PGC Post 1 – Te Reo Rangatira Implementation

Our Focus

This year, one of our main areas of focus has been the implementation and strengthening of Te Reo Rangatira within our teaching and learning. For me, this has been a really valuable area of professional growth because it has made me reflect closely on how I use te reo Māori throughout my day, not just during a designated te reo Māori lesson.

Working in a bilingual setting, te reo Māori is already a significant part of our classroom environment. However, this year I have been more intentional about making sure that te reo Māori is embedded across all areas of learning and throughout our everyday interactions. I have been thinking more about how I can create genuine opportunities for tamariki to listen, speak, read and write in te reo Māori, rather than simply teaching vocabulary or completing activities in the language.

A big part of this has been looking at how our focus on Te Reo Rangatira connects with our core pedagogies of Learn, Create, Share and Te Ātiawatanga. I have found that these approaches complement each other really well. They encourage me to think about not only what I am teaching, but also how tamariki are experiencing their learning, how they are able to express themselves, and how their identity and relationships are reflected in the classroom.

The Positive Impact

One of the biggest positive impacts I have noticed is an increase in the confidence of some tamariki to use te reo Māori during everyday classroom interactions.

I have been making a conscious effort to use more te reo Māori for instructions, questioning, praise, classroom routines and general kōrero. The more tamariki hear the language being used naturally, the more comfortable they become with hearing and using it themselves.

I have noticed that some tamariki who may have previously been hesitant to answer in te reo Māori are now more willing to have a go. Even when their sentences are not completely accurate, they are becoming more confident in attempting to communicate their ideas. This has been a positive shift because I want our classroom to be a place where tamariki feel safe to make mistakes and understand that mistakes are part of learning a language.

I have also found that repetition has been really important, especially for our younger tamariki. Using the same kupu and sentence structures regularly across different contexts gives them multiple opportunities to hear the language, understand it and eventually use it independently.

For example, rather than teaching a set of kupu once and moving on, I have been trying to revisit them during different lessons and classroom conversations. This has helped make the language more meaningful and has given tamariki a reason to use it.

Learn, Create, Share

Our Learn, Create, Share pedagogy has supported me to think differently about how I teach te reo Māori.

During the Learn stage, I have become more intentional about explicitly teaching the language tamariki need to participate in the learning. I have realised that I cannot always expect tamariki to simply pick up new language through exposure. They need to hear it modelled, have it explained, practise it and then have opportunities to use it.

I now think more carefully about the kupu and sentence structures tamariki will need before beginning a lesson. This has helped me to be more prepared and has made my teaching more purposeful.

The Create stage gives tamariki opportunities to actually use the language they have been learning. Depending on the learning area, this might be through writing, drawing, role-play, creating something, working with a partner, telling a story or explaining their thinking.

I have found that when tamariki have a genuine purpose for using te reo Māori, the language becomes much more meaningful. They are not just learning a word because it is on a vocabulary list; they are using that word because they need it to communicate something.

The Share stage has also been important. I have been providing more opportunities for tamariki to share their learning with others through kōrero. This does not always mean standing in front of the whole class. For some tamariki, sharing with a partner or small group is a more appropriate starting point.

This has helped me recognise that sharing is also an important opportunity for language development. Tamariki are listening to each other, hearing different ways of expressing ideas and building confidence in their own ability to communicate.

Te Ātiawatanga

Our focus on Te Ātiawatanga has also had a strong connection to my implementation of Te Reo Rangatira.

For me, Te Ātiawatanga is about knowing our tamariki, building strong relationships and recognising the importance of their identity, whakapapa, whānau and experiences.

I have been thinking more carefully about how I can make learning relevant to the tamariki in front of me. Their experiences and knowledge are valuable, and I want them to see that within our classroom.

Te reo Māori plays a huge part in this. When tamariki hear their language being used and see their culture and identity reflected in the learning environment, it helps create a stronger sense of belonging.

I have also been trying to create more opportunities for tamariki to contribute their own knowledge. Rather than always positioning myself as the person with the answers, I want tamariki to understand that they have knowledge and experiences that can contribute to our learning.

This has been particularly valuable during kōrero. Sometimes a tamaiti will share something from home or from their whānau that adds another perspective to the learning. These moments have reminded me that teaching is not always about me delivering knowledge; it is also about listening and making space for the knowledge that our tamariki already bring with them.

Challenges and Barriers

Although there have been many positives, implementing Te Reo Rangatira consistently has also been challenging.

One of the biggest challenges for me has been maintaining consistency throughout the whole day. It is relatively easy to plan a specific lesson focused on te reo Māori, but the real challenge is making sure the language continues to be used naturally during all of the other parts of the day.

I have had to become much more aware of my own language use.

There have been times when I have realised that I have switched to English because I am trying to explain something quickly, because the learning has become more challenging, or because I am trying to manage a situation. This has made me reflect on the fact that these moments are also opportunities for language learning.

I have started asking myself:

Am I providing enough opportunities for tamariki to hear te reo Māori?

Am I giving them enough opportunities to respond in te reo Māori?

Am I modelling the language clearly enough?

Am I giving tamariki enough wait time to formulate their responses?

Am I providing enough support for those who are less confident?

These questions have helped me become more reflective about my practice.

Another challenge is the range of language abilities within the classroom. Our tamariki come with different levels of experience and confidence in te reo Māori. Some are confident speakers, while others are still developing their basic vocabulary and sentence structures.

Because of this, I have had to think carefully about how I differentiate language learning. Some tamariki need sentence starters, visuals, repetition and opportunities to rehearse their kōrero before sharing. Others need more opportunities to extend their vocabulary and develop more complex sentences.

