Helping hand
REGION: A programme using traditional Ma¯ori knowledge and history to engage boys struggling in the classroom has been so successful it could be expanded.
An experimental programme using traditional Ma¯ ori knowledge and history to engage boys struggling in the classroom has been so successful it could be expanded to non-ma¯ ori children.
Two years ago, teachers at Roslyn School in Palmerston North were looking for a way to engage restless children. Looking at tests results and children’s engagement, they found many were Ma¯ ori boys, teacher Jason Tatana said.
They decided this was a group that would benefit from extra support, and their approach has been so successful the school is backing its expansion.
Tatana began a group with six of the year 7 to 9 boys, meeting once a week for less formal and more personal classes. He began teaching them about their Ma¯ ori heritage, tikanga Ma¯ ori (customs), and values.
Classes include traditions, customs on a marae, speaking formally, good values and mau ra¯ kau – traditional weaponry like taiaha. Work ethic and good choices have become an important focus, with lots of good examples the kids can relate to, Tatana said.
It quickly became clear the boys loved the classes and were coming on board in their normal classes, too. By the end of last year, there were about 20 taking part, mostly aged 10 to 12 years old. This year, he expects about the same numbers.
It has been called Tama Toa, meaning ‘‘strong boy, being strong in all you do and having strong values and culture that help shape our lives and build special character within’’.
‘‘It has allowed for stronger relationships to be built and the students understanding they are special and have talents to give both to the school and beyond,’’ principal Joanne How said.
‘‘A lot of these guys, they have low self-confidence,’’ Tatana said. ‘‘They don’t think they can do things, so I always give them: ‘You can do things, you can succeed, but it takes work. It’s not given to you on a plate’.’’
Some of the boys were surprised to learn about successful Ma¯ ori who have made an impact and been leaders.
‘‘I use lots of basketball and rugby examples, because a lot of these guys are into it. We talk about ... [All Blacks] Aaron Smith, Aaron Cruden, Codie Taylor, [NBA players] Steve Adams, and the Michael Jordans and Stephen Currys. We have also talked about Ma¯ ori being in Parliament.’’
Year 7 pupil Kanye Maxwell-watson, 11, said he loved being part of Tama Toa.
‘‘It’s good having a Ma¯ ori teacher that understands me more, and we learn everything that’s based around me as a Ma¯ ori. Because if you’re Ma¯ ori and want to learn more about your culture and background, and you come to Tama Toa, you can learn about that.’’
Andre Tiweka, 12, said the Tama Toa classes were ‘‘really important to me’’.
‘‘When I came into this I was naughty, and now I’m a little less. Because if I do all the naughty stuff I won’t be able to stay in Tama Toa.
‘‘I like learning about my culture and how it’s been developed. We get to talk about it.
‘‘I learned my river has a marae with a carving that protects all the area.’’
Tatana said some non-ma¯ ori children had also been interested in joining, so they are investigating ways for these children to also learn about their heritage as part of the class.
A junior Tama Toa and a Wahine Toa programme for girls are also being considered for the future, he said.
"I like learning about my culture and how it's been developed, we get to talk about it."
Andre Tiweka, 12