National Teacher's Guide 2012 by Argo

Contents 2 3 6 10 14

16 22

Get your Voice Heard and WIN R5000! Take Action to Create Impact! Yearplanner 2012 Professor Jonathan Jansen – Letters to my Children Stars in Education Awards – Celebrating 5 years of Recognising Inspiring Teachers in 2012! Stars in Education Awards – Recognising Past Winners TEACH Ambassador – A Principal at 26

23 TEACH Ambassadors help transform South Africa’s “school of shame” 26 How to ACE the New Curriculum 27 Teaching Techniques – Group Work 30 Teaching – Why I chose Teaching 32 Skills – Becoming the Best there is! 33 Bursaries for Teachers 34 Think Bursary before you think Loan 38 Teaching Techniques – Keep Quality in Check 42 Teachers and Technology 46 Circle of Courage Mentorship Programme (COCMP) 48 Future Stars Awards. Enter NOW!

Published by Argo.

GET PUBLISHED! Call for writers in National Teachers’ Guide and Education Handbook. Email info@argo.org.za for info on type of content required.

National Teachers Guide 2012

TAKE ACTION AND CREATE IMPACT

research survey

GET YOUR VOICE HEARD AND WIN R5000! NAME: ............................................................ ....................................................................... SCHOOL: ....................................................... ....................................................................... AREA: ............................................................ SEX: Male.............. Female . ..................... MOBILE: ......................................................... EMAIL ADDRESS: .......................................... ....................................................................... 1. WHAT DO YOU LOVE ABOUT TEACHING? a) Motivate, guide and inspire children................................. b) Fight illiteracy................................... c) Sharing views, skills and knowledge....................................... d) Bring change in education............... e) Other................................................. 2. WHAT MAKES YOU FRUSTRATED AS A TEACHER? a) No resources for lessons.................. b) Implementing a curriculum with no training & development.................... c) Crime & theft.................................... d) Overcrowded classrooms................ e) Other................................................. 3. WHAT ARE THE BIGGEST CHALLENGES THAT YOU FACE? a) Big classrooms................................ b) Safety at schools............................. c) Discipline of learners........................ d) Lack of technology in classrooms.... e) Other................................................. 4. WHAT SUPPORT WOULD YOU APPRECIATE? a) Mobile libraries................................. b) In-service training opportunities........ c) Computer lessons for educators...... d) Other.................................................

5. HOW MANY CHILDREN ARE IN YOUR CLASSROOM? a) 25 - 35............................................. b) 36 - 45............................................. c) 46- 55.............................................. d) Higher................ Amount................ 6. DO YOU TEACH? a) Primary school................................. b) High school...................................... 7. DO YOU HAVE ACCESS TO THE INTERNET THROUGH a) No internet access........................... b) Mobile phone................................... c) Home computer............................... d) School computer............................. 8. HOW OFTEN DO YOU ACCESS THE INTERNET? a) Daily................................................. b) Weekly............................................. c) Monthly............................................ 9. ARE YOU A UNION MEMBER? a) Yes.................................................. b) No................................................... c) If yes, which Union............................. 10. HOW CAN WE MAKE THE GUIDE BETTER FOR YOU? a) More competitions........................... b) Special offers................................... c) Advice.............................................. 11. WHAT PRIZE WOULD YOU LIKE TO WIN? a) Bursaries......................................... b) Laptops........................................... c) Other.................................................

National Teachers Guide 2012

“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has” – Margaret Mead. As a teacher, you know that education has the power to change our world. The challenges in education are daunting and it takes courage and commitment to get results. As a teacher, you have shown this courage and commitment and now it s time to get your voice heard, so that we can support you, while you support our future leaders. Ways in which we would like to support you: 1. We are developing www.teacher.org.za to be a dedicated site for you, to help you find the best courses to support your development – as we believe it’s a minefield out there. Please email us on info@argo.org.za and let us know what else you would like on the site. 2. We would like to develop the Star Teacher club, so that we can sms you

great offers and practical tips – please email us what you would like to get from this club? info@argo.org.za 3. We have created the Achiever Programme for teachers from our existing NQF level 5 leadership development programme, so that you can grow your leadership power at no cost to you. Please visit www.SAstudy.co.za to develop your leadership competency today. 4. We believe in you, and the Stars in Education campaign is for you to let your light shine, so that others can understand that teaching goes far beyond telling children what to learn. 5. We also understand that it’s essential to have motivated learners in the classroom, so we are now launching the Future Stars project to inspire learners to dream about their future and how education can get them there. At Argo, we believe in supporting achievers and we believe that you make the difference to every child, who wants to achieve a better life. Please let us know how else we can support you, so that you can support achievers?

12. DO YOU RECEIVE HELP FROM NGO’S? a) Yes.................................................. b) No................................................... c) If yes, which?.....................................

Please complete this entry form and send it to us by post or fax by 30 November 2012. Post: Freepost CB8152, Argo, PO Box 7177, Stellenbosch, 7600 | Fax: 021 865 2166. Terms and Conditions: A draw will take place on 30 November 2012 and 5 lucky entrants will each receive R1000. The outcome of the draw is final and no correspondence will be entered into. Please DON’T tear this out of the guide. Make photocopies and fax back or send it to us via post.

TAKE ACTION TO CREATE IMPACT

We believe in you. National Teachers Guide 2012

Saving for Education The Standard Bank Fundisa Fund With the Standard Bank Fundisa Fund you can invest as little as R40 per month towards any child’s NSFAS* accredited tertiary education and the Department of Education, together with the Collective Investment Industry will add an additional 25% limited to R600 per annum to your contribution. In order to qualify for the 25% grant, the child must be a South African Citizen with a valid birth certificate or ID. Call the Fundisa Contact Centre on 0860 FUNDISA (3863472) to get more information.

the art and science of investin g

* National Students Financial Aid Scheme STATUTORY DISCLOSURE The Fundisa Fund is not a bank deposit, but a collective investment scheme (unit trust) which is generally a medium to long term investment. The value of your investment may go down as well as up during the period of investment. Past performance is not necessarily a guide to future performance. The Fundisa Fund is traded at a ruling price and can engage in borrowing and scrip lending. A schedule of fees and charges and maximum commissions is available on request from STANLIB Collective Investments Limited (“the Manager”) Commission and incentives may be paid and if so, would be included in the overall costs. Liberty is a full member of the Association for Savings and Investments of South Africa (ASISA). The manager is a member of the Liberty Group of Companies. As neither STANLIB Wealth Management Limited nor its representative did a full needs analysis in respect of a particular investor, the investor understands that there may be limitation mentioned in this document with regard to the investor’s unique objectives, financial situation and particular needs. The information and content of this document are intended to be for information purpose only and STANLIB does not guarantee the suitability or potential value of any information contained herein. Trustees: Absa Bank Ltd, 6th Floor, Absa Towers North (6E1), 180 Commissioner Street, Johannesburg, 2001. Telephone No. 011 350 4000. STANLIB Wealth Management Limited is an authorised Financial Services Provider in terms of the Financial Advisory and Intermediary Services Act 37 of 2002 (Licence No. 26/10/590).

L8943N

2012

yearplanner

January

February

April

May

July

June

August

September

October

November

December

Sunday

New Year’s Day

Monday

Public Holiday Week 01

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Day of Reconciliation

Sunday

Public Holiday Week 51

Monday

Week 02

Week 05

Week 06

12 Week 03

Week 09

Week 10

Week 14

Week 11

Week 18

Week 22

Thursday

Friday

Family Day Week 15

Week 19

13 Week 16

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Week 17

Week 23

10 Week 20

Week 05

Wednesday

Tuesday

Good Friday

Sunday

Monday

Saturday

Tuesday

Week 48

Monday

Week 44

Week 40

Week 35

Week 12

Week 31

Week 08

Sunday Week 27

Workers Day

Week 04

11 Week 07

Friday

Week 21

Week 28

Youth Day

Week 25

National Women’s Day

15 Week 24

Week 32

Week 29

Week 30

Week 36

Week 34

Week 37

Week 38

Week 45

Week 42

Week 43

Sunday Week 49

09 Week 33

Week 41

Saturday

Week 46

Week 47

Monday

Sunday Week 50

Monday

Saturday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Week 09

Human Rights Day

Week 13

Freedom Day

School Holiday Week 18

Week 22

Week 26

Week 31

Week 52

Christmas Day

Day of Goodwill

Week 35

Heritage Day Week 39

Week 44

Week 48

Monday Tuesday

Thursday

Friday

Saturday

Sunday

Monday

Wednesday

Sunday Monday

March

yearplanner

National Teachers Guide 2012

Wednesday

National Teachers Guide 2012

prof jansen

Letters

to my children Professor Jonathan Jansen, the rector of the University of the Free State has made a name for himself both nationally and internationally as an author and a key thinker in education and other national issues.

e is passionate about the youth in South Africa and highly respected for his sensitive handling of the Reitz Four case. In 2008, four white students of the Reitz residence in protest against racial integration at the university made a video 10

National Teachers Guide 2012

depicting five black workers being subjected to various mock activities, including being forced to consume food which appeared to have been urinated on.

