Friday, 9 March 2018


Meeting as a whanau group to discuss our inquiries allowed us to bounce ideas off each other and compare initial problems. What was beneficial about this process was the common hunches (problems) that colleagues had in their classes. We were able to share these ideas and also hypothesise reasons for these hunches. After leaving the meeting it gave me plenty to think about. I had clearly identified problems in my Year 11 Physical Education class that were common among other staff. But I really wanted to dive deeper and explore reasons for why these were identified as problems.

Hunches I found in my Year 11 Physical Education class:

  1. Low Self-efficacy
  2. Lack of engagement in set tasks
  3. Low Literacy 
  4. Perception of a Practical Orientated Subject

These were common problems that majority of teachers had in their classrooms. However, like I mentioned earlier I wanted to explore why these were problems for our students.

I hypothesise a couple of points that I see as the reason for the hunches in my class. Firstly, a lot of these students have continuously struggled with their writing throughout their schooling years. They have been below the national average for many years and have had teachers constantly trying to catch them up to the appropriate level. However, without the support structures in place to help cater for these students, they tend to slip through the cracks and get left behind. They have to deal with set-back after set-back and this dents their confidence in their writing. After numerous set-backs students lose faith in their ability to perform the task and give up. 

Secondly, there is a culture created in our community that the bare minimum is enough. Students tend to think that writing a couple of sentences is enough for them to achieve. Where this culture has been established is beyond me, but seems to be prominent among our students. If we compare it to Bloom's Taxonomy, students are comfortable using the bottom tier when it comes to writing. Remembering and Understanding are the foundations of his theory and this is the level many of my students do not leave. Getting them to analyse and critically think, which is essential in the senior school, is a difficult task.

Breaking these two habits will be the key to my success. How I do this, is going to require a lot of work and patience, but I prepared for this challenge to help lift achievement outcomes for my students.  

1 comment:

  1. Hi Troy. Fabulous Inquiry! I too am focusing on the year 11s, hoping to set up early interventions to impact RATE ( retention, achievement, transition, engagement). Let lock heads at some point - Collaborate maybe? I am hosting a year 11 Whanau Evening 24th May--- How about gather at the table?