1. Well being in the mathematics classroom
Louise Miller and Lee Smith

2. The waka of knowledge is the waka for everyone
Ko te waka mātauranga,
he waka eke noa
The waka of knowledge
is the waka for everyone

3. Purpose Develop Understand Review
Develop a shared understanding of how to create a culture of wellbeing in the classroom
Understand
Understand the key practices that enable wellbeing and how they promote learning
Review
Review and refine how we as leaders support these practices across our schools

4. What’s important when it comes to wellbeing in the maths classroom?
Purpose: Surfacing prior knowledge
Write a statement that best describes what this means for your school without using the well-being.
Cut up strips of paper for participants to write their statements on then stick on an area of the room to establish if there is a similar understanding.
The aim of the workshop is to focus on learning.

5. ERO statement
“Student wellbeing is strongly linked to learning. A student’s level of wellbeing at school is indicated by their satisfaction with life at school, their engagement with learning and their social-emotional behaviour.”
Wellbeing for success: a resource for schools. March 2016

6. Hauora - what’s at the core of having positive well being?
Taha tinana - Physical well-being
Taha hinengaro - Mental and emotional well-being
Taha whanau - Social well-being
Taha wairua - Spiritual well-being
Hauora is a Māori philosophy of health unique to New Zealand. It comprises taha tinana, taha hinengaro, taha whanau, and taha wairua.
Purpose: Unpack a model of well being that is used in schools across NZ
What key competencies link to this model?
What model do you refer to that supports your school to promote a culture of positive well being in your school?
What purpose does it serve?
Thinking.
Relating to others.
Using language, symbols, and texts.
Managing self.
Participating and contributing.
Background
Dr Mason Durie's whare tapawha model compares hauora to the four walls of a whare, each wall representing a different dimension: taha wairua (the spiritual side); taha hinengaro (thoughts and feelings); taha tinana (the physical side); and taha whanau (family). All four dimensions are necessary for strength and symmetry. (Adapted from Mason Durie's Whaiora: Māori Health Development. Auckland: Oxford University Press, 1994, page 70).
Each of these four dimensions of hauora influences and supports the others.

7. Mental / emotional wellbeing
What does it mean to have ……?
Mental / emotional wellbeing
Physical
Spiritual
Social
Purpose: to surface thinking around what each one of these aspects of Hauora is – what does it mean to have mental and emotional wellbeing.
Participants to work in groups
Facilitator decision - with an A3 template at stations in the room (emphasising physical/moving around aspect of Hauora) OR
Unpacking Hauora -
What are leaders doing? What are teachers doing – What are students doing?

8. Hauora
Highlight some key practices that would encourage each aspect of the model of wellbeing – i.e making maths a physical activity in the maths classroom/outside.

9. Ontario - Ministry vision for the mathematics learner
Yes, I can! p.3
In Ontario, we recognize that the study of mathematics equips students with knowledge, skills, and habits of mind that are essential for successful and rewarding participation in society. The ministry’s vision for the mathematics learner recognizes that students need classroom experiences that help them to:
• develop math understanding
• learn important facts, skills and procedures
• develop the ability to apply the processes of mathematics
• acquire a positive attitude towards mathematics
• build autonomy as a math learner
Each piece of the puzzle is important in supporting the development of mathematical thinkers and doers, and the belief that one is mathematical. At the heart of this vision is the well-being of the student.

10. Research
We know from research that student wellbeing in the maths classroom is critical for students developing strong maths identity.
Surface - But what are the practices teachers employ that enable students to develop a growth mindset or have positive mathematical identity?
Connect back to the initial question in slide 4 ‘What’s important when it comes to wellbeing in the maths classroom?’ and the statements strips on the wall.
– how do we support students with…………….
Refer to Jo Boaler – The Mathematics of Hope
Carol Dweck – Growth Mindset – add in piece of research here
Mathematical Identity - file:///C:/Users/LouiseM/Downloads/Copy%20of%20mtms developing%20mathematical%20identity.pdf - will change this link

11. Leading Mentally Healthy Schools (LMHS, 2013). Ontario
We know our students (relationships).
We understand (through assessment) where our students are beginning, i.e., their learning strengths and gaps.
We plan with our students in mind, knowing where our curriculum is taking us.
We create the conditions for learning that support achievement, equity and well-being for all students.
Refer back to the research from Ontario - excerpt from Yes I can! p.5
These are the big ideas they enable positive well being in the classroom
Excerpted from T. Lindstrom, Key learnings from Nurturing Student Mental Health and Well-Being in the Mathematics Classroom at Keewatin-Patricia District School Board (2017)
In 2011, as part of the Ontario Mental Health and Addictions Strategy, the Ministry of Education funded the creation of School Mental Health ASSIST (SMH-ASSIST), an implementation support team. Stemming from the work of Dr. Kathy Short, director of SMH-ASSIST and her team, a group of administrators and mental health leads from across the province came together to support principals everywhere in Leading Mentally Healthy Schools (LMHS, 2013).
They focused in on the Grade 7-10 math classroom and linked to the LMHS work and established learning can be summed up as “purposeful planning for learning opportunities.”
This is no small task and many of our educators are working very hard to decrease the prevalence of students experiencing anxiety and to increase the ability of students to persevere with mathematical problems.

