MTeach student evaluations of Paradise or Problem

Student 1

The talk that Ano and Vasii gave us about the Samoan and Tongan communities was excellent. What Ano said was confirming some of what we'd talked about already in the group, but with more of a grass roots emphasis.

Our discussions about education in the Pacific were great, such as parents' aspirations for their kids in relation to the curriculum offered, etc.

The homework groups are a fabulous opportunity to actually meet and work with the community. It's also been good on another level: to just have access to a small group of kids, to be able to talk to them about their school experience, see the work they are doing, etc.

Going to the Samoan Independence Celebrations as Ano suggested would have been excellent. I'm sorry I didn't follow that up - to have had more of a 'pacific community experience', partake in some of their culture and customs, meet their pastors, etc.

I took my kids to the service at St Brigid's. The Tongan Choir was indeed the highlight, otherwise it was just another very average straight forward Catholic service.

From what I've learnt so far it seems that some of the issues relevant to the Pacific communities at school in NSW could also be applicable to the Koori/Murri communities. Perhaps that could be explored a little more.

It seems we began very fa'a Samoa/Polynesian with the kava, meeting protocol, dancing etc, but completed the option with our laces tied and our legs under the table - pity.

It would have been nice to wrap up with a bit of a snorkel around Paololo Deep, a 1/2 hr under the palm trees weaving a couple of pandanus baskets to carry the young coconuts back to the village, catch a few fish, enjoy the goto le la at Lalomanu (with some taro chips and a bottle of Vailima) and then an almighty fiafia.

But then it's not all paradise in the pacific, is it?

Fa'afetai mo fou a'oa'oga, tofa soifua.

Student 2

It was great to experience a taste of how the Pacific Islanders go about their festivities, including the drinking of cava, the dancing, the music, singing of songs, and the reading of poetry.

I found the map very helpful, but because there are so many islands in the pacific it would have been great to have access to the map each week. The information about the atoll and the effect cyclones have on the land and lifestyles was fascinating.

I found the talks given by the Tongan lady and the Samoan guy very useful as an insight into understanding Tongan and Samoan life both here in Australia and back home in the village.

It would be helpful to have a list of all the Departments and institutions who look after the affairs of the Pacific community including the churches & radio stations. They would be a great resource for making contact in the future.

What I have learnt

• is to be aware of Pacific Islanders' issues: to appreciate the difficulties they face.
• also the need for career advisers to be more encouraging to the students. To give them a vision beyond getting a trade.
• to provide the opportunity to do work experience in white collar jobs
• the importance of showing the students what universities look like, providing tours for parents and students.

My role as teacher would be to advocate for the Pacific Islander children and families in the school environment, and to utilise what they know at home and from the village and to incorporate it at school as valuable knowledge. To encourage them to talk about and write about their own cultural experience. As an art teacher, to encourage their own traditional styles as well as developing an understanding of other styles. When teaching, to understand the idea of shame as a result of discipline as a opposed to guilt, and to be aware of this when teaching. It is also my objective to acknowledge the importance of giving confidence to the children through the arts, but it is important to develop the other skills like Maths, Science, English, and the humanities.

The information I collected about Western Samoa not only provided me with a sound background of what the climate, crops, wealth, politics and village life included, but it also highlighted the hierarchical structure of Samoan villages - who serves who. I hope to use the knowledge gained from my reading as a reference point for story telling and a way to explain ideas clearer either for the parents or the children.

I really enjoyed the homework/study group sessions. I found it extremely valuable, both for the children and myself. It was very encouraging to see I was making a difference, I was actually teaching! It gave me an opportunity to practice and think about my teaching before I start my practicum.

Student 3

Reflection
I have really enjoyed the Paradise or Problem option course. I have learnt a lot in 6 weeks. Working with Tongan children and talking to their parents were a great joy for me. When the Tongan students first met me at Glebe High, they were a bit shy. But after a while they became friendly and opened.

The interview with Tongan parents have given me some understanding about Tongan culture both in Tonga and how it has changed in Australia. The parents were very warm and friendly. The reasons that most Tongans came to Australia are to look for jobs and to give their children a better education and life.

I was very surprised to see most of the students who attended the after school tutorial really want to come and not being forced by parents. One particular Tongan student in Year 10 from Glebe High is very bright in mathematics. I believe she has the potential and will do very well in the HSC. I really enjoy helping her with mathematics.

Many of the Tongan students have problems at school. Their parents cannot help with school work because they have little education. Some of the students have problems with their teachers, hence they have been neglected and are disadvantaged. Many of them have chosen low subjects and do not wish to study further in tertiary institutions.

Recommendation
I recommend that all of current NSW teachers should take a short course on educational needs of disadvantaged students such as new immigrants, Aborigines and Sough Pacific students. Many of the teachers in the current NSW education system have no understanding and don't know how to teach disadvantaged students. Many of them blaming the students instead of themselves.

Conclusion
I have really enjoyed this option and the structure is good. Tuesday night school visits are good practical experiences.

Student 4

I really enjoyed doing the Paradise or Problem option right from the first day. I liked the informality of it, sitting round the mat, kava drinking, singing, dancing, etc. It has also been very rewarding working with the Tongan children at Glebe and Croydon Park. The two speakers who came in were likewise very interesting. If it were possible it would be good to have other people from other islands come in to speak with the group. Also some sort of group outing to something like the Western Samoan Independence Day Celebrations would be good. I think overall we were given an insight into the problems faced by Pacific Island students both in Australia and in their respective home countries. There are a number of 'subjects' for want of a better name that I have really enjoyed so far in the MTeach course, this is definitely one of them and I look forward to doing the follow up next year.

