Practice in Secondary Kura

Kia ora koutou,

I’m currently working in a secondary setting with three students who are experiencing ongoing challenges during break times. A common thread is the lack of structured support and opportunities to build social skills and positive peer relationships outside the classroom.

I’ve requested time with the Year and House Deans next term to collaborate on possible solutions, particularly around peer interactions both in class and during breaks.

In the meantime, I’d really value any ideas or examples of what has worked in your settings. I’m particularly interested in:

• ways to provide safe, purposeful spaces at break times

• opportunities for students to practise social skills in authentic contexts

Kia ora all. As mentioed, I am new to the Secondary setting hence I came to this group. Nga mihi. I have recently picked up 2x Te Kahui cases Year 9 boys, A common pattern across these two cases is the desire to differentiate the 'English Curriculum'. There are 6 teachers involved and none are primary trained. From what I understand, the English 'Department' plans the learning across Year 9 and it is up to the Kaiako to deliver how they see fit as long as boxes are ticked (or not) This past term has seen an increase in negative behaviour, which I believe, has been in response to (1) getting to grips with a rotional system (transition) as well as (2) not having access to that curriculum. Of course there could so many other reasons however, I am going to start at differentiation. Im thinking of collaborating…

I am currently sitting in the SENCO office in one of the High Schools I work in. She is absolutely flat out. She gets no breaks and also has a teaching load. Students are wandering in for devices, to check their timetable, to take some time, to get something to eat etc. She responds to them all with such care and resepect. She is amazing. Being the Liaison in a secondary school is very very different from primary schools. I sometimes feel this is not fully understood. I think this group is very much needed. I am also part of the RTLB Aotearoa PLN in the Te Wharewhakaruruhau (TWW) ropu along with Anna. Thank you for creating this group!

When working in secondary kura, I often find that kaiako identify a perceived lack of motivation as a key factor contributing to poor outcomes for mokopuna. In my mahi, I have used the Self-Determination Theory (SDT) as a framework for gathering kohikohi and analysing the conditions that may be influencing engagement and wellbeing alongside kaiako.

Kaiako have reported that exploring the ecological data through an SDT lens has helped shift their thinking away from viewing the student as simply “unmotivated.” Instead, it has supported them to recognise the ways in which the classroom environment may need to change in order to better meet the needs of mokopuna.

I have also found that SDT creates a natural pathway into using Collaborative & Proactive Solutions (CPS). SDT helps kaiako understand the conditions that foster motivation, while CPS provides a practical and relational method for creating those conditions.

I am interested, have you…