As the new Vice-Chancellor, Professor Jansen invited the four students to continue with their studies at the university. The incident triggered an investigation into racism in

education by the Education Department and since then, Professor Jansen has carved out a role as a very credible mentor and role model for students on the brink of adulthood. Professor Jansen, who on his Facebook status, describes himself as a “Servant Leader” at the university, recently started posting “Letters to my children” – a series of tips for young adults – on his wall. A former high school biology teacher, who did his undergraduate studies at the University of the Western Cape and his teaching qualification through UNISA, Prof Jansen completed his post-graduate education in the USA. He was a Fulbright Scholar at Stanford University in the United States of America. His most recent book is Knowledge in the Blood and he also co-authored Diversity High: Class, Colour, Character and Culture in a South African High School. In these, and other books, he looks at how education leaders balance the dual imperatives of reparation and reconciliation in their leadership practice. Here are some of Professor Jansen’s short and sharp “Letters to my Children”, which he gave us permission to reproduce. Wise words, indeed! NTG

• No matter whom your audience, speak simply; people who use big words are insecure; • Trust your gut; most times it’s right;

• It is your duty, as that of every generation, to do better than your parents;

• Never let anyone force you to choose between your white brother and your black brother; choose your brother; • Speak many languages; it will improve your love life;

• Do not judge poor people with too many children; it might be the only gifts they have; • Here’s the secret to dealing with peer pressure - choose the right peers • Condoms break;

• Be cautious of people who call you comrade; they want something;

• You cannot build a bridge towards an arsonist; • Do not judge people who commit suicide; they may be the most honest among us;

• I can now reveal to you what has kept me going during the most difficult times in my life; Deuteronomy 33 v 27. National Teachers Guide 2012

TEACHING SERIES

MACMILLAN TEACHER CAMPUS’S VISION IS TO EMPOWER, MOTIVATE AND DEVELOP ALL EDUCATORS IN SOUTH AFRICA AND TO PROVIDE A LEARNING PATHWAY FOR CONTINUOUS PROFESSIONAL DEVELOPMENT.

ISBN

Macmillan Teacher Campus is a division of Macmillan South Africa that provides opportuniƟes for educaƟon and training for all members of the educa�on community.

Macmillan Teacher Campus’s mission is to: • offer tailor-made workshops and courses for educators, parents and educa�on department officials • offer curriculum workshops and unit standard aligned courses • provide cu�ng edge training aligned to the needs of the educa�on system and profession • improve quality and competence of teachers in the teaching and learning context • take affordable training and development opportuni�es to the doorstep of the educators • provide educators with a posi�ve training experience and a gateway to career success through lifelong learning • support educators with con�nuous professional development and help them to acquire their PD points as indicated by SACE

Macmillan Teacher Campus offers a variety of workshops and accredited courses to teachers, principals, parents and educa�on department officials. These workshops are aimed at improving the skills, knowledge and values of par�cipants so that they can offer even be�er service to educa�on in South Africa.

Title

9781770307582

Teaching and ADHD

9781770307551

Teaching and HIV & AIDS

9781770308305

Teaching Language

9781770309401

Teaching Science

9781770308206

Teaching Scien�c Inves�ga�ons

9781770307605

The Learning Pathway for Number in the Early Primary Grades

EXPERT EDUCATOR SERIES OTHER TITLES IN THIS SERIES Macmillan Teacher Campus oﬀers workshops as well as accredited courses. Workshops for teacher enhancement vary between three hours and three days, and mainly focus on: 1. Subject specic content with the main focus on Mathema�cs, Sciences, Technology and Languages (Grades R to 12) 2. Reading 3. Planning, assessment and modera�on 4. General teacher, parent and district oﬃcial training

ISBN

ISBN: 9781770306066

As curriculum changes occur, like the new CAPS, they are promptly incorporated in the appropriate workshops.

Our teacher-training team is available to assist schools countrywide by running workshops right at the educators’ doorsteps. Schools and Educa�on Departments can nego�ate special packages when training large groups of educators.

Tel: 011 731 3332/3409 | Fax: 011 731 3514/3552 | email: mtc@macmillan.co.za

Title

9781770306097

ADD and ADHD

9781770306103

Administra�on

9781770306189

Career Path Development

9781770306158

Coaching

9781431000029

Conict Management

9781431000012

Crea�ng a Safe Environment in Schools

9781770306127

Feedback to Learners

9781770306141

Mentoring

9781770306042

Powerful Learning Environment

9781770306196

Resources

9781770308312

Teaching Reading

9781770306073

The Inclusive Educator

9781770306226

Time Tabling

9781770306219

Whole School Planning

9781770306134

Wri�ng Skills

ISBN: 9781770306110

ISBN: 9781770306202

ISBN: 9781770306080 Tel: 011 731 3382 | Fax: 011 731 3535 customerservices@macmillan.co.za | www.macmillan.co.za

Stars in Education Awards – Celebrating 5 years of recognising inspiring teachers in 2012 The Stars in Education Awards is proof of how most inspiring stories often have their origin in seemingly dismal situations and events. The campaign was started in response to the negative image of teachers in the media during the 2007 Teacher’s strike. Whilst the impact of the strike action can be debated, the consequence of the strike was a lack of respect for ordinary teachers. “ur work with teachers and education officials told a different story to the media image – we were meeting ordinary teachers and overworked education officials, who often went beyond the call of duty in challenging environments to support learners.” These teachers were embarrassed to tell others that they were teachers, and felt ashamed to be associated with the teachers portrayed in the media. This gave us a very different view of teachers. The Argo team saw teachers who changed the

Your project can win building a better future for education R10 000!

ENTER YOUR PROJECT NOW!

stars awards

lives of learners, and positively impacted their communities and acted as role models for others. We believed in the work of these teachers and wanted to recognise these stars in our communities, by launching the Stars in Education Awards, the only non-curricula project to recognise the inspirational role that teachers play in our lives. Each of us can recall a teacher who made a difference in our lives, and this difference had little to do with the content that was delivered in the classroom – it was about a teacher’s ability to inspire us to believe in ourselves and become who we were meant to be. NTG

RECOGNISING TEACHERS WHO SHINE building a better future for education THE STARS IN EDUCATION AWARDS RECOGNIZES THE CENTRAL ROLE TEACHERS PLAY IN IMPACTING THEIR COMMUNITIES. THE AWARD GOES TO AN OUTSTANDING TEACHER MAKING A DIFFERENCE THROUGH A PROJECT OUTSIDE THE CLASSROOM. Of eight national annual teacher’s competitions, this is the only one which awards teachers for extra-curricular achievements. Stars in Education celebrates its fifth year in 2012 and is sponsored by Transnet Foundation, Mindset Learn, Macmillan, Cell C, The Star, MetroFM and Argo. ENTRIES OPEN NOVEMBER EACH YEAR • ENTRIES OPEN NOVEMBER EACH YEAR ENTRIES CLOSE 31 AUGUST EACH YEAR • ENTRIES CLOSE 31 AUGUST EACH YEAR VISIT TO WINNING SCHOOL WORLD TEACHER’S DAY - 5 OCTOBER • VISIT TO WINNING SCHOOL WORLD TEACHER’S DAY - 5 OCTOBER ENTRIES OPEN NOVEMBER EACH YEAR ENTRIES CLOSE 31 AUGUST EACH YEAR VISIT TO WINNING SCHOOL WORLD TEACHER’S DAY - 5 OCTOBER

We believe that every teacher is a ‘Star’ in their own right, for simply making the decision to take on teaching as a profession and for choosing to be a key player in shaping and developing the future generation of South Africa. The Stars in Education Awards is our way of celebrating and rewarding the teachers who have gone the extra mile in making a positive difference in the lives of their learners We believe that every teacher is a ‘Star’ in their own right, for simply making the decision to take and even their surrounding on teaching ascommunities. a profession and for choosing to be a key player in shaping and developing the future generation of South Africa. The Stars in Education Awards is our way of celebrating and rewarding the teachers who have gone the extra mile in making a positive difference in the lives of their learners TO ENTER: and even their surrounding communities.

Post your story to The Stars in Education Awards, Freepost CB8152, PO Box 7177, Stellenbosch TO ENTER: 7599 (no stamp required). Fax 021 865 2166 • Email info@argo.org.za Or enter online Post at www.ED.org.za your story to The Stars in Education Awards, Freepost CB8152, PO Box 7177, Stellenbosch 7599 (no stamp required). Fax 021 865 2166 • Email info@argo.org.za

Your entry must include the following information: Or enter online at www.ED.org.za NAME AND SURNAME

Your entry must include the following information:

NAME OF SCHOOL, ADDRESS AND CONTACT NUMBER NAME AND SURNAME

PROJECT NAME

The Stars in Education awards celebrates its fifth year in 2012! It is sponsored by Transnet Foundation, Mindset Learn, Macmillan, Cell C, The Star, MetroFM and Argo.

NAME OF SCHOOL, ADDRESS AND CONTACT NUMBER

PROJECT DESCRIPTION PROJECT NAME DESCRIPTION WHAT MADE YOUPROJECT START THIS PROJECT? WHAT MADE YOU START THIS PROJECT?

CHALLENGES FACED

HOW DID YOU OVERCOME THOSE CHALLENGES?

Feel free to attach to your entry! Feelphotos free to attach photos to your entry! Stars in Education is proudly sponsored by:

National Teachers Guide 2012

past winners

The Stars in Education Awards Recognising past winners 2008: Teacher recognised for taking the lead he 2008 winner, Mokone Peter Mofokeng stood out for his commitment to go beyond the duties of the classroom to develop an ‘Alternatives to Violence’ programme to assist the youth at Motswela Secondary School (Maokeng, Kroonstad) in dealing with violence in the classroom. One Monday morning, Mokone Peter Mofokeng was startled to hear that the previous Friday a teenage boy was severely assaulted by a teenage gang armed with knobkierries. As a result, Mofokeng partnered with a pastor from the area to develop workshops called ‘Alternatives to Violence’, to mentor the boys and provide them with the life skills and self esteem to help prevent gangsterism and violence. Mr Mofokeng took the initiative and went for training as a workshop facilitator. He then took these skills and trained teachers at

National Teachers Guide 2012

Matseripe Secondary School in Ventersberg to do the same. Together they ran workshops with 38 teenage boys and by 2008 they had 200 teenage learners and teachers who had completed the workshop. The ‘Alternatives to Violence’ Programme still continues. The R10 000 prize money awarded by Argo for winning the Stars in Education Awards in recognition of his work went towards funding venues for future workshops. “These young men are natural leaders. The difference is that before they were leading in gangs and now they lead in a good way,” – Mr Mofokeng. Mr Mofokeng’s love for his work and recognition as one of our ‘Stars in Education’ encouraged him to continue the good work. In January 2012 he celebrated his 25th year in teaching and can still be found boldly leading the young men of Motswela Secondary School into a future knowing that violence isn’t the only solution.

