As with the previous two years, 2022 had an agenda of its own. We are currently teaching through a HYBRID-LEARNING model due to covid and the unprecedented times we are living under.
The year started with teachers and students having to isolate, which brought attendance down to as low as 33%. Hybrid learning came in as an approach where management thought would be most effective, to cater to our learners who were at school and for those who were learning from home.
I, unfortunately fell victim to covid and had to isolate for about 2 weeks and to date, I am still suffering from the symptoms. I refuse to take any more days off because as teachers, we have a responsibility and that's to teach the students. Subconsciously, we overlook our own well-being, to look after the well-being of others.
Is this healthy? Does this come as part of the job description? Many a times, teachers feel a sense of 'guilt' when we need to take a day or two off, due to health and personal reasons. So, who looks after us?
This year I want to focus on something that does not link to an achievement challenge. I want to inquire into the well-being of our teachers; mentally, emotionally, physically and socially.
In addition to this, I want to further inquire into TEACHER PRACTICE and how we acknowledge and utilise documents such as Tapasa and Ka Hikitia to teach our Maori and Pacific ethnic-specific identities; such as Tongan, Samoan, Cook Island, Niuean and more.
So I ask myself, "HOW CAN WE ENSURE A TEACHERS' PRACTICE IS EFFECTIVE, IF THEIR WELL-BEING ISN'T TAKEN INTO CONSIDERATION?"
Both concepts are important to me and I want to find a way that enables me to inquire into both as ONE entity.
Watch this space...my inquiry question is still a work in progress...and it may change next term because of the uncertain times we live in.