Student 5

Paradise or Problem has proved to be an apt and compelling title for the experiences I have had during the past six weeks. Our conventional and immediate ideas of "Paradise" are too easily and generally attributed to peoples of the Pacific Region. One is able to conjure up vacuous visions of palm trees, smiling faces and happy healthy families. Limitless media ensures we are exposed to images of glorious and harmonious relationships and an environment and lifestyle unaffected by the rigors of Western urban mayhem.

It is only later and often reluctantly, that one becomes aware of the problems that have historically marred and irked these island paradises. Through experience and contact with these people one witnesses the negative features that affect and continue to expand both in Paradise and our Western context.

Australia, for many immigrating Tongans, has become a Paradise. Here, families are supposedly able to establish an elusive utopian atmosphere, gilt with the material and financial trappings saturating our universal concept of happiness. Indeed, living standards are greatly improved, reasonable paid work is more prolific, opportunities seem vast and diverse. The prospect of an accessible and quality education is guaranteed and for many reasons an explicit attachment to this country.

The fact that all children are able to be educated in an equal, objective and socially responsible environment does not always apply or occur. For many Ethnic minority groups and parts of the Australian community who are disadvantaged by indigenous or socioeconomic backgrounds, one can often find schools and teachers expressing a rather lackadaisical and careless approach to these students. For children from the Pacific, this is the first problem they may encounter. Couple this with a conflicting education at home that is rife with fundamental ideas and practices that can dramatically differ from our traditions and expectations, and the problem is greatly amplified.

Some of these polaric issues concern the way Tongan children relate to figures in our society. Their status or authority may greatly differ from, oppose and abrade the attitudes expected toward those figures in a Tongan home and community hierarchy. Their expected behaviour in school versus the behaviour expected at home, poses a dual demeanor that inevitably would be confusing and frustrating. The two cultural deliberations on the importance of education, its expectations and priority must further cause anguish for the student. Parents may feel a loss of control and helplessness, reacting profoundly to their child's resistant behaviour. Meanwhile, the school or teachers may have no idea or little intention of constructively tackling these problems.

I feel some of the problems confronting Tongan children in our schools are able to be directly fixed by teachers. One of the most common questions raised at the Glebe Homework groups is "could you please explain this to me"? Homework is taken to parents who either do not have the skills or time to coax their children into routine homework. Deciphering and explaining the often ludicrous, diluted and unclear grammar, instruction and meaning in some homework exercises and assignments in understandably difficult. The shy and reluctant nature of the children to speak up or participate in class appears to dissolve their ability to ask their teachers to explain in a vivid and succinct way. This may also be related to a parallel education at home that refutes the possibilities of being outspoken, constructively confrontational, inquisitive or individualistic.

These children are revolutionaries. They are the first kids to have experienced the problems we are investigating and largely failing to resolve. A revolutionary characteristic is to be resistant and possibly hostile to the forces in the environment. Unchecked and misunderstood behaviour resulting from resistance often leads to confrontation. Confrontation seems to be a highly undesirable and graceless circumstance in Tongan society. Being publicly demonstrative, complaining and resisting against order or status are shameful traits in the Tongan community.

If teachers base their expectations on this apparently idle attentiveness and inactive performance and attitude, the children will further withdraw and resist school. Teachers must adapt to the demands placed on them from a variety of cultural perspectives. Teachers should reflect on their relationships with these kids and be sensitive toward the possible dual meanings and expectations these kids experience at home, in the community and school.

These kids are highly emotive and enthusiastic. Their trust is developing and touching. They flourish in the recognition that we are there for them and are eager to demonstrate their ability and responsibility. In seems the case as with most kids who spend their school days systematically ignored, put down or "left for dead", that the slightest interest and encouragement shows an insistence to attempt and complete their work in the eyes of an authority (which in this case is us). Their shyness and reluctance is vanquished by individual attention and support. Now they welcome, interact and support us during this hour. Any enthusiasm I show for teaching in the homework group is matched by an atmosphere of perseverance and inquiry that is helping all of us get a focus on our expectations of teaching and learning.

It concerns me that this group who are collectively bright and enthusiastic may miss or fail to realise the opportunities available to them. I feel it would be useful to talk at length with parents about their role in supporting their children in further education (or possible careers) enabling them to feel a sense of real collaboration and guidance concerning their children's' lives at school and beyond. I think the students would appreciate some advice and discussion on what they could achieve and pursue. For some of the students who are in their final years I feel this would be of great advantage. If I, or we as a group, could endeavour to provide some assistance and support to the parents and students in determining and acting upon any ideas they have for education, training and employment in the future, it may strengthen all of our positions.

Like any adolescent who is about to embark on the tumultuous voyage of their late teens and early twenties, without help and guidance they may sink or fade away in a dark cloud of uncertainty, expectations of failure, unrealistic or unsuitable goals, obligations and priorities to family and so on. If we are able to provide some structure of choice, introduce a varied and informed approach to educational or vocational goals, multiply their possibilities or reduce the ominous spectral realm of higher education, I feel we might be able to help to engage these kids in a more assertive and productive attitude toward their future. We should be promoting a sense of education as being fulfilling and developmental. We should be initiating a sense of responsibility and right to these issues. I feel these parents would gladly encourage their children to seriously contemplate and plan their future. Then they too are involved in an educational community, helping these kids establish themselves in the country in which their children to come will probably call home.