12. Ministry funded - Health Promoting Schools
Health Promoting Schools – Cognition and Ministry contract. Their work on wellbeing is centred around developing a family like context for learning taken from Russell Bishop’s Te Kohtahitanga – The Effective Teaching Profile.
Highlight aspects of the graph:
- running horizontally are Educationally Powerful Relationships for learning (the on-going interactions that happen on a daily basis)
- running vertically are effective teaching and learning practices
When there are highly effective practices running along side by side = wellbeing/achievement and progress
Free support (facilitator)
• Link to resources, tools and services
• A highly effective tool (rubric) to scope, track, monitor and evaluate health, wellbeing and educational outcomes in your school and across your Kāhui Ako
There is support for schools to work specific

13. Relationships and interactions between teachers and students in the classrooms are key to effective teaching of Maori students.
Effective teachers take a non-deficit view of themselves and see themselves as capable of making a difference for them.
Link to research from Russell Bishop’s Te Kohtahitanga – The Teaching Profile
The research promotes that fundamental to learning is the culture in which we teach – i.e creating a family like context for learning. If there is a breadkdown (I quite like this typo’d word;) in the relationship students’ wellbeing is impacted on.
These two central understandings are then manifested in these teachers’ classrooms where the teachers demonstrate on a daily basis:
that they care for the students as culturally located individuals;
they have high expectations of the learning for students;
they are able to manage their classrooms so as to promote learning;
they are able to engage in a range of discursive learning interactions with students or facilitate students to engage with others in these ways;
they know a range of strategies that can facilitate learning interactions; they promote, monitor and reflect upon learning outcomes that in turn lead to improvements in Māori student achievement and they share this knowledge with the students.

14. We know our students Effective interactions rely on:
Manaakitanga (caring for students as Maori and acknowledging their mana)
Mana Motuhake (having high expectations)
Nga Whakapiringatanga (managing the classroom to promote learning)
Wananga and Ako ( using a range of dynamic interactive teaching styles)
Kotahitanga (teachers and students reflecting together on student achievement in order to move forward collaboratively).
Participants to read through

15. Mana Motuhake – High Expectations
Purpose: Link to Mana Motuhake (having high expectations)
How does high expectations manifest itself in your school or within classrooms in your school?
What do you do as a leader to:
Promote high expectations of staff
Promote high expectations of students
What might a profile of a high expectation maths leader or teacher feature? Participants to work in groups and select a leader?
- google doc to upload ideas about what makes a high expectation teacher.
Collects and uses student voice to influence their teaching practice
Mixed ability groupings where there is equity
The focus is on progress not PERFORMANCE
Accelerated learning practices – not revisiting what students don’t know/struggle with (ALiM and ALL) Suzy Pepper Rollins – providing students with challenging tasks
Teachers and students working as a partnership where students have experiences which cognitively challenge them as learners
Feedback and Feedforward – both ways teacher to student and student to teacher – how many of you ask your students regularly for feedback on the lesson you have provided/created for them
Communication – verbal and non-verbal / “what is it you don’t know?” – “how can I help you with your learning”
From RbL profile: Voicing and demonstrating high expectations which means: REWORD THESE – students at the centre
Learners’ performance is paramount.
There are high expectation of learning and behaviour
Teachers know what to teach and students know what they are learning
Goals setting – how do you support students to set accurate goals, what resources are available – i.e exemplars,

16. Student Voice Collecting Valuing Using
We create the conditions for learning that support achievement, equity and well-being for all students.
Student Voice
Collecting
Valuing
Using
Unpack an aspect of High Expectations – collecting and using student voice
How do we use and connect student voice to create the conditions for positive wellbeing in the maths classroom?
Activity: - what would be the questions we would ask students to determine what support is required? What do we want to find out?
What type of questions would teachers ask? - Considering creating a family-like context for learning
How often would you ask the student for feedback?
Provide rubric / set questions about how you feel about learning in the maths class - ???
Could refer to Maths as a Social Activity -

17. Nga Whakapiringatanga (managing the classroom to promote learning)
Tips to Reduce Math Anxiety for Students - Refer to p.4 of Yes I Can!
Refer to descriptors on p.4 – where was examples of this criteria being met?
What do you think the teacher did beforehand to promote Nga Whakapiringatanga - learning in the classroom?

18. How might we evaluate wellbeing?
Select an area that we have unpacked and consider how this is working for your school?
What’s working well for you at your school?
Does your current school documentation support wellbeing in the classroom - where is it visible? how is it used? where might we see evidence of this in your school?
For example; if you have a teacher/s who have low expectations of the target students, how do you support this teacher to change their practice?