1. Closing the Gap Key learner relationships By Megan Ferneley & Richard Olsen.

2. Student Behaviour Teachers, principals, early childhood managers and parents have told us that disruptive behaviour among New Zealand children is getting worse and we need to be doing more in order to prevent it. This disruptive behaviour takes a serious toll emotionally and in educational terms on the child, their peers, their teachers, their school, their parents and families. It is a barrier to learning and an issue that must be addressed immediately. Addressing this issue is a necessity, it is not an option. (Ministry of Education. 2009, p.3.)

3. What is the cause of poor behaviour at school? According to Ministry of Education (2009) poor behaviour is caused by a multitude of factors: Complex interaction between genetic factors Societal factors The family The school and peers All of the above factors may combine in various ways to effect a child’s behaviour at school (p.5).

4. What does poor behaviour consist of? Swearing, answering back, being disruptive in class, bullying, vandalism, violence, drug abuse and fighting. (20% of students will demonstrate these types of behaviour during their schooling years) 5% of children at some time during their schooling years will demonstrate the more serious types of behaviour consisting of fighting, vandalism and drug abuse. Maori tamariki referrals to the Ministry of Education specialist behaviour services has increased from 30-40% during the past three years. (Ministry of Education. Setting boundaries, p.5) Maori tamariki referrals to the Ministry of Education specialist behaviour services has increased from 30-40% during the past three years. (Ministry of Education. Setting boundaries, p.5)

5. Can behaviour change? “There is strong evidence that we can curb aggressive behaviours in children and decrease disobedience before they develop into permanent behaviour patterns” (Ministry of Education. 2009, p.4) If we intervene with specialist programmes : There is a 75-80% chance behaviour can be changed in children aged three to five. There is a 65-70% chance with children aged five to seven. There is only a 45-50% chance with children aged eight to twelve.

6. How does family negatively influence child behaviour? Excessive family violence, crime and aggressive behaviour. High levels of parental stress. Transience, multiple education facilities, multiple care givers. Poor mental health of parents/caregivers. Parents substance abuse. (Ministry of Education, 2009, p.15)

7. What can parents/whanau do to support their children in education? Parents/caregivers need to: Monitor their children’s whereabouts and behaviour. Participate actively in the child’s life. Use encouragement and praise and reinforce positive behaviour in the child’s life. Actively engage in school affairs. Promote prosocial role models outside the family. (Ministry of Education, 2009, p.15).

8. “Everyone in the community must take responsibility for New Zealand children achieving their potential” (Ministry of Education, 2009, p.11)

9. There are multiple players in education School and community Creating lessons that relate to ones community. A community willing to contribute to students learning. Teachers and parents Providing parents with the tools and support they need to aid their child’s learning. Caregivers being active within their child’s learning. Students and their peers Team-building amongst students Maori and the State Overall respect and integration of the Maori culture in New Zealand. Ministry of Education (2007), p. 9

10. Closing the Gap In New Zealand, everyone is closely connected. This creates a need for balance regarding responsibility between all players. Beneficial results come from the collaboration and the sustainable relationships between parents, teachers and whaanau. “The home, the school and the community comprise the major domain which the student live, learn and grow”. (Ministry of Education 2007, p.9) Positive impact on children’s education is significant when parental involvement is found within programs that enhance the understanding of how to help their children educationally. The process of these programs respect both the cultural backgrounds and the dignity of the parents. Positive impact on children’s education is significant when parental involvement is found within programs that enhance the understanding of how to help their children educationally. The process of these programs respect both the cultural backgrounds and the dignity of the parents. Ministry of Education (2007), p. 9

11. Researcher J. L. Epstein: Six inter-related components of effective partnerships. Type One: Parenting Help families to create a home environment that support children as learners. Type Two: Community Creating effective lines of communication by school-to-home and home-to- school based around school programmes and their children’s progress. Type Three: Volunteering Creating organized support and help for parents. Ministry of Education (2007), p. 10

12. Researcher J. L. Epstein: Six inter-related components of effective partnerships Con’t. Type Four: Learning at Home Have schools supplying families with detailed information and ideas around how to help their child with homework and curriculum related activities, decisions and planning. Type Five: Decision Making Have parents included when making school related decisions, developing parent leaders and representatives. Type Six: Collaborating with the Community Taking advantage of the communities surrounding resources in order to strengthen school programmes, student learning and development. Ministry of Education (2007), p. 10

13. Forming Strong School/ Whaanau Partnership The need for The need for “collaborative relationships that contribute to and support students learning. They are active, planned and dynamic… Each partner has a particular role in the relationship, takes responsibility for that role, and is accountable to the other partners”. (Ministry of education. Effective literacy practice in years 5-8, p.180.) In most cases, problems arise from parents unwilling to ask for support or teachers unwilling to make that extra effort to go out of their way to better support their students caregivers. Ministry of Education (2007), p. 11

14. Forming Strong School/ Whaanau Partnership A teacher must lack judgment towards families and their lifestyles. They must understand that all families are important human resources within the education process and should be therefore shown respect. There is a strong need for ongoing opportunities for parents and family members to have informal and non-threatening interactions with teachers and other faculty members. This allowing for all members within the greater partnership to have equal say in regards to their child’s well-being as a learner. Ministry of Education (2007), p. 13

15. References Ministry of Education. (2007). Te Mana korero. Relationships for learning. Wellington: CWA New Media Ministry of Education. (2009). Setting boundaries: Plan of action for addressing behaviour issues in schools and early childhood centres. Retrieved from http://www.minedu.govt.nz on 2 nd July 2012. http://www.minedu.govt.nz