# 03 Weekly Update 2020

  1. Rōpū Pāngarau/ Maths Group: Pῑkau

  2. Te Reo Me Tikanga Māori: Free Resources

  3. Tuhituhi/ Writing: Keeping engaged in writing

  4. Rōpū Taunaki Ako/ Learning Support: Teacher Responsibilities

  5. Ngaio pukapuka kōrero/ Professional Development: PLD opportunities

1. Rōpū Pāngarau/ Maths

This week we worked through the pῑkau or toolboxes on the Digital Readiness website. The third pῑkau is particularly useful because it clearly outlines the progress outcomes and aligns these with the NZC levels. Progress outcomes describe the significant learning steps for computational thinking and designing and developing digital outcomes. Progress outcomes 1, 2, and 3 (pre-NCEA) extend over several curriculum levels, and as students move into senior secondary school these are specifically targeted at NCEA. The progress outcome statements identify the knowledge, capabilities, and attitudes that learners are expected to develop by the end of each level.

2. Te Reo Me Tikanga Māori: Zones of Regulation i te reo Māori

Free printable resource! Zones of Regulation i te reo Māori

One of our kaiako has added te reo Māori translations to a ‘Zones of Regulation’ wall display printable.

This not only a fantastic resource for teaching students to recognise how they are feeling and the strategies that can be used to regulate emotions. The benefit of this resource is that you can combine it with the teaching of feelings in te reo Māori and the sentence, “Kei te pēhea koe?” “How are you?”.

Each morning, and throughout the day, tamariki can move their picture or name to the zone that best suits the way they feel. It gives the kaiako the opportunity to touch base with individuals or even address a common issue in the classroom.

Zones of Regulation – Inside Out Bi-lingual te reo Māori Version

Credit to Disney Pixar for the images and an anonymous PRT who took the time to make this resource.

3. Tuhituhi/ Writing

Emotional Intelligence. Are we equipping our students with the skills they will need to succeed in the real world? What attributes are you helping your students develop to handle life successfully on a day to day basis?

These are the attributes that individuals need to handle life successfully on a day to day basis.

Moderation reminder: please send any persuasive writing samples into sblackburn@wainui.school by March 11th for our moderation meeting on the 25th March, 3.30pm at Orewa College.

Conversations around writing: An earlier article published by CORE in May 2018 by the late Allanah King discusses the role of digital technologies and the role of writing. Allanah asks some pertinent questions that are highly relevant to 2020 with the inclusion of digital technologies in our New Zealand curriculum.

Think of our students’ lives beyond school.

Think of the world that they are entering — their futures — not ours.

When do you write with pen and paper? So why do we still put so much emphasis on that skill?

Follow the link here to read her article in full

Novel approaches to improve writing outcomes: In 2019 ERO’s report on ‘Keeping children engaged and achieving in writing: Teaching strategies that work’ detailed schoolwide improvements in six case studies of primary schools that have successfully raised student achievement in writing. An article in the NZ Gazette looks at good practices to improve how writing is taught to upper primary students. Follow the link here to the article in full.

4. Rōpū Taunaki Ako/ Learning Support Group

The diagram above has been created including some of the vital responsibilities which we have as teachers. Others have been added to clarify important needs we should address. All of the above points address the need and responsibility of all teachers to differentiate. It could be a useful tool for teachers to consider their responsibilities towards students when planning coursework and assessments. Consider such differentiation as:

  • Adapting content
  • Providing user friendly resources and materials
  • Adapting text (shortening, modifying)
  • Adopting strategies for teachers to work with their students 1-1 or in small groups
  • Modify assessment criteria to include process, not just end result
  • Modify assessment to include lower and/or higher curriculum level achievement
  • Adopt a wide range of ways to present or evidence learning suited to student style, need, ability and preference.

5. Ngaio pukapuka kōrero/ Professional Development

  • We have booked a Digital Technologies PD day at Orewa College on 26 March from 10-3pm. This is Ministry funded and is run by Core Education. It will be an introduction to the DT curriculum, including how to integrate in a variety of curriculum areas and levels. Staff from various schools attended similar sessions last year and feedback has been positive. There is no cost to schools for the training and lunch is provided. Anyone interested will need to register using the link below. It would be fantastic if we could get a few people from each school.


  • Additional professional development from CORE Education: Please see the link below and let us know if you are interested in attending any of the workshops.

