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Classroom Modeling

I am thrilled to share with you an exciting new approach we are introducing at Havelock North Intermediate, set to launch for selected classes in 2025. Although a new approach at Havelock North Intermediate, it is already a well-established model in many primary schools locally, across New Zealand and in other countries. This initiative, known as "looping," will allow students to remain with the same teacher for both Year 7 and Year 8, strengthening the bonds between students, teachers, and families.

Research and experience from schools across New Zealand show that this approach enhances not only academic achievement but also the social and emotional well-being of our students. By fostering continuity in relationships, looping supports the development of a deep sense of belonging and security for students, enhancing their connection to both their school and whānau communities.

Alongside our incoming year 7 students to HNI in 2025 who will have the same homeroom teacher for two years (as staffing allows), these current year 7 classrooms 2, 5, 8, 9, 10, 14, and 15 will begin this looping model in 2025, and we’re eager to see the positive impact it will bring. The benefits of looping are many and align with our commitment to providing a supportive and holistic educational experience for each child. Here are some of the key reasons driving this exciting change:

Stronger Relationships: Looping fosters deeper, more meaningful connections between teachers and students, enhancing engagement and creating a solid foundation for learning.

Better Academic Outcomes: Studies demonstrate that students achieve better academic results when continuity exists in their teaching, as teachers can tailor learning effectively over time.

Improved Classroom Management: With established routines and expectations, teachers spend less time on classroom management, allowing for more focused and enriching learning experiences.

Emotional Security: Familiarity with the same teacher over two years helps reduce anxiety, fosters a sense of security, and empowers students to thrive academically and socially.

Cultural Responsiveness: Longer relationships allow teachers to better understand and respond to the unique cultural backgrounds of our students, enriching the classroom environment and promoting inclusivity.