside-
school-wananga
Ministry of Education. (2011). Tataiako. Wellington: Ministry of Education
New Zealand Teachers Council. (n.d.). Code of Ethics. Retrieved from:
http://www.teacherscouncil.govt.nz/required/ethics/codeofethics.stm