CORE Education PLD

To keep up to date, follow us on our Kāhui Ako website: Orewa Kāhui Ako


# 02 Weekly Update 2020



Rōpū Pāngarau/ Maths Group: Digital Curriculum

Te Reo Me Tikanga Māori: Posters

Tuhituhi/ Writing: Moderation

Rōpū Taunaki Ako/ Learning Support: Dyslexia

Professional Development/ Ngaio pukapuka kōrero: Sketchnoting

1. Rōpū Pāngarau/ Maths

The Digital Curriculum is an ongoing and exciting focus for this group. We will continue to encourage attendance at the Digital Readiness sessions run by the Ministry. Keep a lookout for PLD sessions run at our local schools with details to follow in the next few weeks. In addition, the maths team decided that we will work through the pīko/ toolboxes on the Kia Takatū website. The aim is to align the toolbox resources to curriculum progressions. We will share the summary, with links to resources, as soon as we have them available.

2. Te Reo Me Tikanga Māori: Easy to use lessons

Continue reading # 02 Weekly Update 2020

# 01 Weekly Update 2020

      1. Rōpū Pāngarau/ Maths: 2020 Focus

      2. Te Reo Me Tikanga Māori: Easy to use lessons

      3. Tuhituhi/ Writing: 2020 Focus

      4. Rōpū Taunaki Ako/ Learning Support: Helping Students be Calm

      5. Pānui ngaio/ Professional Reading & Viewing: Why consuming is necessary to create 

Kia Ora koutou. We hope you are enjoying the wonderful summer and are feeling relaxed, recharged and ready to start a new school year. We welcome and value your positive energy and dedication to excellence in education, and look forward to working with our Orewa Kāhui Ako teaching community.

1. Rōpū Pāngarau/ Maths

The maths group will have their work cut out for them this year as we juggle three focus areas:

  • Keeping Maths at the forefront of discussions and empowering teachers with the most relevant strategies and resources
  • The 2020 Digital Curriculum is upon us. We hope to have a greater understanding of the strengths and needs with regard to the digital curriculum across the community
  • We made a tentative start with the Tuakana-Teina programme last year. Having spoken to the students and teachers involved, we feel there is a lot of potential for growth and learning in this model. So our third focus in this group will be to look at the individual needs of each kura, and how these needs could be met by a core group of students. The beauty of this type of programme is the reciprocal learning gained by both the tuakana and the teina.

More details to follow once we are in full swing. null

2. Te Reo Me Tikanga Māori: Easy to use lessons

Ngā mihi o te tau hou! Happy new year!

This year some of our kura are trialing lesson plans created for teachers to be able to put up on a screen and teach. The lessons come with a detailed set of teacher notes to guide and removes barriers for those of us who are less confident in our te reo Māori.

For those of you who would like to jump in and try these lessons for yourself feel free to use the overview, lessons and lesson plans below. If you would like any support, please feel free to contact markralston@silverdaleprimaryschool.nz and we will endeavour to provide any support you may need.



Lesson example

Teacher notes example

Lessons include:

  • A karakia
  • A waiata/ song
  • Recap of a past language structure or command
  • A new language structure
  • A kemu/ game

If this is successful, we are hoping to roll these lessons out across our Kāhui Ako to kura that are interested in coming on board.

3. Tuhituhi/ Writing

Our writing focus goals for 2020:

  • Embedding a robust moderation programme
  • Models of effective practice

In 2019 we established a termly moderation across our schools in writing. Week 8 (week 9 for Orewa College – term 1 only) of each term has been set for our moderation meetings. All teachers are invited to attend. Information about this term’s text type for moderation will be confirmed at this week’s leaders meeting. More information will be shared in next week’s newsletter. Our review of the Orewa L.P.F. matrix is nearly completed and a glossary of writing terms will be shared on its completion.

The writing focus group is also designing community wide graphic organisers/ anchor charts that will help students with their writing. We would welcome some teacher feedback on the headings and points included in our initial draft poster. Posters will be used from Year 1 -10. persuasive writing

We will be working with students to help in the design of writing symbols / logos for each heading. Please let Sandy Blackburn if you would like to take part in this with your students.

Writing ideas

STORYATHON is an exciting and free online event for Year 3 to Year 8 from Australia and New Zealand. Students are challenged to write a story that is EXACTLY 100 words. Microstories focus attention on important writing features such as:

  • the impact of just one word
  • great expression
  • effective punctuation
  • crafting opening and ending paragraphs
  • the discipline of writing precisely

School Kit registration for 2020 is now available. Suitable for years 4-8, Get NZ Writing is back for 2020. 3000 classrooms will construct 96,000 unique pieces of writing that will then be swapped all across Aotearoa.

