Paul Barnes

English

Science teacher

“My teaching style has changed since I’ve been here. I find that it’s really important to have a sense of humour, but that the kids also like to have firm boundaries in place — without being too pedantic about it!”

Dargaville High School science teacher Paul Barnes might be from the other side of the world, but he’s harvested kumara, played in the local Māori rugby team, has tried to pick up some of the language - and is also a popular and effective science teacher, particularly with his Māori students.

“Some of my top biology students in Year 12 are Māori. And I’m really pleased with my junior level class, about half of which are Māori - they started out as the lower band of students in their year, but in terms of skills and academic performance they’ve overtaken the class that was supposedly ahead of them.”

Paul has been teaching at Dargaville High since January 2003, after deciding to take a break from England to experience life in New Zealand. Approximately 40 percent of Dargaville High’s roll is Māori, and Paul says learning about the kids he’d be teaching was a priority.

“My knowledge and understanding of the Māori culture was fairly slim. I’d read some guides, but it’s not until you move somewhere that you really begin to understand and appreciate someone else’s culture.”

To ensure he learnt more about Maori culture, Paul attended a Treaty of Waitangi course. “It helped put different viewpoints into perspective for me, and I’ve made an effort to learn Māori language and protocols.

Paul says that the supportive school environment has been invaluable in helping him get up to speed in the classroom, and establishing an effective teaching relationship with his Māori students.

“My teaching style has changed since I’ve been here. I find that it’s really important to have a sense of humour, but that the kids also like to have firm boundaries in place — without being too pedantic about it!”

He says that it’s important to acknowledge and respect Māori culture in the classroom.

“I make an effort to use the native Māori terms for plants and animals in biology class. I had a bit of trouble pronouncing Māori names when I first arrived in New Zealand, so one of the best teaching tips I got was how to pronounce the vowels properly.”

But perhaps most important of all, Paul says, is letting his Māori students know that he cares, expects them to do well, and that being good academically is something to be proud of.

“Showing them that I care about whether they succeed or not, rather than just accepting a certain level of achievement, is really important. I also try and generate a bit of competition, and show them that it is a positive thing to get good results academically and be up the top rather than at the bottom.”

And it’s an approach that seems to be working. Not only are Paul’s Māori students doing extraordinarily well; it seems to be a school-wide phenomenon. Last year’s NCEA results were an amazing success, says Paul, with Māori students achieving above the national average in nearly every subject area.

“Ability wise, they’ve got everything going for them. In all my classes, Māori students are at the top. It’s fantastic to see.”