Teaching Practices

In this article, I will look at each treaty of Te Ao Maori, Te · Leo · Maori, Tikanga · Maori and Waitangi. These correlations with teaching methods will be reflected. There is little discussion of an appropriate strategy to support the implementation of the bicultural curriculum in early childhood education. According to Erwin (1984), creation of myths constitutes an important part of their view of the world for Maori, "To communicate the information of people's myths as ideals and normative practices of daily life" (p. 1). Myth of creation of Maori begins in three stages. That is, it is Tekore, Teppo, and Maorama tea.

Citizenship education and educational practice at school: The ICCS teacher questionnaire includes international options on school citizenship and citizen education, and practical training to teach citizenship and citizen education. This part of the questionnaire is limited to teachers of subjects related to citizenship and citizen education. The composition and variables included in the international selection are the citizenship and citizen education plan, the education and learning activities in citizen and citizen education, the student's assessment in citizenship and citizen education, the teacher for citizen and citizenship related topics education Confidence, and related to what is possible. Improvement of citizen education

Classroom Practice: ICCS Teacher Questionnaire contains questions about using various teaching methods, such as using evaluation. The use of teaching methods that focus on individual students and promote positive participation in student learning activities is an open classroom that promotes the acquisition and development of skills and competencies related to citizenship and citizen education It helps to develop the atmosphere. Teacher's awareness of the classroom atmosphere and subjects: The atmosphere of the classroom is a universal concept and its definition focuses mainly on the level of cooperation in educational activities, fairness of evaluation and social support. The atmosphere of the democratic classroom focuses on the implementation of democratic and liberal values ​​in the classroom (Ehman, 1980; Hahn, 1999).