NZ Writing Conference July 23rd -24th 2020 Follow the link to the NZ Gazette for more information.

4. Rōpū Taunaki Ako/ Learning Support Group

Can you remember a time when you were anxious, scared, overwhelmed, over tired, or stressed out? I know we all can. For students at the start of a new school year, and possibly a whole new school environment, there are plenty of opportunities for calm to turn into a storm.

‘The Mommy View’ has some fantastic posters and printable mini books to help children to calm down in any situation. Some posters cost approximately $3 but they can be very relevant in a classroom situation. The students can construct the mini book and keep it in their pocket or pencil case.

8 Ways Kids Can Calm Down Anywhere PLUS a Printable Mini Book

There are many posters and tips available on the internet but having something close at hand and tangible can really help distressed students to focus and become calm.

How about getting the students to create their own mini poster for the classroom wall or create a card (baseball card size) and keep it in their pocket or pencil case. They can personalise it with ideas and strategies which work for them.

5. Pānui ngaio/ Professional Reading & Viewing

To keep up to date, follow us on our Kāhui Ako website: https://orewakahuiako.com/

Important dates

#38 Weekly Update

Thursday 5 December 2019

Rāmere, 5 o Hakihea 2019

Reflections for 2019

1. Rōpū Pāngarau – Maths

The maths group met at the start of 2019 and decided on these focus points:

  • Examining the LPF matrix, both the summarised version and the website as a primary source. We used the aspects to evaluate our individual maths programmes. As a result of this work, we were able to share ideas and resources.
  • Examine the Digital Curriculum for 2020. To do this we started with a discussion about the digital skills within each school and the strengths and weaknesses. We surveyed teachers to see how confident and comfortable they were about the DC across the kura. The two main areas of need appeared to be:
  • explicit teaching of digital skills, and
  • unplugged activities. We attended MoE- CORE professional development and will advertise these useful sessions in 2020.
  • Although the tuakana-teina programme wasn’t a focus at the start of the year, it has developed and gained some impetus over the latter part of this term. We have had two successful visits to Orewa North School and Silverdale Primary School. We intend to develop these more fully, with a focus on ako or reciprocal learning. He iti te mokoroa nāna te kahikatea i kakati — Even the small can make a big impact on the big.

2. Te Reo Me Tikanga Māori

We achieved our short term goals to:

  • Have a unified set of karakia, waiata, mihimihi and karanga ✔️
  • Have all of our kura performing at the Tū Māia festival 2019✔️
  • Enable all kura to be able to hold pōhiri for new staff and students in 2020✔️
  • To create a Māori strategy for the Orewa Kāhui Ako with our marae, Te Herenga Waka o Orewa ✔️

We also developed long term goals which are underway and will continue into 2020:

  • Strengthen connections with our local marae, Te Herenga Waka o Orewa.
  • Progress the normalisation of te reo me tikanga Māori in all of our kura.
  • Continue to use the Māori strategy to measure success and set next steps.
  • Be ready for the compulsory teaching of NZ history from a local/Māori perspective.
  • Establish progressions for te ao Māori in our kura.

3. Tuhituhi/ Writing

  • Embedding a robust moderation programme

We have made positive progress in our alignment with assessment across our kura against the Learning Progression Framework. Our results are showing greater consistency across our curriculum in NZC levels 1 to 5 and we will continue our regular termly moderation meetings next year to further embed this practice. Within school leaders are refining our Orewa Kahui Ako matrix to include latest updates. It has been encouraging to see some of our kura take up the moderation format available and utilise this for staff professional development at their own kura.

  • Models of effective practice for all learners.

Anchor Charts are being developed to support students and build on teacher capacity. Student voice has been gathered in the development of these charts utilising tuakana-teina/ mentoring with some of our college and primary school students. We hope to have our first writing chart for kura to use early in term 1, 2020. we have also shared information on Digital Literacy and Fluency aligned to the key competencies, supporting our teachers for the 2020 implementation of the digital curriculum.

4. Rōpū Taunaki Ako/ Learning Support 

Focus of Learning Support is:

  • to create better provision of learner support through collaborative action.