2009 – The Stars in Education winner shines at Education Week The energy around the Stars in Education campaign started to grow with youth getting involved in recognising their star teachers on the Hectic 99 youth TV show, on radio and by entering on www.SAstudy.co.za and via the Q-ONE Student Diary and ACE Matric Guide. The campaign was also extensively advertised in the National Teachers Diary, and supported by leading education NGO’s, who encouraged entries from teachers. The level of entries showed growth and the quality of the entries astounded the judging panel, which included a range of education leaders. The judges were moved to tears as they read about the work that the teachers were doing in communities far removed from their own. In 2009 the winner of The Stars in Education Awards was recognised at a lunchtime function at Education Week held at the Vodadome in Midrand, Johannesburg, which had an audience of over 500 education leaders. Our winner, Mologadi Priscilla Maluleke was nominated by a learner, Khomotso Marakalla, who said this of her teacher ‘Mam’ Maluleke: “She is my mother and teacher, she cares for us as OVC’s and helps us with home activities, school uniforms, food parcels, presents and more”. Mam Maluleke trained as an HIV Care worker in 2008 and in 2009 set up the Bophelong HIV and AIDS support group. A member of the group writes “I am well because of her” and that she is a woman with “perseverance and love”. Her entry included detailed records of her many visits to dozens of orphans and vul-

nerable children. One report tells of her helping a child after abuse and organising papers for children so they can receive grants. Her work extends to helping children with their homework, taking them to the clinic if they are sick, providing for them through a vegetable garden, organising eye tests and requesting support from community members and local businesses. At the luncheon event at Education Week, Mologadi Maluleke moved the audience to tears when she received her prize of R10 000 from Argo, by showing her commitment to her learners, with her promise: “I’m going to use it to bring their happiness back!” In 2012, we caught up with ‘Mam’ Maluleke. When asked if she is still teaching, she enthusiastically answered that her project had gone from strength to strength, growing in the way community members were educated about HIV – which goes hand in hand with supporting learners orphaned as a result of HIV. The prize money went towards buying the children calculators to practice maths, educational toys, puzzles and charts and posters for the classrooms. The OVC’s after-school classroom was also equipped with ironing boards and a kettle to better care for the children in the afternoons. Most importantly, she reports that the competition made a real difference to the community’s view of the centre, who now say the children no longer feel like orphans because of the centre. The members of the community have been motivated to come and help care for the children, cleaning the centre and mending the children’s clothing. “The children are really interested in coming every afternoon and the little ones love playing very much”, says Mologadi. One project need Mrs Maluleke reports is equipment like sewing machines and fabric so that HIV positive people can work and be kept busy.

National Teachers Guide 2012

past winners

2010 – Taking the Stars in Education awards to the community in which the teacher works In 2010, Argo wanted to recognise the teacher in their community, to encourage community support for teachers. Argo arranged with the school principal of New West Secondary School to create a special assembly on 5 October 2010 (World Teachers’ Day) to present the winner, Roslyn Narain, with her award for her extraordinary contribution to her learners and her community. She was nominated by a learner, Shiksha Lutchmipersadh, who wrote of how her teacher had inspired her to get involved in projects herself. She was inspired by Mrs Narain’s dedication to various projects including a centre focused on teaching elderly members of the community to read and write. In Roslyn’s case, we saw again how a dark moment could trigger the inspiration needed for a teacher to take action. Mrs Narain was moved to ask a learner about his depression

past winners and recent suicide attempt. “I just want my father to love me” was the learner’s desperate reply. Knowing she could not answer that need, Roslyn responded by developing a programme where toys were distributed to a local hospital and she asked the boy to be Father Christmas. In giving love to others, his self esteem was boosted and a “light bulb” went on for Roslyn Narain – her life was changed as she sought to impact the lives of others in many new ways. The project that caught Stars in Education Awards judge’s attention was RAFAL – Roslyn’s Academy for Adult Learning, an ABET project answering the desperate need for Roslyn’s elderly neighbours in her community to learn to read and write. Roslyn started out as a volunteer educator in the National Government Literacy Programme called Khar Ri Gude in 2009. She then started her own academy with the help of sponsors and community members of Phoenix in 2010. One elderly woman in her early eighties commented “because of her I can read my name for the first time” and her family commented that since she had attended the classes she was more cheerful and suffered from fewer ailments.

THE 2011 WINNER: Phuti Ragophala from Pula Madibogo Primary School, Mankweng, Limpopo, Itsosheng. Project: Permaculture and OVC Care Centre, IT Teach a Teacher project

“One day around 2002 a teacher came to me and reported a girl who was shivering and faint. She had not eaten the night before. We started to take her aside and give her food before class started”. – Phuti Ragophala, her teacher and the principal of the school, describes the moment that sparked a journey into a many-faceted project including permaculture, a chicken farm and community IT classes. The project addresses the hunger and need experienced by orphans and unemployed people in her Limpopo community. “It is often that a teacher does not recognise the needy children. These children will not speak up; we need to be watching for the signs”.

National Teachers Guide 2012

2011 – Recognition from SACE and education leaders

This passion won her the ISPA Super Teacher of the year a week before she In 2011, the winners of the Stars in Education received Stars in EducaAwards were honoured at a South African tion Award and a month Council for Educators (SACE) Gala Event later was recognised by in Cape Town on 7 October. SACE sponthe a special award from sored the attendance of the finalists at the the CPSI (Centre for Pubevent and invited them to attend the SACE lic Service Innovation) from the office of the Teachers Roundtable where they learned Minister of Public Works and Adminabout the latest trends and issues istration, Roy Padayachee for in education and networked Selfless Leadership and InThough many in with education leaders, to novative Work in the Public share their insights on Sector. About her pasrural Mankweng may education. A film crew sion for IT, Phuti quotes face desperate were also sent to the the saying “If you want of unemployment and HIV, the school to film the to shoot birds, shoot overriding at Pula award presentation at where they are goMadibogo Primary is that of a special assembly, ing, not where they and as to celebrate World are”, meaning that overflows and Phuti’s Teacher’s Day. one must work with a seeks to high Phuti Ragophala apvision of the future and schools and the community plies her energy and be willing to change with at . ideas to answering the the times. needs of orphans in her area To read more about the other fi“What can I say, I am a woman, nalists in the Stars in Education awards, it feels like these children come from my visit www.ED.org.za. own stomach!” she says with a smile. Phuti makes every effort to recognise the unflagging dedication of her team of teachers and 2012 – Sponsors give the community team without whom she could Awards greater impact never have turned an ex-rubbish dump into These inspirational stories of ordinary teachwhat Phuti calls “a forest of food”. ers doing extraordinary work and taking the Over the years Phuti has dedicated her time lead in making a difference in their comto Eco schools competitions, selecting girls munities have encouraged industry leaders for the Oprah Winfrey Academy, organisto get involved in supporting the Stars in ing school career days, encouraging the Education awards, as it continues to recog‘adoption’ of orphaned learners, supporting nise how teachers inspire others. Transnet Foundation, Mindset Learn, Macmillan, Cell prisoner’s learning and teaching teachers C, The Star and MetroFM have taken the in other schools about IT. Her latest focus lead in recognising the vital role that teachis a project which encourages anyone with ers play in our communities. NTG knowledge to Teach-a-Teacher about IT.

surrounding

levels

feeling

enthusiasm hope passion influence large

National Teachers Guide 2012

Our growth would be meaningless if it did not impact responsibly on the socio–economic needs of South Africa

delivering freight reliably delivering freight reliably

Education: Transnet Foundation invests in teacher development in the fields of Maths and Science to create a body of competent teachers who will impart sound curriculum knowledge to learners. The main focus of the teacher development programme is to contribute towards scarce skills in science, engineering and technology. The programme resonates with the Transnet’s Human Capital Strategy of developing engineering skills in South Africa. The programme will target 350 teachers from Eastern Cape, Free State, North West, KwaZulu-Natal and Limpopo. Health: Through the Phelophepa Healthcare Train, Transnet Foundation provides basic healthcare services to predominantly rural communities ensuring access to affordable healthcare. Sport: Transnet Foundation’s primary mission is to unearth South Africa’s undiscovered sporting talent,

nurturing it to the highest possible level bringing about social changes to the lives of our future sporting stars, as well as their communities. Containerised Assistance: This Transnet Foundation programme is a creative solution to addressing the shortage of infrastructure and service delivery in rural communities. It has been innovative in utilising old or damaged freight containers to be repaired and custom made to meet the social services and safety and security needs of rural communities. Transnet’s Volunteers for Villages: Acknowledges and recognises the significance of Transnet employee contribution to socio-economic development and to this end aims to mobilise staff involvement in building sustainable communities through volunteering.

Education The Transnet Foundation’s Education Portfolio shifted focus from learner development to teacher development in April 2011, to maximise programme impact and benefit a larger pool of learners. The main focus of the teacher development programme is to contribute towards scarce skills in science, engineering and technology. The programme resonates with the Transnet’s Human Capital Strategy of developing engineering skills in South Africa. The programme will target 350 teachers from Makana: Eastern Cape, Moretele: North West, Motheo: Free State, Durban South and Mtubatuba: KZN, and Sekhukhune: Limpopo. The programme is a 3 year programme and targets teachers in the further education and training

www.transnet.net

(phase), i.e. Grades 10 to 12 who teach Maths, Science and English. Teachers will receive a minimum of 240 hours of tutorials during school vacations. During school term, service providers will visit schools of the target teachers to offer classroom support, co-teach and mentor the teachers. The programme will empower the teachers with content knowledge so that they’re able to deliver and complete the curriculum and enhance their learners’ performance; equip them with the skills needed to interact effectively with learners; provide them with the required support material; and – crucially – to motivate the teachers to prepare adequately for their lessons, and make the most of the teaching time at their disposal. www.transnet.net

ambassador

TEACH Ambassadors help transform South Africa’s “school of shame”

TEACH

Ambassador. A principal at 26.