This has reinforced for me how important it is to know my learners and understand where they are currently at.

Changes I Have Made to My Daily Practice

One of the biggest changes I have made is becoming more intentional with explicit teaching of te reo Māori.

Previously, I think I sometimes relied too heavily on exposure. While exposure is obviously important, I have learnt that tamariki also need direct teaching and opportunities to practise the language.

When planning a lesson, I am now thinking about the language requirements alongside the curriculum learning.

I ask myself:

What do I want tamariki to learn?

What language will they need to demonstrate that learning?

What kupu will they need?

What sentence structures will they need?

How am I going to model this?

How will tamariki practise it?

How will I know whether they can use it independently?

This has changed the way I plan. Te reo Māori is no longer something I think about separately from the lesson. It is becoming part of the planning process from the beginning.

Increasing Reo Ā-Waha

Another important change has been increasing opportunities for reo ā-waha.

I have recognised how important oral language is, particularly for our younger learners. Tamariki need opportunities to talk before they can confidently read and write their ideas.

I have therefore been incorporating more partner kōrero, small-group discussions, oral rehearsal, retelling, questioning, role-play and sharing into our learning.

I have also tried to provide low-risk opportunities for tamariki to practise before expecting them to share with the whole class.

For example, rather than immediately asking a tamaiti to answer a question in front of everyone, I might first give them time to think, then discuss their answer with a partner, and then share with the wider group.

This small change has made a difference for some of our less confident learners.

Using Scaffolds

I have also increased the use of scaffolds to support tamariki to use te reo Māori independently.

These include:

• visual prompts
• kupu banks
• sentence starters
• teacher modelling
• repetition
• gestures and actions
• partner kōrero
• tuakana-teina opportunities
• oral rehearsal
• questioning
• teacher think-alouds

I have found that these scaffolds are particularly important when introducing new language. They give tamariki something to fall back on and help them participate in the learning without feeling overwhelmed.

Over time, the goal is to remove some of these supports as tamariki become more confident and independent.

Alignment with the Standards for the Teaching Profession

The changes I have made to my practice align closely with the Standards for the Teaching Profession.

Te Tiriti o Waitangi

Strengthening Te Reo Rangatira within my classroom reflects my responsibility to honour Te Tiriti o Waitangi and support the language, culture and identity of Māori learners.

For me, this means ensuring that te reo Māori is valued, heard and visible within our learning environment. It also means creating opportunities for tamariki to learn in ways that reflect who they are and where they come from.

I see this as an important part of my responsibility as a kaiako in Aotearoa.

Professional Learning

This focus has also challenged me to reflect on my own knowledge and practice.

I have had to identify areas where I am confident and areas where I still need to grow. Rather than seeing this as a weakness, I see it as an important part of being a reflective practitioner.

My practice has changed because I have been willing to ask myself what is working, what is not working and what I can do differently.

Professional Relationships

The focus on Te Reo Rangatira has also strengthened my relationships with tamariki and whānau.

Language and relationships are closely connected. When tamariki feel that their language and identity are valued, they are more likely to feel comfortable, connected and willing to participate.

I also recognise that whānau are an important source of language, mātauranga and cultural knowledge. Continuing to strengthen these relationships is something I want to keep developing.

Learning-Focused Culture

I have worked towards creating a classroom culture where tamariki feel safe to use te reo Māori, take risks and make mistakes.

I want tamariki to understand that they do not need to speak perfect te reo Māori before they can participate. Having a go is part of learning.

This has helped create a more supportive environment where tamariki can encourage each other and celebrate each other’s progress.

Design for Learning

The implementation of Te Reo Rangatira has changed how I design learning experiences.

I now think about both the curriculum learning and the language learning that needs to happen.

This has helped me to differentiate more effectively and consider different ways that tamariki can demonstrate their understanding.

Teaching

My teaching has become more intentional, particularly around modelling, questioning, oral rehearsal and providing opportunities for tamariki to use language independently.

I am also much more aware that my own language use is an important teaching tool. Every interaction I have with tamariki is an opportunity to model te reo Māori.

My Reflection and Next Steps

Looking back on this year so far, I feel that implementing and strengthening Te Reo Rangatira has had a positive impact on both my teaching and the learning environment in my classroom.

The biggest change for me has been a shift in how I view language. I am increasingly seeing te reo Māori not simply as another curriculum area, but as a vehicle for learning across the curriculum.

The combination of Te Reo Rangatira, Learn, Create, Share and Te Ātiawatanga has encouraged me to think more deeply about how tamariki learn, how they communicate and how their identity is reflected within our classroom.

I have also realised that implementing Te Reo Rangatira is not something that can be achieved through one programme or one lesson. It requires consistency, reflection and a willingness to keep developing my own practice.

My next steps are to continue strengthening my consistency with te reo Māori throughout the whole school day and to become even more intentional with language planning. I want to identify the language tamariki need before each learning experience and provide them with the scaffolds and opportunities they need to use that language independently.

I also want to collect more evidence of the impact these changes are having on our tamariki. In particular, I want to look at their confidence in using te reo Māori, their developing vocabulary and sentence structures, and their ability to use te reo Māori naturally in authentic situations.

Overall, this focus has reminded me that being a kaiako is about continually reflecting, adapting and learning alongside our tamariki.

I am not only teaching te reo Māori; I am helping to create an environment where our tamariki can hear it, use it, value it and see themselves within it.

That is something I want to continue strengthening throughout the remainder of the year.