A Learner Support team was created with our SENCOs, RTLB, MoE Manager, Across School Leader-Learner Support and two In-School Leaders. Midway through the year, monthly Panel meetings were established consisting of one SENCO (rotating termly,) MoE Manager, RTLB Liaison, and the Across School Leader. A connection has been made with seven local ECE They will have their own permission letter and registers early in 2020. Information will be used in transition from ECE to our Primary Schools.

  • To identify and share resources and programmes that can support teachers to work effectively with students with wide ranging needs.

The Learner Support Team began the year examining the Ministry’s 6- point Learner Support Model in detail and visited Otumoetai Kahui Ako to see their pilot system. Twice-termly learner support hui have helped to set up our protocol ,systems, letters, and registers carefully incorporating privacy and permissions. The Numerical register of needs was created. Diagnosed and observed data has allowed us to create a summary of needs. Our top four identified needs are: Autism Spectrum Disorder, ADD/ADHD, Anxiety/Wellbeing and Dys (dyslexia, dyscalculia, dyspraxia etc). Digital resources for ASD and Anxiety have been created. Our register permission letter to whanau was refined, distributed and collated. SENCO input data into their kura register regarding their learners with needs. We continue to refine the register as needed. Register data was used for the first time, creating a smooth, easy data transition process into Years 7 and 9, saving time, energy, increasing accuracy and speed. Transition improvements continue to be a goal. The Panel will become a central part of the referral process with fortnightly hui in 2020. Its purpose is to develop more effective referral systems and responses for meeting student needs i Leanne presented the LS Model at the recent NSADP conference. Feedback noted they were impressed by the high level of collaboration to create our clear processes and that their kura could begin a similar journey. Combined wellbeing data was collated from the Learner Support registers and has been used to complete an applications for Ministry funding on behalf of the Kahui Ako.

Nō te rōpū Kāhui, Meri Kirihimete ki a koutou katoa. Kia ora, kia pai tō hararei ki ō koutou whānau

On behalf of the Orewa Kāhui Ako team Merry Christmas to you all. Be safe and have a good holiday with your whanau

To all our kaiako

“ Great inventors and leaders are not born. They are motivated and inspired to do great things by great teachers like you. “

Ngā Mihi


#37 Weekly Update

Friday 29 November 2019

Rāmere, 29 o Whiringa-ā-rangi 2019

In this week’s update:

  1. Rōpū Pāngarau/ Maths: Digital curriculum self review tool
  2. Te Reo Me Tikanga Māori: Lessons and Resources for 2020
  3. Tuhituhi/ Writing: Writing focus group progress
  4. Rōpū Taunaki Ako/ Learning Support: Inclusive reflection
  5. Pānui ngaio/ Professional Reading: Vintage Innovation
  6. Video: Insight into iGen

1. Rōpū Pāngarau/ Maths Group

Are you and your colleagues ready for 2020?

You can use the new ministry self reflection tool to get an overview of how ready your school, kura or group is to roll out the new curricula content for Digital Technologies and Hangarau Matihiko. The group function collates individual’s results from Te Tokorima-a-Mahuika / Self Review Tool, so leaders can get an overall picture of readiness for their school, kura or group. This will support leaders to make decisions about how to best support each other in this journey into 2020 and beyond. Find the link for the self review tool here.


2. Te Reo Me Tikanga Māori

Kai ora e te whānau kāhui,

Our team has been busy collaboratively planning for teaching te ao Māori in 2020. We are in the midst of creating a set of lessons and resources that can be used in the classroom by teachers of any ability. The idea is to remove as many barriers as we can so that every classroom teacher to be able to deliver the Māori curriculum. Whakawhanaungatanga Māori Lesson 1-3 Term 1

To support teachers, we are creating a set of teacher notes for each series in the form of a PDF. The lessons generally consist of karakia, waiata/songs, kemu/games, new words/kupu hou and an element of te reo Māori.

Teacher Notes: Whakawhanaungatanga

We are also trying to create our own resources where we can so teachers can print resources without having to worry about copyright. An example of this is a body parts poster created by Linda Rubens from Orewa College.

Māori body parts 2.JPG

We will be working hard to make these lessons and resources available for term 1 2020 along with an overview. Any feedback/feedforward is welcome.

3. Tuhituhi/ Writing 

Last Wednesday the 20th November, our in-school leaders met to work on their two focus areas at Orewa College.

Orewa Kahui Ako L.P.F.matrix – review and refine matrix. Our team of teachers have been putting in lots of time to work through our original matrix in all seven aspects of writing. They have looked at current changes to the L.P.F. to keep this document up to date and relevant, unpacked the detail of each step and added or amended when necessary. Not an easy or quick task! Alongside this they are also developing a glossary of terms for teachers to use with the L.P.F. They have made great progress and we hope to get this out to our schools early in the new year.