by Stuart Dickinson

by TEACH South Africa

EACH Ambassador Tumelo Malekane is set to become one of the youngest school principals in the country. At 26, he has been appointed to head up the new LEAP Science and Maths School in Ga-Rankuwa, Pretoria, as of January 2012. Currently a Maths teacher at the LEAP school in Alexandra, he was approached by LEAP Executive Director John Gilmour, who told him about the opportunity that had become available at two schools – in Garankuwa and also at the Jane Furse settlement in Limpopo. Tumelo opted to stay close to home. His meteoric rise comes after only two years at LEAP. He modestly explains that the LEAP model had a lot to do with his appointment. “Young people are encouraged and groomed to take up management roles,” he explains. “I joined the management team earlier this year and was delighted when Mr Gilmour approached me in August with the offer. I am fortunate and believe I will grow a lot as a person through this opportunity.” 22

National Teachers Guide 2012

An old church building is presently being renovated to accommodate the new LEAP school, which will comprise three Grade 9 classes. Tumelo’s goals are to maintain a clear academic focus, (LEAP learners have to attend double Maths and Science classes a day) and uphold the LEAP model of positive transformation and development of the “whole learner” through subjects like Life Orientation. While he admits that, as a young teacher or principal the learners tend to push his buttons more, this encourages engagement. “It’s all about how you perceive it,” he says. “Often learners are just reacting in the moment. Or you think they are challenging you, but they might actually be reaching out to you.” Tumelo points out that to have a teacher or principal closer in age to learners is advantageous in bridging the gap. They can still relate to one another and learners will more readily unburden to a younger teacher than, as he smilingly calls it, the “old order”. NTG

here was a time when government and society described Katlehong Secondary School, a high school on the East Rand of Johannesburg, as a sinking ship. A dismal pass rate of 39% in 2008 and 2009 earned it the nickname South Africa’s “school of shame”, and it was even threatened with closure unless something drastic was done to turn the situation around. “But a miracle happened in my school,” says principal Frances Ngwenya, remembering how two individuals managed to inspire hundreds of learners and the teachers to take charge and turn Katlehong Secondary School into one of Gauteng’s greatest success stories in education. With the help of TEACH Ambassadors Chantelle Hulett and Lebogang Matlhare, Ngwenya managed to improve the pass rate from 39% to 75% at the end of 2011, above the national average of 70%. “I remember in 2009, when I

was told that if I didn’t bring the pass rate up to 60% by 2011, I should consider myself fired,” says Ngwenya. “I said, ‘just watch this space’.”

sadors. This change in attitude will prove to be a huge turning point in the school’s history if Ngwenya can maintain momentum.

The TEACH Ambassadors began their work in 2010, and hit the ground running. Ngwenya explains they went far beyond the extra mile, staying late every day for extra lessons and oneon-one sessions with learners, and made themselves available to guide children in their personal lives.

Katlehong Secondary School was recently recognised as the third most improved school in the province, and Ngwenya was proud to receive a trophy at a Department of Basic Education awards ceremony – an achievement she says couldn’t have happened without the help of TEACH South Africa.

“Love superseded everything, and the kids saw this. They fed off that energy.”

“I applaud the organisation. You have exposed us to so many important things. If I had Chantelle and Lebohang as Ambassadors at the school when I started in 2003, now I would boast a 100% pass rate.”

And perhaps more importantly, Hulett and Matlhare seemed to inject some much-needed enthusiasm into long-term staff at the school, many of whom had previously stuck with more archaic forms of teaching. “Chantelle especially shook the rest of my teachers,” says Ngwenya. “She was a young girl with no teaching experience, but she had such discipline. I think the other teachers realised that, if they didn’t compete on equal footing, they were gone. But it was a healthy competition.” Suddenly, full-time teachers were investing more time in learners, arriving early and leaving late in following the example set by the two TEACH Ambas-

Learners like Resitsiwe Prudence Tlhabane now have the courage, self-confidence and ability to pursue their dreams and further their education at a tertiary level. “I have finally succeeded in overcoming one of the most difficult hurdles in my life. I obtained remarkable grades, with an A, B and a D, and I will be doing a BA in Psychology at Wits University with three other learners from my year. We were able to achieve all of this thanks to the hard work and great support shown by our teachers,” says Tlhabane. NTG National Teachers Guide 2012

abouT mindSeT learn

Supporting education by providing excellent teaching and learning In 1953 Nelson Mandela said: resources.

• Over 2100 schools have access to Mindset broadcast • 5,200 Facebook fans • 15,000 unique monthly website visitors • Estimated 100,000 television viewers per day

“...you must make every home, every shack, every rickety structure a centre of learning for our children.”

Mindset, a South African based nonprofit organisation, launched in 2003 by Nelson Mandela, was created to do just what Mr Mandela asked for. Mindset Learn develops and distributes high quality, contextually relevant educational content for use in the schools in video, print and computer-based multimedia formats.

In 1953 Nelson Mandela said: “...you must make every home, every shack, every rickety structure a centre of learning for our children.”

Intermediate Phase Teacher Professional Development – 28 hours (16 DVDs), Mathematical Literacy – 10 hours (4 DVDs), FET Mathematics – 11 hours (6 DVDs), Physical Sciences – 11.5 hours (6 DVDs), The Use of Microsoft Applications – 2.5 hours (3 DVDs)

ClaSSroom reSourCeS

TeaCher SupporT Teacher Talk: Every Monday-Thursday at 3pm, during Teacher Talk we discuss how to tackle the curriculum, innovative teaching methodologies, assessment and a host of other inspirational topics. Teachers can participate in the conversation and share their views and ideas. Coming soon: Videos of ordinary teachers sharing their extraordinary tips and lesson ideas.

Mindset Learn has developed more than 300 hours of video content for use by teachers in the classroom. • Grade 4, 5, 10, 11 and 12 Mathematics • Grade 4 and 5 Natural Sciences and Technology • Grade 10, 11 and 12 Physical Sciences • Grade 10, 11 and 12 English First Additional Language • Grade 10, 11 and 12 Mathematical Literacy • Grade 10, 11 and 12 Information Technology (with CAT to follow by 2013) All videos are supported by teacher video guides and notes for teachers and learners. These classroom resources have been designed to support and improve the classroom experience by • Inspiring and empowering teachers to use highly effective and innovative learner-centred teaching approaches • Bringing experiences from the real-world into the classroom • Using highly impactful visual techniques to describe and explain difficult or abstract concepts.

TeaCher SupporT

Mindset has more than 50 hours of specific teacher development materials focusing on • Curriculum planning • Lesson planning • Lesson implementation and delivery • Assessment • Reflection and review 1

www.mindset.co.za/learn or www.learnxtra.co.za

Weekend School: • Learners can join in weekend school from 9am-5pm Saturday and Sunday, for gr 10 - 12 Mathematics, Physical Sciences, Natural Sciences and Maths Literacy. • Supporting worksheets available for free download from www.learnxtra.co.za • Kits available for schools, community organisations or individuals. exam revision: • Grade 12 Mathematics, Physical Sciences, Natural Sciences, Maths Literacy, Geography, Accounting, English, Business Studies and Economics. • During the July and October holidays as well as the final exam period. • Live shows, topic discussions, exam and study tips. • Supporting workbooks available for free download from www.learnxtra.co.za

hoW To geT iT learner SupporT - learn XTra

Learn Xtra provides additional support for learners. More than 600 hours of Learn Xtra video is currently available with another 600 planned for 2012. helpdesk: • Free helpdesk for all FET learners • Questions submitted via Facebook, MXit, PEPtxt, email, website and phone.

There are a host of ways to get Mindset content: • Free download from the Mindset Learn or Learn Xtra websites www.mindset.co.za/learn or www.learnxtra.co.za • DStv channel 319 • Toptv channel 319 • Mindset free-to-air channel 1 • DVDs and books - visit www.mindset. co.za/learn/DVD for more details.

* sample DVD product

learn Xtra live: • Live TV shows from 4 - 7pm Monday - Thursday for grade 10 - 12 Mathematics, Physical Sciences, Natural Sciences and Maths Literacy learners.

Mindset can also offer an end-to-end technology installation and support service to schools and community centres. FaCTS

Follow learn Xtra on Facebook and Twitter.

curriculum

Win an Achiever Notebook!

How to ACE the new curriculum

To enter sms 'notebook' to 34747. Each sms cost R2. Deadline: 31 August 2012. T&C's apply

ACE … what a delightfully apt acronym for an increasingly popular option for teachers wanting to improve their skills. he Advanced Certificate in Education (to spell it out in full) is offered by institutions of learning throughout South Africa. And it is becoming increasingly popular among mid-career teachers and principals. After years of making … ‘unfortunate choices’, the government is working hard to make amends by improving education standards in our country. Teachers have not been slow to pick up on this development – and to recognise the fact that they hold the key to the success of any new interventions introduced by the state. Certainly, as the country prepares itself for the launch of (yet another) ‘brand new’ curriculum, the big question many teachers have asked themselves (and then, almost immediately, answered it themselves) is: ‘Do I have the qualifications to play a meaningful role in this development? Where the answer has been ‘No’, the attitude has been ‘no problem’.

languages and social sciences. The choice they make when enrolling depends on the subjects they’re teaching – and their particular qualifications. Some teachers have a three-year qualification; others got theirs after four years. The surge in interest in wanting to improve qualifications is a highly significant development – a development in which everyone wins. ‘It wasn’t all that long ago that teacher training colleges were being shut, and the future of the profession was looking bleak,’ said one educator. ‘But now, teaching has again become a vocation worth considering. And many principals are pleased that at a learning institution such as the Cape Town University of Technology [CPUT], practice teaching has been reintroduced as part of its teacher training programme,’ the educator said.

ACE

‘There’s ACE that I can turn to….’ Over the past few years, ACE has become a highly regarded intervention, which provides teachers with the opportunity to develop their content knowledge and teaching skills in whatever areas they specialise in. Certainly, provincial education departments around the country are making millions of rands available for senior teachers and principals to obtain ACE qualifications. ‘There’s a general recognition of the importance of upskilling,’ said one Western Cape principal. ‘And that can only be a good thing. ACE offers teachers four choices. It caters for leadership and management, mathematics, 26

National Teachers Guide 2012

However, if this sounds like a return to the good old days, well, not quite….

