Tapasā proverbs
This resource contains a set of proverb cards to support kaiako conversations and reflections on their practice.
About this resource
These proverb cards have been designed to support kaiako conversations and reflections on their practice. The provocations give insights into Pacific cultural norms and help support the implementation of Tapasā. This set contains a card for five Pacific proverbs, with accompanying explanations and questions in English.
Tapasā proverbs
Proverbs | Alagaupu are verbal treasures | measina used in a range of Pacific contexts to make a point or statement, aligning the present with the wisdom of ancestors.
Proverbs are metaphors or expressions that allow the receiver of the proverb to make sense of matters of importance within their cultural context.
Tapasā, loosely translated, means compass or guide. Pacific ancestors successfully voyaged across oceans by reading the stars and constellations, marking the winds, and mapping the currents to make sense of the journey.
Here we use proverbs as statements of practice—how we can reflect on and implement these into our teaching practice.
These proverb cards can be used to provide teachers of Pacific learners with perspectives from a worldview other than their own. This will support them as they transform thinking and practice in their interactions and relationships with Pacific learners, their families, and communities.
Access the Tapasā proverb cards:
See Materials that come with this resource to download:
- Tapasā proverb cards (.pdf)
Birds migrate to environments where they survive and thrive
Gagana Samoa – connects to Turu 1
This Samoan proverb refers to the migration of birds to habitats that enable them to survive and thrive. Their migrations require them to adapt to new surroundings. In the same way, ancestors from Pacific nations journeyed across the ocean in search of knowledge, prosperity, and growth.
Provocations
- What do I know about my identity and culture and the ways this influence my thinking and behaviour? (Turu 1.1, p. 10)
- What do I understand about the diversity within the Pacific groups in my community? (p. 22)
- What cultural and prior knowledge do my Pacific learners bring to my educational setting, and how can I incorporate this into my practice? (p. 22)
- What are my Pacific learners’ and their families’ aspirations for the future, and how can I assist them to reach their goals? (p. 22)
- How do I demonstrate my understanding of my Pacific learners’ cultural protocols and values? (Turu 1.13, p. 11)
To embrace my heritage, my language lives on
Te reo Maori Kuki ‘Airani – connects to Turu 2 and 3
This Cook Islands proverb signifies the importance of embracing, celebrating, and learning about heritage. It talks of language connecting to the histories, values, and beliefs that are integral to identity.
Provocations
- How do I incorporate the histories, stories, legends, myths, and symbols that are relevant to my Pacific learners into their learning experiences? (p. 7)
- Do I understand that some of my Pacific learners may share multiple heritages, and how do I support these in their educational success and achievements? (Turu 1.14, p. 11)
- Do I pronounce my Pacific learners’ names and words in their language correctly? (p. 7)
- Do I make an effort to learn and use words and phrases in my Pacific learners’ home languages? (p. 7)
- In what ways do I invite my Pacific learners’ parents to be involved in their children's learning journey? (p. 7)
- What effective approaches do I use to communicate with my Pacific learners and their families? (p. 7)
When you speak with authority, make sure you follow through with actions
Vagahau Niue – connects to Turu 1, 2, and 3
This Niuean proverb expresses the idea that a person’s actions are a better indication of their character than their words.
Provocations
- What actions am I taking to involve my Pacific learners' families in their learning journey? (p. 7)
- In what ways do I lead learning and teaching that is responsive to my Pacific learners' strengths, abilities, identity, language, and culture? (Turu 1.16, p. 11)
- In what ways does my learning setting strategically plan for higher Pacific achievement levels? (Turu 3.18, p. 15)
- How do I connect with Pacific communities and cultural leaders beyond my learning setting? (Turu 2.16, p. 13)
My culture and language consolidate my learning environment.
Gagana Tokelau – connects to Turu 1 and 3
This Tokelauan proverb refers to the way language and culture are intrinsically connected to the learning environments children inhabit. It speaks of the importance of recognising and valuing the diverse languages and cultures children bring with them to their learning environments.
Provocations
- In what ways do I build on the cultural and linguistic capital my Pacific learners, their fanau, and community bring? (Turu 1.10, p. 11)
- How do I establish ethnic-specific and culturally safe spaces and settings for my Pacific learners? (Turu 3.13, p. 15)
- Do I demonstrate approaches that consider the holistic and collective aspects of my Pacific learners, their families, and communities? (Turu 3.5, p. 14)
- In what ways do I make connections to the values that are important to my Pacific learners and their families? (p. 7)
Knowing, not by tasting
Lea faka Tonga – connects to Turu 1 and 3
This Tongan proverb signifies the importance of knowing and understanding one’s own biases, prejudices, and actions of privileging. It can be seen as a caution to not act hastily without knowing the situation fully.
Provocations
- What do I know about my teaching style that can specifically improve outcomes for Pacific learners? (p. 6)
- What effective procedures and systems are in place in my setting to support and acknowledge my Pacific learners' identities, languages, and cultures? (p. 6)
- Who are the groups or key leaders I need to link with within Pacific communities? (p. 22)
- In what ways does my setting recognise the importance of review and improvement, and critical reflection as an important part of effective pedagogy? (p. 6)
- What do I do to invite interest from non-Pacific learners and other educators in the success of my Pacific learners? (p. 22)
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Exploring Tapasā
Tapasā is a cultural competencies framework for teachers. In this resource, explore the history of Tapasā, the Pasifika Success Compass and why you should work with Tapasā.
1 of 10Tapasā values
This resource explores values that support the Tapasā framework, including Pacific values, being culturally responsive, and engaging with parents, families, and communities.
2 of 10Teaching stories - Parent and whānau engagement
Find out ways that parents and whānau can guide what happens in the classroom. These narratives show the aspirations and expectations of Pacific parents and explore how whānau can help guide teachers into better understandings and practices.
3 of 10Teaching stories - Community engagement
Find out ways that Pacific communities in Aotearoa have led teachers and schools to levels of greater understanding and involvement with Pacific students and how you could successfully connect in your own context.
4 of 10Teaching stories - Student engagement
Find out ways that students can guide what happens in the classroom. These videos show strong examples of student voices expressing their needs and aspirations in a way that can help teachers sit up and take notice.
5 of 10Teaching stories - Where am I?
An exploration of the local context. Who is in your school community? Which Pacific group/s do they connect with? How are your students connected to their community?
6 of 10Pacific cultural competency workbook
This workbook complements the Tapasā framework and is designed to help you embrace cultural diversity and make a difference in each child’s educational success.
7 of 10Teaching stories - Who am I?
An exploration of a teacher's own identity and an inquiry into the Pacific identities of students and the place culture plays in their lives.
8 of 10Key messages from Tapasā
In this resource, explore key messages of Tapasā: foundations of cultural responsiveness, knowing yourself, and the bigger picture—links to the curriculum, codes and standards, and Tātaiako.
9 of 10Tapasā framework
This resource explores the Tapasā framework and ngā turu, the competencies, that describe behaviours and understandings at the different stages of the teaching journey.
10 of 10