Anchor Charts – develop charts across genre from curriculum levels 1-5

Following on from the Maths group idea of developing tuakana-teina/ mentoring with college and primary school students, we have collected student voice in the development of our anchor charts. Students worked together looking at what essential steps they need when writing persuasive and information text. Our older students led these discussions and supported the students to record their ideas for our teacher focus group to look at. We were all amazed at how articulate the younger students were and the clarity they saw in the steps students could use.

Our writing group were then able to develop a chart for persuasive writing based on the student voice collected. The chart is simple in design with the idea that the headings or steps be used as teaching points based on the level of your students. We have shared this ‘draft chart’ to all schools so we can gather teacher voice on our chart design as well. Visuals for each heading will also be designed and chosen by a selection of students across our community. On completion of this chart we will then be able to apply our design concept to other genre anchor charts. We hope to have our first ‘pro-type anchor chart’ out to our kura early in 2020.

Email sblackburn@wainui.school.nz if you have any feedback.

4. Rōpū Taunaki Ako/ Learning Support Group

As learners, we all need to reflect in order to make progress moving forward. This is not always an easy process for any student, let alone those with learning and/or behavioural difficulties. Reflecting on relationships with other students, group function, learning achieved, processes used help us to make good future decisions. Here are three activities which can help students learn to be confident in their reflections of each other and their learning.

5. Pānui ngaio/ Professional Reading

It’s true that our world is changing. The prevalence of social media means our students will grow up with a worldview shaped by algorithms as much as families or neighborhoods. Meanwhile, robotics and automation continue to replace manufacturing jobs. Rapid prototyping is now easier than ever and we’re just beginning to see what can happen with automation and machine learning. Virtual reality is still in its infancy and we can’t predict what it will mean for the way we perceive our world. Moreover, our students will enter a world where artificial intelligence will replace a significant number of analytical jobs. We can’t predict what the future will hold with advanced robotics and nanotechnology.

In the face of these rapid changes, it’s easy to think, “Let’s prepare them for the future. Let’s transform our schools into places that are cutting edge and new.” Maybe add some high-tech makerspaces. Let’s teach students how to use the 3D printer. Let’s teach them how to use Augmented Reality and Virtual Reality. Let’s teach every child to master coding.

But here’s the counterintuitive truth: if we want to prepare our students for this future, we shouldn’t focus solely on the future. As a teacher, I’ve seen the promise of interactive whiteboards, personalized learning programs, and one-to-one netbooks to revolutionize education. Years later, many of these gadgets are now obsolete.

But certain strategies will never be obsolete. Deep conversations. Meaningful collaboration. Epic projects. Creative thinking. Curiosity. These are the strategies that will help students become adaptable, nimble, and able to iterate. If they can think divergently and make connections between unrelated ideas, they’ll actually anticipate change more quickly. This idea is at the heart of vintage innovation.

6. Ataata/ Video

A slightly old TedX talk that still contains some powerful viewpoints. For example:

“Technology is only new if you remember the way it was before.”

To keep up to date, follow us on our Kāhui Ako website: https://orewakahuiako.com/


#36 Weekly Update

Friday 22 November 2019

Rāmere, 22 o Whiringa-ā-rangi 2019

In this week’s update:

  1. Rōpū Pāngarau/ Maths: Digital readiness and tuakana-teina
  2. Te Reo Me Tikanga Māori: Collaboration across our kāhui
  3. Tuhituhi/ Writing: Digital literacy and key competencies
  4. Rōpū Taunaki Ako/ Learning Support: Classroom messages
  5. Pānui ngaio/ Professional Reading: How do we crush self-doubt in creativity?
  6. Video: Your elusive creative genius

1. Rōpū Pāngarau/ Maths Group

A number of us attended professional development held at Wainui School on Thursday. It was geared to give us greater understanding of the digital curriculum for 2020. The goal was to discover more fun and exciting ways to unpack and integrate the new content using authentic contexts into our local curriculum. We experienced a range of activities to take away and use across learning areas and levels. We learnt how we can save time and grow our skills with confidence as we integrate digital skills into all curriculum areas.