The days of furloughs and paid leave are gone – probably forever. Teachers wanting study leave must now cover costs out of their own pockets But teachers are being encouraged to register for courses. And when they do, resources and materials are being put at their disposal. But this does not include funding. Universities throughout the country are offering ACE courses – and all of them offer a small number of bursaries as well. To qualify for a bursary, teachers must practise in an ACE area. ‘So if, for example, a teacher wants to obtain an ACE in foundation teaching, he or she must be teaching in the foundation area. A Matric Certificate and, at least, a threeyear diploma, are also prerequisites. NTG

teaching techniques

Group Work We don’t need any scientific proof or academic literature to validate the value of wellstructured group work and class activities. For any teacher, nothing beats a group of self-managed learners on a Monday morning after a long eventful weekend. by Xolani Majola n most cases teachers think group work means hastily grouping learners in any disorganized order and hope for a magical result. If by chance results do come, the concerned teacher risks becoming a cardiac arrest statistic. You can never throw kids together without explaining the fundamental concept of group work. Ideally,

put them in single rows first, let each child sit in his/her desk and let them develop both the concepts of individuality and independence. Have a long discussion around the importance of teamwork, sharing, support and other obvious benefits of being in a group. Let your learners make comparisons between teamwork and individual work. In the long run this will allow them to have a much broader perspective and understanding of the intentions of group work. Before learners are put into groups a lot of transparency and truth commissions need to be set up for learners to discuss the duration and life span of each group formed to avoid the element of surprise. I remember as a teacher, I once had to deal with emotional trauma and distress experienced by learners who were unprepared for a move to different groupings. Assortments of reasons were dished out in defense of their comfort and cordiality with their established group networks.

Explain why group work It is of paramount importance to remind learners that putting them into groups means they are there to work as the name suggests,

‘group WORK’. Usually pure fun is not what you originally plan for in lessons, but fun is a consequence of well-prepared lessons expressed through an excellent group work approach. Most lessons sometimes fail because teachers mistaken an informative lesson with dullness and seriousness of a heart disease. This is where most teachers miss the point. The intention is to provide learners with space and necessary information which they can constructively engage with while having lots of fun within a group environment.

Rotating groups Rotating groups will teach learners the skill of adaptability and thorough understanding of diversity. Such skills are also necessary for future use when learners become employees in a workplace. They will easily understand dynamism brought forth by constant mobility (group movements). Constantly moving groups will teach them unpredictability of life, superior coping skills and networking. When group work is done properly it brings unprecedented order and discipline as well as mutual respect. While learners crisscross classroom boundaries they learn to appreciate one another, communicate and be supportive. Group work teaches learners the old wisdom that ‘we are as strong as our weakest member in a group’. They also learn that the success of a group or team is not solely dependent on a single source of effort. NTG Xolani Majola is a policy analyst at Independent Schools of Southern Africa. Credit: First published in The Teacher, a Mail and Guardian publication in the February 2012 issue

National Teachers Guide 2012

For all your school textbook, study material, digital and stationery requirements visit Juta Bookshops or go to www.jutaonline.co.za.

you need www.juta.co.za

Contact a branch near you to join our schools incentive scheme to build your library resources.

In his latest book, Five Minds for the Future, Howard Gardner writes: “We … have not figured out how to prepare youngsters so that they can survive and thrive in a world different from one ever known or imagined before”. With its groundbreaking approach, The Brave ‘New’ World of Education provides a solution to this challenge, enabling educators to cultivate excellence in learning quality within a social, moral and ethical consciousness. The Brave ‘New’ World of Education: • explores the reasons why education needs to change radically and swiftly to face these challenges of the future • identiﬁes what essentially needs to change in education • suggests - based on substantive research - how this required change can be implemented successfully in practice • shows how teachers can be educated to become effective change agents. Other key features of the book include: • addressing theory-practice gaps • principles, ideas and tools for designing powerful learning opportunities • creating an awareness of selfhood and personal transformation. The accompanying CD Rom with useful support material and examples forms an essential part of the book. The Brave ‘New’ World of Education is recommended for: • teachers and adult educators • teacher educators and other lecturers • student teachers • education supervisors and mentors.

Creating a unique professionalism Johannes A. Slabbert, Dorothea M. de Kock, Annemarie Hattingh

PAROW Unit 1 & 2 Parow Business Park, Jean Simonis Street, Parow, 7500 Tel: +27 21 911 2411, Fax: +27 21 911 2415, Email: pabooks@juta.co.za

NCLUD DI

This book has been blind peer reviewed by experienced academics and educators.

THE BRAVE ‘NEW’ WORLD OF EDUCATION

Johannes A. Slabbert, Dorothea M. de Kock, Annemarie Hattingh

Supporting teachers with the most up-to-date reference tools for successful classroom practice in South Africa as well as international titles showcasing best practice across the teaching profession.

THE BRAVE ‘NEW’ WORLD OF EDUCATION

TEACHER SUPPORT

CLAREMONT Ground Floor, Sunclare Building, 21 Dreyer Street, Claremont, 7708 Tel: +27 21 670 6680, Fax: +27 21 670 6795, Email: claremontbooks@juta.co.za

www.juta.co.za

20mm

Juta Education recognises the importance of supporting the education process. It has therefore formed a partnership with the Granada Learning Group, a leading provider of integrated assessments, stakeholder surveys, self-evaluation and professional development services and resources that provide teachers and administrators with the tools they require to raise standards in education.

Schools and the Law describes and explains the current legal framework governing our schools. It addresses the key legal and policy instruments affecting schools and covers the growing body of case law on schools and education. The range of critical topics discussed in the book include: ! the impact of the Constitution ! school admission policies and practice ! language use and freedom of religion at schools ! the powers of school governing bodies ! state funding and school fees ! learner discipline, suspensions and expulsions ! learner safety, bullying and sexual harassment The book includes the text of the core laws and policy instruments governing school education. ABOUT THE AUTHOR Brendan Barry is an attorney and director of the law firm Cheadle Thompson & Haysom Inc in Johannesburg. He specialises in legislative drafting and public administration law and has played a central role in drafting a range of education related laws since 1994, including the South African Schools Act, the Higher Education Act and various provincial laws on education. In the course of his legal practice he has advised a cross-section of participants in the school system, from education departments, parliamentary committees, teachers’ unions and professional bodies to school governing bodies, schools and parents.

Act 84 of 1996 Act 27 of 1996

PARTICIPANT

’S

GUIDE

Volume 5 – Number 1

Management & Leadership LEADERSHIP

MANAGEMENT

his is the first edition of School Management & Leadership for 2011 and also the first official edition in the new 32-page format that we have jointly developed with Juta & Company (Pty) Ltd who are to become the new owners of Ednews, the publisher of SM&L. We plan to publish five editions a year of this extended 32-page format rather than the previous 10 editions a year of the shorter 12-to-16-page format. We are doing this for a number of reasons, including cost savings. The benefits to you, our subscribers, will include not only no price increase for 2011 but also up to 30% more copy for your money. For more on our plans for 2011 and beyond turn to page 2. The release of the National Senior Certificate results always creates a great deal of hype in schools, with matriculants and in the media, and the 2010 results were no exception. The big surprise was the 7.2% increase in the pass rate, particularly in a year in which the academic programme was so disrupted first by the Soccer World Cup and then by the protracted teachers’ strike. We have used the data from the DBE’s technical report to try to better understand what the results tell us about the performance of the class of 2010 and the teachers and schools that prepared them for their examinations. You can read more about this in the special section we have devoted to the 2010 NSC examinations, starting with our article ‘Lies, damned lies and statistics’ – highlighting our uneasiness that the story of the 2010 results remains a little muddled. We are hoping to obtain more clarity on the subject-specific results once we have obtained the code distributions for each subject that we have requested from the DBE. The start of the year is a time when it is good as a school leader to look at our own personal productivity and we have two articles related to this topic. The first deals with multitasking, what it means and whether it represents good or bad management practice. The second deals with the way in which we manage our time and the daily round of tasks, meetings and routines that are part of every principal’s working life.

BRENDAN BARRY Y INCLUDING THE FULL TEXT OF ESSENTIAL LAWS AND POLICIES

STELLENBOSCH Shop 4, Stelmont, c/o Andringa & Beyers Streets, Stellenbosch, 7600 Tel: +27 21 882 9068, Fax: +27 21 882 8903, Email: stelbooks@juta.co.za

GOVERNANCE FOR SOUTH AFRICAN SCHOOLS

Looking back to 2010 and forward to 2011

Act 76 of 1998 UPDAtED APril 2010

School 2011 POLICY

BRENDAN BARRY

ASSESSMENT

Since 1994, a stream of national and provincial education laws and policies has altered the landscape of South African schooling dramatically, replacing the discriminatory and fragmented legal framework under apartheid with a uniform system aimed at making the constitutional right to education a reality for the people of South Africa.

Schools and the law

PARTICIPANT’S GUIDE

As the exclusive distributor for Scholastic, the world’s largest children’s publisher, together with Juta’s highly acclaimed new graded reading scheme, Key Links, we are making a significant contribution to creating a reading culture in the region. To ensure that books are accessible to all, Juta Book Fairs are hosted at schools across the country. Internationally acclaimed technology driven interventions to support numeracy and literacy are also available.

