Behind the classroom door: A day in the life of New Zealand teachers – part five

In this series, Dr Sarah Aiono shares diary-style snapshots of a teacher’s day, offering a raw and real look at both the rewards and challenges they face.

By stepping into their shoes, I aim to highlight the incredible impact teachers have on students’ lives and foster a deeper appreciation for their essential, yet often under-recognised, work.

Read the latest print edition of School News online HERE.

A Day in the Life of a Rural Teacher

6:30 AM
Alarm goes off, and the morning routine begins. I get the kids up, make breakfast, pack lunches, and referee the inevitable arguments about socks. I quickly do the girls’ hair, then we all get dressed. Before leaving, I feed the lambs and put a load of washing in the machine. With bags packed, I usher everyone into the car and open the gate.

7:45 AM
After driving 9km, I drop my eldest at the bus stop, then drive 3km to school with my youngest. I unlock the doors, turn off the alarms, and switch on the lights and heat pumps. I take the outside play gear out and set up inside play, then sort through the books for the day. After checking and replying to emails, the first bus of kids arrives. I give reminders to unpack their bags as parents come by with questions. More students arrive on the next bus, and we have a mini investigation of a nest a child brought in, promising to explore it further later. A few behaviour issues crop up, so I step in to sort out pinching incidents and help with a parent’s query about a school notice. The teacher aide arrives, and we catch up briefly before the bell rings.

9:00 AM
The day officially starts with karakia and waiata. We review the calendar and the day’s priorities, while quietly guiding children back to the mat. I give reminders about kindness and looking after equipment before sending them off to play. I observe from a distance, stepping in to redirect when arguments or rough play arise. Noticing a child being a bit too bossy in dramatic play, I make a mental note to talk about friendships later.

9:30 AM
I gather the first literacy group, and we begin the session, though interruptions are frequent. One child wants to be in the centre of attention, so I settle them on my knee, while the teacher aide deals with a child who got sand in their eyes outside. Another child starts ripping pages from a book, so I step in to stop it. Once the group finishes, I give lots of praise and send them off to play. I head outside to check on the sand situation and remind the children to be mindful of their space.

10:30 AM
Morning tea begins, and I call in my group to wash their hands. The teacher aide helps manage the children, while I oversee lunchboxes and lead karakia kai. I grab a quick bite before heading out for playground duty, where I manage friendship issues, a grazed knee, and a few rough play incidents. I stop by the library to grab some books about nests to follow up on our earlier investigation.

11:00 AM
Back inside, I set up the nest materials with magnifying glasses and tweezers for the children to explore. Meanwhile, a child pulls at the nest, damaging it, so I remind everyone about looking after equipment. I also start taking writing groups, but interruptions continue—more pinching, friendship issues, and a disagreement in the hut. The nest group requests to collect items to build their own nest, so I send them out with the teacher aide. One child is sent back for not listening, so we have a chat about following instructions. Tumeke (the puppet) makes an appearance, talking about friendships and kindness, tying into literacy.

12:30 PM
Lunchtime begins, and I quickly eat before setting up the heat-ups for the children’s lunch. I monitor hand washing and lunch eating, before bringing everyone inside to continue play. As the kids settle back into activities, I prepare for the maths session. The teacher aide takes the pre-numeracy group while I lead the rest. Again, we manage interruptions as we go.

1:30 PM
It’s tidy-up time. I guide and encourage the children, praising those who help out. Once the room is clear, I oversee the children packing their bags and putting on their vests. The nest group shares their findings with the class, then we have a quick game before reading a story to finish the day.

3:00 PM
I ensure two wanderers have their shoes on and are ready for the bus line. I help with the bus list, send the children off, and chat with parents outside. Once back in the classroom, I check in with my youngest daughter, then open my laptop to reply to emails and fill in forms. I check Hero for attendance, prepare decodable sentences for tomorrow, and read through the next day’s maths focus. I also start printing and laminating resources.

4:00 PM
After tidying the room, bringing in the outdoor play equipment, and sorting out the felts, I head to the bus stop to pick up my eldest daughter. We drive home, and I listen to her debrief her day.

5:00 PM
Back home, my husband and middle daughter are already out on the farm. I prepare afternoon tea, hear about my middle daughter’s day, and start prepping dinner. After feeding the lambs and getting back to the house, I sort out the kids with chores, hang up the washing, and cook dinner.

6:30 PM
We all sit down to eat together, then relax in front of the TV. The kids shower and head to bed, and I debrief with my husband about our days.

9:00 PM
I cut up laminated resources and finish off my maths modelling book. I tidy up the kitchen and lounge, prepare lunchboxes for tomorrow, and finally head to bed.

A special thank you goes to the incredible teachers who generously shared their stories for this series. These are all real accounts from real educators, whose experiences have been thoughtfully adjusted to protect the privacy of both the teachers and their communities. Their openness provides us with a genuine window into the daily realities of teaching, and we are deeply grateful for their willingness to contribute.

By sharing their personal insights, these teachers help us understand both the triumphs and challenges they navigate every day. We hope this series not only informs but also deepens our collective appreciation for the vital role they play in shaping the future of Aotearoa New Zealand.

This article has been republished with both the author and subject’s permission from Dr Sarah Aiono’s blog “Curiosity Creator.” Read the original post here.

Dr Sarah Aiono is an education advocate and consultant. She is a member of the Aotearoa Educators Collective.

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