Pearl Lafituanai - Teaching

“I have always wanted to become a teacher. Growing up with my parents and extended family in different educational and teaching roles, I developed a strong connection to education. Often referred to as the ‘family business’, I would listen to the challenges and rewards of the profession and aspired to be a part of that one day.

“When deciding on universities, I wanted to study somewhere that gave me practical hands-on experience and the how's and whys of educating. I was drawn to the University of Auckland's diverse courses, from educational psychology and how people learn to Māori and Pasifika diversity. Incorporating Māori tikanga has been crucial to my education, and I admire that there are multiple courses surrounding Māori culture and values.

“Education appealed to me as a school leaver because it aligned with my personal and career growth. I was interested in courses surrounding classroom management, inclusive education, curriculum design, and child development. The role of an educator is not just about teaching material; it's about making a meaningful difference in a student's life.

“As a first-year student, the variety and depth of content we covered in the first semester was amazing. Each course offers a variety of methods and tools as well as the practical skills to teach a classroom of students. I’m specifically interested in children's behavioural and cognitive processes and how we, as future teachers, can best support their learning.

“While understanding how children learn is fascinating, the information is also relevant to us as students. Through different courses, particularly teaching tales and traditions, we are encouraged to be creative and expressive, allowing us to reflect on how we each experienced education. 

“The WTR100 course, covering place-based knowledge, was my favourite; we reviewed the history of Aotearoa and Te Tiriti o Waitangi. Learning about the events that have shaped our education system and country was eye-opening. I knew the significance of identity, language and whakapapa in the classroom. As a Samoan student, I found it particularly significant as it encouraged me to reflect on my cultural background and how to respect Māori and Pasifika identities in my future teaching. 

“We are constantly communicating with each other in my programme. Group work is encouraged in most of our classes, allowing us to socialise and bounce ideas off each other. I have been gifted with an incredibly supportive group of students, where we have developed a strong sense of community. There is a genuine feeling of fellowship; you will never feel alone in the Bachelor of Education.

“As an afakasi Samoan, I have also received overwhelming support from the Tuākana Arts programme. They offer mentoring and support for all Māori and Pasifika students, with regular drop-in days and amazing mentors who encourage Pacific success. 

“Study and social life are well balanced in Auckland. With a range of different clubs and activities, there is always something going on! In my first week I was overwhelmed at the sheer size of the city campus, coming from a small town just north-west of Auckland. It was a significant difference coming into the city every day, but you can always find someone to talk to and help you find your way.

“Through years of inspiration, I want to make the same impact my family has had. A good educator can change your perspective on learning, and I want to be that teacher. I hope to supply a safe space for children to be themselves and live up to their potential. 

“After finishing my degree, I would love to teach overseas. Earning my degree from the University of Auckland, a reputable university both domestically and internationally, will provide me a solid foundation and open doors to possibilities worldwide.”