SCHOOLS: LAW AND GOVERNANCE

LITERACY

A PARTICIPANT’S GUIDE

SOutH AfRiCAN SCHOOLS ACt NAtiONAL EDuCAtiON POLiCy ACt EmPLOymENt Of EDuCAtORS ACt AND REGuLAtiONS & RELAtED mAtERiALS

Schools and the law

SCHOOLS: AND Schools and LAW the law GOVERNANCE

SCHOOLS: LAW AND GOVERNANCE

In this edition, we also examine and provide summaries of two reports that have significance for principals and their schools. The one deals with the future of the ACE: School Leadership qualification, which has been offered by a number of universities over the past few years and which is proposed to be an initial qualification for those who aspire to become principals. The other looks at the status of our official languages and what is or is not being done to promote their use in schools. We hope, as always, that you will find this edition an interesting and informative read. █

In this issue: News.........................................2 The future of SM&L 2010 NSC Results.....................3 Lies, damned lies and statistics – we analyse the 2010 NSC results News.........................................4 National Teaching Awards 2010 NSC Results.....................5 Hats off to Limpopo ... and a doff of the cap to the Western Cape 2010 NSC Results.....................8 2010 NSC Code distributions and averages 2010 NSC examinations: How the districts rated 2010 NSC Results...................10 The relationship between poverty and performance News.......................................12 Claremont High: The story continues News.......................................14 Claremont High: Interview with Murray Gibbon Management..........................15 Getting done what matters most Management..........................17 The pros and cons of multitasking Professional Development.. ..19 ACE: School Leadership – does it have a future? Research................................ 23 The status of languages in schools News..................................... 26 Equal Education News..................................... 27 Eastern Cape Education Crisis: Equal Education pickets Parliament News.....................................28 The National School Nutrition Programme in the Eastern Cape News.....................................29 Eastern Cape education in crisis: What it means for those on the ground

SM&L

Is published five times a year by Ednews. It seeks to provide the leaders of South African schools with current and relevant information on issues of policy, leadership, management and governance.

SM&L P.O. Box 2612, Clareinch, 7740 • Tel: 021 683 2899 • Fax 086 689 5971 • E-mail: editor@ednews.co.za www.ednews.co.za

HATFIELD 1st Floor, Hatfield Plaza, 1122 Burnett Street, Hatfield, 0083 Tel: +27 21 362 5799, Fax: +27 21 362 5744, Email: ptabooks@juta.co.za

SCHOOLS GOVERNANCE Supporting HODs, Principals and aspiring leaders with essential resources for good governance, legal compliance and leadership and management development in schools. BUY ONL

w w w.juta

FOR MORE INFORMATION, PLEASE CONTACT: Juta Customer Services Tel: +27 21 659 2300 | Fax: +27 21 659 2360 | Email: cserv@juta.co.za

INE

online.co.z

JOHANNESBURG Shop 231, Lower Level, Carlton Centre, Commissioner Street, Johannesburg, 2001 Tel: +27 11 331 5140, Fax: +27 11 331 5079, Email: jhbbooks@juta.co.za

teaching

Why I chose teaching

teachers had added to my life. There were the obvious tensions of integration and assimilation, language politics and hair politics in a school that was previously segregated. But, in spite of the bittersweet experiences of being in a school within a society in transition, I

Teaching adds value to the world and it is a cool profession, says Athambile Masola.

grew up believing I could be anything I wanted to be in the world. I was able to use my imagination because I was exposed to various ideas throughout my learning at school.

Did you think you would become a teacher when you were in grade one? My grade one teacher convinced me that I was a writer. I have been glued to books ever since because of the experience of reading and writing in her classroom. As a child my interests varied from astronomy, archaeology, history and jewellery-making to smatterings of science.

When did it strike you that you would become a teacher? In high school, I began to think about careers and a poem by John Schlatter convinced me that I wanted to be a teacher. The following words resonated 30

National Teachers Guide 2012

Who was your first teacher? My first teacher was my mother. She taught me how to be and how not to be in the world through stories. A few years ago, I sat in a lecture by former president Thabo Mbeki and listened to him hail his science teacher, “Mash”, as one of his favourite teachers. As he described that teacher I realised he was talking about my grandfather, Mr Mashologu. These narratives convinced me that teaching was worth a consideration even though my friends, who were studying for BCom degrees, convinced me I would be poor and stressed all the time.

How did you know you wanted to become a teacher?

The following words resonated within me: “I am a teacher. I was born the first moment that a question leaped from the mouth of a child.” within me: “I am a teacher. I was born the first moment that a question leaped from the mouth of a child.”

teacher could only add value to the world. I decided I wanted to add value to the world.

The poem made me realise the joy of being part of the process of shaping the lives of other individuals and that a good

Why do you think teaching is a cool profession? With a great school experience, I knew first-hand the value my

became convinced that teaching was a “cool” profession. My teachers always had time for me. They knew my interests and gave me opportunities that allowed my talents to blossom. And I wanted to do the same for the next generation.

As a student, I became a volunteer and began to work in schools. The reality of the inequalities in South African schools punched me in the face. I worked with learners in grade 10 who could not read and write. I sat in schools where teaching was disrupted because of the lack of functional infrastructure, as broken toilets caused a ghastly smell across the school. As the years progressed, I have realised that the teacher shortage is catastrophic. The implications of this situation become clearer every time I read

about the education system in provinces such as the Eastern Cape.

You are working on your mater’s degree research. What is its focus? My research is looking at the teaching of reading in grade one classes, which has confirmed that, without good teachers, the future of South Africa is precarious. If the opportunity to learn is being eroded in grade one, the hope of engineers and doctors in the country is very dim. And I do not want to be part of a country where I will wonder: “Why didn’t we see it coming?”

What does the future hold for you? I wanted to be a teacher because, beyond the limitations of the classroom and the challenges we face every day, teaching is about being part of the growth of other individuals. I want to be a teacher because it is the one profession I have realised requires me to live with my heart on my sleeve, unapologetically. NTG Athambile Masola is a teacher at Claremont High School in Cape Town. Masola is a Mandela-Rhodes Scholar and is completing a master’s degree in education at Rhodes University. Credit: First published in The Teacher, a Mail and Guardian publication in the January 2012 issue

National Teachers Guide 2012

skills

bursaries

Becoming the best there is The world is changing so fast that the skills that were good enough yesterday, need to be better today. Just like top athletes, we need to sharpen our skills to help us become the best that we can be. p to now, the focus has been on getting the policy and the education system “fit for learning”. Now the time has come to build our skills so that we can take advantage of the new system, which will help us deliver the dream of creating a better future for all. There are so many options for building our skills that it is sometimes difficult to decide where the best place is to start. And sometimes, this stops us from making a decision. To help you make the right choice, the best places are profiled over the next few pages. There are contact numbers and some information to help you make your choice.

on in-service training. Tel: 011 670 9000 or 0861 670 411.

“I can’t change the direction of the wind, but I can adjust my sails to always reach my destination.” – Jimmy Dean

www.academic.sun.ac.za/education/faculty/ undergrad.html

Where to go to improve your skills? UNIVERSITY OF CAPE TOWN They offer an Advanced Certificate in Education (ACE) and a range of short courses. These courses offer a combination of in-service training, mentorship and engagement with research. Tel: 021 650 3368 | Fax: 021 650 5330, www. sdu.uct.ac.za/apply/courses “I can proudly say that I am becoming a master of my subject”. – ACE student UNISA The UNISA school of education has 4 departments: primary, secondary and further teacher education and educational studies which focuses 32

National Teachers Guide 2012

www.unisa.ac.za AIMSSEC The African Institute for Mathematical Sciences Schools Enrichment Centre (AIMSSEC) offers free, professional development courses for teachers. www.aimssec.aims.ac.za STELLENBOSCH UNIVERSITY They offer an advanced certificate in education (ACE), which offers a combination of contact and distance education.

UNIVERSITY OF JOHANNESBURG They offers a range of courses, including diploma and certificate courses at the Department of Educational Management. www.uj.ac.za/eduman/home/ NORTH-WEST UNIVERSITY They offer an advanced certificate in Education (ACE). www.uniwest.ac.za/faculties/edu/programmes WALTER SISULU UNIVERSITY They offer advanced diplomas and certificates in education, with a range of ACE programmes ranging from educational management, English language teaching, Mathematics, General Science, Environmental education and others. www.wsu.ac.za/faculties/education

Bursaries for Teachers

Provincial Departments of Education

Teachers are the largest single occupational group and profession in the country. Their role has strategic importance for the intellectual, moral, and cultural preparation of our young people. onceptual, content and academic knowledge are necessary for effective teaching, together with the teacher’s willingness and ability to reflect on practice and learn from the learners’ own experience of being taught. These attributes need to be integrated, so that teachers can confidently apply conceptual knowledge-in-practice. It is clear that all teachers need to enhance their skills, not necessarily qualifications, for the delivery of the new curriculum. A large majority need to strengthen their subject knowledge base, academic content knowledge and teaching skills. A sizeable proportion need to develop specialist skills in areas such as health and physical education, HIV and AIDS support, diversity

management, classroom management and discipline. Many need to renew their enthusiasm and commitment to their calling. The Education Department offers bursaries to teachers who want to improve their qualifications.

Bursary Requirements

The bursaries are open to teachers with REQV 11, 12, 13 or 14 who are permanent employees of the Education Department. It covers the cost of tuition and books in any of the following two-year part-time courses: • A National Professional Diploma in Education (NPDE) (open to applicants with REQV 11, 12 and 13) • An Advanced Certificate in Education (ACE) (open to applicants with REQV 13 or 14)

Where You Can Study

NPDE and ACE certificate studies can be done at universities throughout South Africa. Kindly contact the university you are interested in for more information on these programmes. How to Apply The Education Department will send a circular out to all schools calling for applications at the appropriate time. Follow the instructions to apply.

Eastern Cape Steve Vukile Tshwete Education Complex, Zone 6, Zwelitsha. 040 608 4200 | www.ecdoe.gov.za Free State 55 Elizabeth Street, FS Provincial Government Building, Bloemfontein. 051 404 8000 | www.fsdoe.fs.gov.za Gauteng 111 Commissioner Street, Johannesburg. 011 355 0000 | www.education.gpg.gov.za KwaZulu-Natal 247 Burger Street, Pietermaritzburg. 033 846 5000 | www.kzneducation.gov.za Limpopo Corner 113 Biccard & 24 Excelsior Street, Polokwane. 015 290 7611 | www.edu.limpopo.gov.za Mpumalanga Building No. 5, Gover nment Boulevard, Riverside Park, Nelspruit. 013 766 5000 | www.mpumalanga.gov.za/ education North West 2nd Floor Executive Block, Gar ona Building, Mmabatho. 018 387 3312 | www.nwpg.gov.za/education Northern Cape 09 Hayston Road, Harrison Park. 053 830 1600 | www.ncedu.gov.za Western Cape Grand Central Towers, Cnr Darling and Lower Plein Streets, Cape Town. 021 467 2000 | http://wced.wcape. gov.za National Teachers Guide 2012

DO IT Technologies

bursary

bursary loan bursary loan Think bursary before you think loan ut competition among bursary and loan seekers is becoming more intense every year. In a country in which finances, generally, are tight and poverty rife, corporate and government cash kitties for investment in people are emptying at a much faster rate than before. So here’s a tip: if you’re a teacher in need of funds to pay for a skills improvement course, get your application in quickly. But remember too: if the dreaded ‘we regret to inform you’ letter comes along, be disappointed – but not for too long… As soon as you can, get back to your list of email addresses … and start writing and sending. Better still, don’t be shy to roll up your sleeves, to put on your walking shoes and to start exploring other sources of financial help. The key consideration in a loan application is your creditworthiness – in other words, the bank or lending institution will mull over just one thing: whether you’ll able to pay back the money you want borrow? 34

National Teachers Guide 2012

Not many teachers have deep enough pockets to pay cash for a programme, diploma or degree that will improve their classroom skills. In fact, the vast majority will in all likelihood be forced to look to bursary schemes or student loans to fund their studies.

