Teaching to the NorthEast By Russel Bishop - Confirming my teaching style .

 A summary -Teaching to the North-East by Russell Bishop focuses on the importance of strong, caring relationships between teachers and students. 

Bishop argues that students, especially Māori and other under-served groups, learn best when they feel respected, valued, and supported. He describes the "North-East" zone as the ideal teaching space—where teachers combine warm, trusting relationships with high expectations and effective teaching. 

In this approach, teachers build classroom environments like families, listen to students' voices, and work together with them to plan learning. The book highlights that when teachers truly connect with students, they can make a real difference in their success.

I always felt having my classroom relationships and environment have a 'family feel' was important. This book and the research of Russel Bishop in the Kotahitanga project and subsequent work has confirmed this for me.

I have also seen this with my now Year 13 son who has had- in my view several 'North-East' teachers and has thrived in their classrooms. 

He valued these aspects of his teachers:

1. Communicating progress and results(even when not great), and discussing with a positive and encouraging mindset as to how and where he can improve, and jointly creating a pathway to passing (NCEA). Suggesting he can do well and how! 

2. Good communication in general - interested in him outside of ther subject being taught.

3. Finding different ways to teach and learn that may be more suitable for him. - Making more quality teaching and learning interactions.

4. Contexts that are of high interest to him and classmates.

5. Praise - small and often.

Even though in a very large high school - all of these are techniques are exactly what I do in my classroom.

With the benefit of being a full-time teacher of my Year 3/4 students I can also provide extra opportunities for students to share their expertise, to lead learning and to very specifically choose multiple contexts that are of interest to different groups in the class. 

Most importantly -by getting to know students well, how they learn and what brings them joy and satisfaction I have put well spent time and energy into teaching and learning activities/interactions that make their learning fun and meaningful.

The book details how students creating their own 'learning inquiry questions' produced more in-depth and higher quality learning outcomes than if chosen by the teacher.

Creating a familial feel in my class, I was worried my students would have less respect  for the 'teacher-student' relationship. This has not been the case, as by having a close relationship where the students know I care for and respect them and care about their learning- they have wanted to do well to please me- to please themselves and family etc. Just as my son has been doing with his North-East teachers!