Children have the information they need now through devices and the internet, says principal Don McLean. So the role of teachers is in the facilitation and activation of learning. His students say, “It gets you collaborating.” For ORS-funded students, it means their strengths can be acknowledged and valued.
“We have lots more choices – and lots more ideas.”
Related Posts
Q&A with Api Nathan, Otari School’s Māori immersion strand leader
AKO catches up with Api Nathan, deputy principal and Māori immersion strand leader at Otari School in Wellington, and hears how they supported immersion learning while the country was in lockdown.
Counting the friendly frogs: welcoming children back to early learning centres
Parents experienced a mix of emotions when their children returned to schools and centres at the end of Alert Level 3. There was relief at the resumption of some sort of normality, but there was also anxiety. For the parents of young children in particular, there was concern about how tamariki would re-transition into early childhood education.
Two kindergartens share their stories of transition with AKO.
“Another way of doing it”: being a beginning teacher during Covid-19
The disruption caused by Covid-19 has been particularly felt by hundreds of beginning teachers. Barely settled into their classrooms, they have suddenly found themselves having to work in a different way. Ako spoke with three new teachers about meeting the challenge.
In the deep end: new principals leading through a pandemic
The Covid-19 crisis has tested everyone involved in our education system. But for scores of new principals, the challenge has been particularly fraught.
AKO talks with three beginning principals in the Auckland region about how they have managed through a crisis, while still coming to terms with their new role.