So the important consideration is to make sure you fill in your application form accurately and honestly.

But here is the big difference…

skills the bursary will help you acquire will add value to the teaching profession in your district;  Outline your current financial position, without being melodramatic.  If you’re writing your letter on a PC, put it through a spellcheck when you’ve done – and then, just to be sure, carefully read through it as well.

You will also be required to write a covering letter, telling the administrators of the bursary scheme why you believe they should pay for your studies.

Over the past two or three years, the national government has made the reconstruction of the education system one of its top priorities.

It’s not easy.

This ought to be good news for you. It means that millions of extra rands are being made available by the national and provincial governments in the form of bursaries for ambitious teachers like you.

A bursary application is another story. If you always thought that you’re good at marketing yourself, here’s where you can put yourself to the test. As with a loan application, you will probably have to fill in a form.

But here’s a checklist of tips to give you a winning chance…  Write confidently – but don’t come across as over-confident;  Let your ambition shine through when you explain why you want to study further;  Give examples of why you consider yourself a hard worker and a knuckle-down type of person;  Write about why you love teaching – and how the extra

So what are you waiting for? Get to the website of your provincial education department, click on bursaries, and read up the requirements. NTG

Now get moving….

Your complete solution for schools and libraries across Southern Africa DO IT Technologies is a software technologies company that aims to enhance the teaching and learning experience throughout Southern Africa. We are able to provide a complete solution for schools and libraries through SA SchoolBooks.net, SoftLink, BookMarket and iKhathalogu.

SA SchoolBooks.net SA SchoolBooks.net is an online needs assessment tool that effectively collates your information in such a way that ordering your school books is just a click away. We are launching this online needs assessment tool for all the FET colleges and schools throughout Southern Africa and participation is free!

Simplify your text book ordering today! 1. 2. 3. 4. 5. 6.

SA SchoolBooks.net is free of charge Pre-loaded curriculum of prescribed books 24/7 Access to Free Online Catalogue of 17 million titles User-friendly Direct ordering Easily generated quotations

SoftLink

Special Announcement: SA SchoolsBooks.net online needs assessment opens 01 March 2012. For more information regarding these products, contact DO IT Technologies using the following details: Wendy Viljoen (Marketing Manager) Contact Number: 021 853 3564 Contact Fax: 021 853 3479 Email Address: wendy@doittechnologies.co.za

Softlink has been exclusively dedicated to the development and support of Advanced Integrated Library Management Solutions for more than 25 years. Oliver is the web-based library management system that takes the best features of Web 2.0 technology and presents it to students, library staff and teachers in an intuitive way, allowing them to research and access online resources 24/7. Oliver’s reliable, easy-touse interface delivers information when you need it.

BookMarket Supply the best of the best titles to libraries, families and schools supported by library software management tools, book development and catalogue enrichment services to effectively manage their catalogue and budgets. Log onto www.bookmarket.co.za, explore vast records of new releases and best sellers, and start building your library today!

iKhathalogu - A data solution for your library catalogue Bibliographic data forms the basis of any automated library system. The launch of iKhathalogu includes the supply of MARC21 records, BookData MARC and BookData Multimedia MARC as well as a core record service in XML and CSV file format to all libraries in South Africa.

SA SchoolBooks.net

capitec bank

bursary programme Capitec Bank’s corporate social investment (CSI) programme supports the bank’s vision to improve numeracy skills and to improve the matric pass rate. Our CSI initiatives include financial support for deserving high school learners, learning support (after-school programmes and winter schools), and campaigns to encourage learners to choose maths as a subject.

The key objectives of the bursary scheme, which will expand to other regions in 2013, include: Encouraging the mastering of maths to increase numeracy and literacy levels • Promoting an awareness of the benefits of technology and entrepreneurial skills • Building relationships with exceptional learners and teachers to inspire other learners •

Capitec Bank encourages the recruitment of employees from the

Why this bursary programme? Capitec Bank focuses much of its CSI spend on school bursaries because we believe that high school education with maths will help to increase numeracy and literacy levels. Enhanced opportunities for Grade 10 to 12 learners in public schools in the communities we serve will therefore lead to a higher matric pass rate. This, in turn, will lead to job creation and economic growth. The Capitec Bank Bursary Programme, launched in the Western Cape at the start of 2012, targets Grade 10 learners with maths as a matric subject. The bursaries cover school fees for one year.

communities surrounding our branches. Learners who do well in maths may even find jobs with us, reinvesting their salaries in the communities where Capitec Bank’s clients and employees live. Capitec Bank bursary recipients will help to create the young face of our brand. We also trust that these bursary recipients will be recognised for their strong sense of personal responsibility.

What are the bursary criteria?

Applications and more information For more info about the bursary programme, email sponsorships@capitecbank.co.za. About Capitec Bank: Capitec Bank (JSE: CPI) is South Africa’s fastest growing retail bank. With 3 million clients, R3.6 billion in equity and R15.0 billion in assets (excluding cash) as of April 2011, Capitec Bank offers affordable, simplified and transparent banking with personalised service. Using innovative technology to drive down costs, increase accessibility and simplify client

Qualifying learners do not have to be

interactions, Capitec Bank’s Global One

the school’s top academic achievers,

offers a range of transacting, saving and

but they must have chosen maths as

credit options accessed in realtime using

a subject for matric. We are therefore

paperless processes and the country’s first

looking for maths learners who:

in-branch biometric client identification

Are steady performers despite financial difficulties • Stand out from the crowd • Will excel with the support of the bursary programme •

system. In March 2010, Capitec Bank was the only South African brand to be named in Credit Suisse’s international 27 Great Brands of Tomorrow report. For more info visit www.capitecbank.co.za.

teaching techniques

Win an Achiever Notebook!

Keep Quality in check

To enter sms 'notebook' to 34747. Each sms cost R2. Deadline: 31 August 2012. T&C's apply

Have you noticed how some schools and institutions really ‘walk the talk’ when it comes to efficiency?

How to draw up a checklist – Get those directly responsible for an activity to draw up the checklist together. As a team they can spot possible hiccups. – Put the checklist in wri ting and make it readily available. – Give simple and clear instructions. – Follow a logical sequence – where appropriate – with date and time deadlines. – Review and revise the checklist from time to time. A quality organisation is in a state of continuous improvement.

by Richard Hayward Maybe you are fortunate to be in such a place. If a meeting is scheduled to start at 2pm, it starts precisely on time. If a document is to be ready for collection on Friday afternoon before the office closes, it is available at the agreed-on time. Usually it is a pleasure to work in such a wellorganised institution. A school is very different to the flight deck of a plane. Yet the personnel in both have similar duties. They use their professional skills in service to the people entrusted to their care. To be successful, both educators and pilots need to be organised. An hour before take-off, for example, pilots go through a long checklist. They make sure that everything is in working order. Corrective action can be taken before the plane takes off. A quality airline strives to ensure that its planes are safe and punctual. The typical school has many different activities happening during the day and on some evenings. A quality school has checklists to ensure that activi38

National Teachers Guide 2012

ties proceed safely and smoothly. Punctuality is important. If checklists are comprehensive and carried out properly, the school functions superbly. Some checklists follow a particular order: do this first ... then that ... followed by ... and so on. Examples of checklists that help to ensure an excellently managed school are:

– Sequence list of what needs to be done before an annual general meeting; – Process to be followed when ordering new textbooks; – Disciplinary procedure when a pupil defies school rules; – Dealing with classroom and staff room bullying; and – Procedure for organising day trips and educational tours.

– Enrolment procedure for a new pupil;

Huge advantages await every institution that uses checklists. The five obvious ones are:

– Selection process for badge or scroll awards, councillors, monitors or prefects; – Organisation of a pupils’ farewell function, prize-giving or sports day;

Time-savers: A checklist allocates tasks to be done by whom and by when. The most suitable people are chosen, thereby reducing the amount

of time wasted. Also, once a checklist has been compiled, a routine has been set for the future. So, for example, when the checklist has been drawn up for a prize-giving event in one year, it can be used with minor alterations in future years. Money-savers: When drawing up a checklist, the team can make sure that the financial and human resources are spent sensibly and that things are not left to chance. Last- minute changes or planning often involve spending extra money and a demand on people’s time. Reduction in stress levels: When everyone knows what

Paul Haigh, director of the Hallam Teaching School Alliance, gives a caution about checklists, “... what we often find is that the problems come when staff don’t follow the procedure.

to do and when, a routine is in place. Stress levels drop. Higher levels of stress occur when there are sudden lastminute changes because someone or something has been forgotten. Improvement in morale: We get a sense of personal satisfaction when we work in a place that is efficient and organised. Our work tempo improves and we are usually pleased to have our name linked to such a wellrun place. Positive image of the institution: There are 28 000 schools, 81 district offices, nine provincial offices and one head office in South African education. Each one has a unique reputation. Some are a pleasure to interact with; others are a pain to be endured. Much of the reputation of these places rests on how they are managed. Quality organisations are efficient and adhere to their inhouse checklists. NTG

“Consistency is the key.” When a checklist is agreed on, everyone should abide by it. Quality does not simply happen. It is the end result of much thought, sound plans and hard work. By using checklists, you will be able to help in getting your classroom or institution a huge “yes” tick for quality management. — Richard Hayward

Richard Hayward is a former principal of two public schools. He facilitates workshops and edits Quality Education News, an online newsletter. Website: myschool. co.za or saqi.co.za

Credit: First published in The Teacher, a Mail and Guardian publication in the January 2012 issue

National Teachers Guide 2012

InvestIng In the future. While our network keeps people connected, our Corporate Social Investment Program supports development initiatives that uplift the lives of ordinary South Africans. At Cell C we are committed to bringing maximum benefit to communities, by leveraging our business expertise and resources to support education and other social development initiatives. Through this CSI program, we aim to build strategic partnerships with relevant government, private sector and civil society organisations that will ensure the success and long-term sustainability of initiatives supported.