Dig Curr

Annie Davis and Linda Rubens visited Silverdale School with 16 year 9 Orewa College students. We were warmly welcomed into Laura Webster’s class. This was another example of tuakana-teina and it is amazing to see how well students work with other students. The goal is for the college and primary school students to co-construct anchor charts for writing. We observed as they got themselves into smaller working groups and started the activities, with just about full engagement. At this early stage we can see potential for this reciprocal style of learning.

This slideshow requires JavaScript.

2. Te Reo Me Tikanga Māori

Over the past week there have been a number of collaborations across the Orewa Kāhui Ako in the area of te ao Māori.

Cultural Exchange:

Last week, a group of Silverdale School tamariki travelled to Hukerenui School a rural kura located 30mins north of Whangārei for an overnight cultural exchange. The trip was only made possible through the use of Orewa College’s minibuses as a result of relationships established by way of the Orewa Kāhui Ako. Hukerenui School welcomed Silverdale with a pōhiri and a hangi. Kai was shared, relationships fostered and waiata sung into the night. We hope that this will open up similar opportunities for other kura to explore.

Hui at Orewa College:

Māori leaders from across our kura met at Orewa College this week to plan collaboratively for 2020. Together an overview was created and a set of lessons established for kura and kaiako who wish to use them. The idea is to remove the barriers that may stand in the way of kaiako feeling able to deliver the Māori curriculum. We are working on a set of scaffolded lessons presented on slideshows that kaiako can easily use regardless of confidence or ability.

3. Tuhituhi/ Writing – Digital fluency vs Digital literacy

Digital fluency vs Digital literacy

Digital literacy and digital fluency describe students’ capability in using digital technologies to achieve desired learning outcomes.

Digital literacy – A digitally literate person knows how to use digital technologies and what to do with them.

Digital fluency – A digitally fluent person can decide when to use specific digital technologies to achieve their desired outcome. They can articulate why the tools they are using will provide their desired outcome.

A digitally fluent student:

  • knows where and how to find and access information quickly and accurately
  • can critique the relevance and accuracy of information being accessed
  • is an adept producer of digital content
  • can recognise and use the most effective methods of reaching their intended audience
  • understands and demonstrates how to use digital technologies responsibly including digital security (self-protection), copyright.

NZC Values and Digital Literacy – National Library

The active teaching of digital literacy and citizenship across a school’s curriculum assists these values to be visible in students’ learning, behaviours and interactions. In particular:

Digital literacy

  • enhances students’ abilities to be curious and conduct inquiry in digital environments. Innovation in using and creating digital content in meaningful ways is also strengthened.
  • The internet enables limitless access to information about diverse peoples, cultures, and heritages. Digital literacy and citizenship underpin the ability to explore, make sense of, and be sensitive to this.
  • Equity of access to digital devices and the internet is now imperative for many learning opportunities. Schools, and in particular school libraries, can be essential agents in ensuring all students have this.
  • The internet enables students to connect with local, national, and global communities. Digital literacy skills can empower students to participate in considered and meaningful ways.
  • Integrity is about “being honest, responsible, and accountable and acting ethically.” Integrity and respect for ‘’themselves, others, and human rights” are foundations of digital citizenship.

The essential elements of digital literacies: Doug Belshaw at TEDxWarwick

4. Rōpū Taunaki Ako/ Learning Support Group

We all like to start the year off with positivity, energy, enthusiasm and a feeling of belonging. Our classroom walls can be a place to make our environment inclusive and positive. Our well-being is an important area of our lives which we often forget to look after as teachers and students. Use some of the following mini posters on your walls to enhance your classroom environment, or find others which are appealing.


5. Pānui ngaio/ Professional Reading:

“On some level, I realise that self-doubt is a natural stage in any work. I was doubtful as a writer and eventually, I found my voice and got past the doubt. I was doubtful as a teacher and, over time, I grew into self-confidence. Self-doubt is a part of doing something really difficult that you care about deeply.

And yet . . .

Self-doubt can crush confidence. I spent years hiding my art because I was way too doubtful of myself. I’ve given up on projects that seemed challenging because I wasn’t confident in my ability to master a skill. I see the same trend with my students. Teaching is an inherently creative act but some of my students really struggle with self-doubt. They have a vision of what student-centered teaching might look like but they are reluctant to take the leap” : Full article here

6. Video: Your elusive creative genius

In this 2009 Ted Talk, Elizabeth Gilbert looks at the fears and the “suffering” inherent in creativity. And she questions why we assume that the creative process should be this angst-driven activity.

To keep up to date, follow us on our Kāhui Ako website: https://orewakahuiako.com/