Reflections on a Vibrant Start to 2026
We welcome 2026 with open arms, embracing a year full of opportunity and inspiration as we greet our new Tau 3 (Year 3) students within Te Mātā Puawaitanga. While the start of a new year can feel daunting—and I certainly felt those “what if” nerves initially—the first week of kura has been incredibly grounding. Seeing my Tau 3 learners become comfortable and familiar with their surroundings has truly set my mind at ease.
Embracing Our Diverse Dynamics
To be honest, my classroom is a beautiful tapestry of different dynamics. Within our group of 22, we have a wide range of needs and strengths across Year 3 to 6:
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Learning Profiles: From beginner writers and readers to tech-savvy and creative tamariki.
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Neurodiversity & Well-being: Including Takiwātanga, high-energy learners, and those navigating trauma or regulation challenges.
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Cultural & Social Breadth: A mix of confident and shy students, including both fluent Te Reo Māori speakers and those just beginning their language journey.
While this variety might seem complex, as their Kaiako, I see it as my mission to ensure every learner thrives. We may work in a small space, but we make it work uniquely for us.
Success Through Tuakana-Teina
Reflecting on last year’s PGC—which focused on digital akoranga for Tau 3 and developing our tuakana as role models—I am thrilled to see that preparation bear fruit. It has been amazing to watch the nerves settle as my older students successfully guide their teina through their digital learning. Seeing our kopa thrive in this area has been a highlight of the year so far.
What is actually happening for my students right now? How is my teaching impacting their learning?
Pāngarau (Mathematics)
I am continuously evolving my approach to teaching tamariki, moving away from traditional rote learning toward a strategy-based framework. While I have historically prioritised strategy over memorisation, I have listened closely to the needs of our whānau and tamariki. Through the support of my fellow kaiako, I have adapted my habits to better support those students eager to master their times tables and more.
We have successfully integrated Numicon into our lessons; however, I plan to revisit this rautaki (strategy) as we begin to align our practice with the Te Marautanga o Aotearoa refresh. Currently, I am utilising our new rotation system to provide targeted one-on-one and small-group support. By focusing on specific learning gaps rather than a rigid lesson plan, I aim to raise our achievement levels and begin scaffolding learning through more structured programs. It is heartening to see our tamariki driving their own learning: our tuakana are exploring whakarea (multiplication) and the relationship between operations, while our teina are focused on tātau māwhiti (skip counting) and strategies for tāpiritanga (addition) and tangohanga (subtraction).
Rangaranga Reo ā Tā (Structured Literacy)
2026 marks our first year implementing Structured Literacy. The Rangaranga Reo ā Tā handbook has proven to be an invaluable, convenient resource, providing scaffolded lessons that cater to the diverse needs within my kopa—ranging from Tūārere 1 to Tūārere 2.
Although we are only five weeks into this journey, we are already seeing encouraging progress. Our tauira are becoming more confident using kūoro charts to build words, and their understanding of oropuare roa (long vowels) and tohutō (macrons) is strengthening. My goal remains to build a solid foundation in pānui (reading) and tuhituhi (writing) for my teina. I look forward to further professional development with Whaea Deleraine to refine these skills throughout the year.
Huringa Rōpū (Rotations)
Reflecting on my teaching journey, I have traditionally favored a highly structured, “micro-managed” approach to rotations, where I pre-planned every activity for my students. However, after collaborative reflections with my colleagues, I have shifted toward a more fluid model to better support student agency.
I have moved from a teacher-led system to a free-flowing rotation of 6–7 activities where students choose their tasks in 10-minute intervals. This shift has been particularly beneficial for my tamaiti takiwātanga (student with autism), who thrives with consistent stimuli, as well as my teina, who benefit from exploring their environment. This transition has empowered my tamariki to become the drivers of their own learning and has freed me to provide intensive, specialised support to individuals and small groups. In my years of teaching, this has proven to be the most effective strategy for fostering independence and engagement.
