6. Evaluation

Every teacher wants their students to be self regulating learners.  Every parent wants their child to be self-motivated, believe in their own ability (self-efficacy), understand their next steps and work well with others.

However, our traditional school system has been one with the teacher at the centre, and many of our learners have been conditioned to wait for the teacher's instructions and follow a set of predetermined steps.

The focussing inquiry is intended to locate research, resources and examples of self regulated practice which are used by other educators.  It will be interesting to look at the different learning environments and contexts and determine if particular ideas match particular contexts.

From these findings particular ideas will be trialled by teachers in my single cell intermediate (the teaching inquiry).  Successful implementation will lead to a range of possible changes in our learning environment:

For students

• Students will be more engaged in their learning (a deliberate use of the term, rather than mahi or work).  
• The incidence of behaviour problems will reduce because of student ownership and engagement in the learning process and outcome.
• Students will be aware of their own learning needs and abilities.
• Groups of students will work collaboratively with each student having a role.

For teachers

• Teachers will be working with groups rather than at the front of a classroom.
• assessment practices will be refined to give individualised formative development steps for learners
• Teachers will deliberately set up activities and resources which encourage self regulatory practices e.g. graphic organisers, protocols

Learning spaces

• The learning spaces and the teachers in them may take on different roles.  
• Māori culture will be further embraced as part of the culture of the school.

For Maori learners and the community

• The haukainga will have a presence in the school as the concept of tangata whenuatanga - connection to the locality - is affirmed.

For whanau

• Whanau will be present more often as they realise their role in supporting learners.

References:

Teachers’ Council, Ministry of Education.(2011). Tataiako. Cultural competencies for teachers of Maori learners. Wellington: Learning Media.