7 provinces, our MSAT project provides after-school and Saturday School tuition for mathematics, science and accounting subjects throughout the year.

Cell C supports and runs the following CSI initiatives:

gender develoPMent

educatIon the Maths, science, accounting & technology (Msat) Project: Consisting of over 3 000 Grade 11 and 12 learners, and 60 educators from 60 public high schools in

cell c schools technology challenge: Targeting Grade 10 learners from 14 public schools in Queenstown, King Williamstown, East London and Port Elizabeth in the Eastern Cape, the competition requires learners to practically apply mathematical and science concepts to develop technology solutions to problems.

cell c take a girl child to Work day速: Launched ten years ago, as a national campaign aimed at rallying public and private sector support to address the under-representation of women in the formal economy. Today, the Cell C Take a Girl Child to Work Day速 alumni adds up to more than half a million young women,

with over 2000 public and private sectors supporting the initiative each year. dtI-cell c technogirl Project: A partnership initiative with the Gender Development Unit in the Department of Trade and Industry that runs as an entrepreneurship competition. Learners are required to develop and present business ideas that use technology to address social development challenges. To date, over 700 Grade 10 - 12 girl learners from 70 rural high schools have participated in the project.

school connectIvIty and MobIle learnIng Mobile Maths learning Programme (MoMaths): A partnership initiative with Nokia and the Department of Education, MoMaths uses mobile phones to deliver curriculum content to even the most rural learner in a cost effective manner; allowing learning beyond the classroom. Learners and teachers have access to interactive Grade 10 mathematics learning material including various topics, tests, immediate feedback and the ability to compare results with their classmates and other learners nationally. school router connectivity: Cell C connected 17 disadvantaged schools to the new 3G network, providing them with easy and free access to internet-based learning resources, and support materials. Each school received a free modem and a 12-month 5GB free monthly subscription.

For more information on, or to get involved in one of our CSI Programs, please log onto www.cellc.co.za

EDUCATE, EMPOWER, EVOLVE.

educatIon: The Maths, Science, Accounting and Technology (MSAT) Project - Cell C Schools Technology Challenge.

gender develoPMent: Take a girl child to work day DTI-Cell C TechnoGirl Project.

school connectIvIty and MobIle learnIng Mobile Maths Learning Program (MoMaths) School Router Connectivity.

teachers

technology

Teachers and technology If you are a principal or teacher, you would probably be able to rattle off a dozen reasons for banning the use of cellphones during school hours. And you would probably be right. But you would also be wrong. And if this sounds confusing, read on…. But they do offer some enticing positives. utside the classroom environment, have you ever watched the relationship between your learners and their cellphones? Don’t they look amazingly comfortable manipulating those tiny keys that unlock the magic of Mxit, Facebook and any number of games? Don’t you sometimes wish they would display the same nimbleness of mind and finger to tackle classroom tasks in English, mathematics, history and geography? Cellphones are banned in South African schools – well, sort of…. Yes, they are seen as the devil in disguise. And yes, they are often used by their owners to disrupt classroom activity … to bully classmates … to cheat with during exams … and to disseminate photographs or videos of inappropriate behaviour. 42

National Teachers Guide 2012

Recently, tentative steps have been taken in some parts of the country to embrace the educational potential of these intriguing, and often misunderstood, mini-computers. Late last year, the national and provincial education departments, cellphone company Nokia and schoolbook publishers Pearson put their heads together to promote an exciting mathematics project using cellphones. The key to its success is the instant messa ging programme, Mxit. According to education specialist Henry Kavuma, Imfundo Yam Yethu was set up to enable Grade 10 learners to access mathematics content and assessment exercises using Mxit software on their cellphones. Thirty schools around the country were chosen to pilot the project. And each school from the 30 that were chosen was provided with a kit that included 10 cellphones and training. The schools were also expected to have general packet radio service network coverage in their areas, access to the internet for maths teachers, and GPRS-enabled phones for most of the pupils.

Teachers were required to be able to use e-mail programmes, word processors and spreadsheet programmes. ‘It will be a great success,’ Kavuma predicted at the launch of the project. ‘Nowadays, learners spend hours of their free time on programmes such as Mxit.’ In a way, he was supporting what Lisa Nielsen, a New York City-based educator, has been saying for a long time: ‘We must prepare our students and teachers for the world of today, not the classrooms of yesterday.’ How can teachers in South Africa build on Imfundo Yam Yethu? Here are just a few possibilities: they can use cellphones for finding definitions, converting currencies, finding maths equations and for translating languages. They can also use cellphones to browse the internet, to carry out research, to read books and to download educational material. Of course, nothing stops teachers from using their cellphone to access the myriad educational opportunities. It is even easier to access than a laptop. And as they get into it, they can share their new-found knowledge with their colleagues – and dare it be said, with their pupils. The possibilities, in fact, are endless….

NTG

National Teachers Guide 2012

lifestyle

National Teachers Guide 2012

CHANGING mindsets

Changing learners’ mindsets – achieving positive results

Raymond Mokoena

“My son, who is at a special school and had been diagnosed with attention deficit disorder, has told me that his teacher has noticed the shift. He brings home merits every day,” she said.

pictures:

by Phindile Xaba

Professor Khalil Osiris has launched a programme that could improve learners’ academic performance, enhance their social and emotional skills  and could reduce delinquent and disruptive behaviour, and the results are instant he says. he programme Circle of Courage Mentorship Programme or COCMP as it had come to be known in the US, is specifically designed to achieve behavioural change. COCMP is based on the Native American tradition of positive youth development and concentrates on cognitive patterns that could be transformed. COCMP has been tested in the USA schools that were generally considered hopeless in many ways – produced dismal results, had the worst and delinquent students who are seen as outcasts in society, and had been written off. Having achieved un-paralleled success in the US, Osiris who had come to South Africa for a short while to launch the Martin Luther King Day South Africa, has relocated to introduce it here. The first train-the-trainer group is undergoing training and a couple of pilots are running in a number of schools. “Once the trainers and mentors had been trained, 46

National Teachers Guide 2012

they are qualified to guide students through personal growth and development exercises using the Twelve Values: Discovering Your Personal Power curriculum I developed. Youth who participate in the programme are trained to be peer leaders and are encouraged to develop positive thoughts and values;  take responsibility for their words and actions; and apply what they learn to help others as well as themselves,” he said. Osiris said that the results were immediate, even after taking the first lesson one can start applying these principles in their daily lives. “I have a parent in the course who began seeing the results in her nine-year old son even before the six-week programme was completed. This programme shifts how adults talk to young people and the youngsters notice, that automatically transforms how they see themselves. A mother of a nine year old said the teachers at her son’s school even noticed the shift in his behaviour.

“The programme can very easily be applied in any schooling environment and is most helpful to educators dealing with difficult students. It teaches trainees to be conscious and sensitive to applying the values in a positive way and giving young people tools to understand that the same values when applied negatively may harm them and those around them“, said Osiris. Ketso Moorosi, a clinical and forensic psychologist who is testing the programme in South Africa said: “This is a new tool, that has been tested in the US and prison systems where there are similarities with the South African situation. The programme assists in changing negative mindsets, therefore translates in positive behaviour modification. It empowers individuals to use their positive energy to rebuild their self-worth and self-love.” Osiris said COCMP is designed to help young people to become successful students and positive role models through providing group and one-on-one sessions with mentors, who listen and talk with them about their life experiences as well as their grades and other issues that are important to them.

WANT TO BE ON THE CIRCLE OF COURAGE MENTORSHIP PROGRAMME The Circle of Courage Mentoring Programme is designed to teach youth how to think, with an emphasis on becoming successful students and positive role models and it is a six week programme.

Students who participate in the COCMP benefits • Develop positive thoughts and values; • Take responsibility for their words and actions; • Apply what they learn to help others as well as themselves.

Teachers/Mentors results The following student outcomes guide programme activities: • Reduced expulsions and suspensions; • Enhanced social skills and emotional development; • Improved pro-social moral reasoning.

Parents’ role: Parents are also equipped with tools necessary to help students with their educational and personal growth.

“The following outcomes guide our programme activities – improved academic performance, enhanced social and emotional skills  and reduced delinquent and disruptive behaviour,” he said.

FOR MORE INFORMATION OR TO BOOK FOR A CIRCLE OF COURAGE MENTORSHIP PROGRAMME CONTACT: Sharon Ries on 082 330 2917 or visit www.khalilosiris.com, also follow him on twitter or facebook @ khalilosiris.

Osiris would know this, as he was one of those young people who were written off, but while incarcerated for 20 years, he completed a bachelor’s and Master’s degrees at Boston University, and became a professor in education.

The full version was published in The Teacher, a Mail and Guardian publication on February 2012. Go to http://subscriptions.mg.co.za/teacher for our e-publication. NTG

National Teachers Guide 2012

DO YOU HAVE BIG DREAMS FOR YOUR FUTURE? Share your inspiration, hopes and ideas with us on SAstudy.co.za and enter the Future Stars Awards… no matter what you’re dreaming.

You can win one of 5 x R10 000 prizes! Register on www.sastudy.co.za

Upload your profile and picture.

Tell us how you dream it, live it, do it!

Get your friends to vote online for you and win!

Closing date: 30 April 2012

Proudly brought to you by Argo