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

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 an associate teacher in a special character school (supporting a student teacher)

4:30 AM
Rough night of sleep, awake a lot. Often this way on a Sunday night, but there’s a lot ticking through my brain when starting a new term.

7:00 AM
Checking emails to get a head start on the day before getting ready. I’m not an early-to-school-in-the-morning person—I work better after school and in the evenings.

8:00 AM
Staff prayers, then reconnecting with children after the holidays, as well as connecting with staff and my team. I check over the student teacher (ST) plans for the day and set up the student’s Roger device. I also run a lesson for the ST on how to use Roger, all while exchanging good mornings and hugs with everyone!

8:45 AM
Class prayers, roll call, and getting Learning Journals back in while collecting readers. Although the ST is running the day, I stayed around to observe the mood and state of several of my children as they arrived, particularly one child with trauma who can be heightened in the morning, and another neurodiverse child who can take time to unfreeze and settle. The first day back after holidays can be a struggle!

9:00 – 9:20 AM
Supporting the ST with the writing session, emailing NZ Read Aloud teachers about a date for an author Zoom, checking emails again, and providing 1-1 support with a student sounding out (helping the trauma-affected child connect and settle).

9:20 – 10:25 AM
Leadership jobs, checking on the ST, keeping an eye on things, and having little connect conversations with children, welcoming others in the team while they engage in play.

10:25 – 10:50 AM
Actually managed a morning tea break!

10:50 AM – 12:30 PM
Supporting the ST with a Te Reo lesson, then working with two groups for structured literacy (SL) sessions (half an hour each). Bonus today: all 4 groups were seen between the ST and myself—a great start to the term! The children who haven’t picked up a pencil all holidays needed extra love and positivity.

12:30 – 1:25 PM
Checking in with the ST, debriefing SL lessons, and discussing ideas for a job interview she has later in the week. Lunch break.

1:25 – 2:15 PM
Leadership tasks, including checking in with a Teacher Aide (TA) about organisation for the term.

2:15 – 2:45 PM
Teaching a writing group, which consists of a mix of children from our 3 classrooms. Gently settling them back into what we were working on at the end of Term 3. The ST observes, as she will take over these lessons during her sole charge this term.

2:45 – 2:50 PM
End of day reminders, swimming questions, and class prayers.

3:00 – 5:30 PM
Team meeting, working through the agenda, updating SENCO/children of concern lists, and organising for the term ahead.

5:30 – 6:30 PM
Dinner and a small break.

7:00 – 9:30 PM
Choir rehearsal—the only activity I do for my mental health and enjoyment outside of school. With concerts this weekend, rehearsals nearly every night nearly break me!

10:00 PM
Final check of emails, answering text messages and emails that arrived during rehearsal.

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.

Do you, your students and/or your school use generative AI? Take our anonymous survey here! Results will be used to inform our upcoming term two special report on AI in education.