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MACMILLAN PROVINCIAL SALES TEAM – CONTACT DETAILS NATIONAL
LIMPOPO
COMMERCIAL SALES
Tony Maimane Head of National School Sales Cell: 078 804 0595 Email: Tony.Maimane@macmillaneducation.co.za
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Antoinette de Vries Head of National Commercial Sales and Marketing Tel: 011 731 3455
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Gerda van der Walt School Sales Consultant Cell: 076 994 0982 Email: Gerda.vanderWalt@macmillaneducation.co.za
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South Africa
The ‘Curious Flowerscape’ is a graphic illustration that encapsulates the spirit of Advancing Learning. This image is a metaphor for the way in which learning develops from the seeds of curiosity and imagination, and the role that educators play in spreading that knowledge to learners around South Africa.
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26 December – Day of Goodwill Artwork by Vecteezy.com and Freepik
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TIPS FOR THE BEGINNING TEACHER Welcome to the noble teaching profession! You will be working with young, impressionable minds and for many you will become their role model. Here are some guidelines to help you navigate around the pitfalls and obstacles of being a teacher.
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YES! YES! (Do …)
There are a number of stakeholders that will need your urgent attention when you are a new teacher. This balancing act involves yourself, your colleagues, your learners, the parents and your behaviour in the classroom.
You • Always be professional in the way you dress, your manner and your attitude • Always be on time: for class; for staff meetings • A positive attitude will be an inspiration for your learners: model the behaviour • Be prepared: plan for each lesson • Admit if you have done wrong • Have a sense of humour – you are going to need it • Plan for the day! Plan for tomorrow! Plan for next week, month, year … just plan!
Your colleagues • Ask for advice, if you are unsure • Cooperate • Learn from their teaching strategies and share your ideas
Your learners • Ask lead-in questions if learners do not answer the questions immediately • Treat your learners with respect and create a classroom conducive for leadership and confidence • Make sure you know the names of your learners • Use different teaching techniques to cater for all learning styles • Ensure that you connect with each student – a simple hello is powerful, positive communication
The parents • Have a clear line of communication with parents • Be prepared for parents’ evening: make sure you know the learner • When giving feedback always use the hamburger method: layer the challenges in between positive statements
Your knowledge • Familarise yourself with the policies of the school • Attend workshops or educational seminars • Set professional goals for yourself with a time frame
Your classroom • Be organised: write the due dates of the assignments down on a board • Keep a file with the handouts for the students. If a student is absent, write his or her name on the handout and file it until the learner returns • Keep your desk and files organised • Set firm rules in your classroom in conjunction with your learners. Be consistent in enforcing the rules – there must be clearly defined consequences • Acknowledge positive behaviour • “Never let them see you sweat” or cry! You are the adult; act like one • Misbehaviour should be addressed immediately and appropriately • Tell your learners exactly what you expect from them with each assignment • Create a safe classroom: zero tolerance with bullying • Include technology in your classroom
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NO! NO! (Don't …)
DON’T YELL!: Nobody likes to be yelled at. Talk to your learners in a normal clear tone. DON’T LOSE YOUR TEMPER: When you lose your temper you also lose the respect of your learners. Stay calm. Count to 100 if you have to! DON’T BECOME A BUDDY WITH YOUR LEARNERS: Your students are not your friends. There is a saying: Don’t smile until July! NEVER FAVOUR ONE STUDENT ABOVE ANOTHER: All learners should be treated fairly, whether you like them or not. DON’T MAKE FUN OF YOUR STUDENTS: Your sense of humour may be hurtful to a learner. DON’T SIT AND TEACH: Make sure you move around. DON’T CONFUSE THE LEARNERS: Your instructions should be clear and to the point. Let learners repeat the instruction back to you. DON’T TAKE EVERYTHING PERSONALLY: Things are not always going to go well. Don’t throw in the towel. You can do this!
How do you know you are on your way to becoming an excellent teacher? 1. If you can adapt when technology or the power fails you. 2. If you can experience a disappointment, without feeling like a failure. 3. If you can stand up for your choices, even if others disagree. 4. If you can have a great relationship with even the ‘difficult’ learners. 5. If you can laugh at yourself, when you make a mistake in class. 6. If you can make learning serious fun. 7. If you can sort out a problem with a parent, without losing your cool. 8. If you can leave your assignments at school, because you realise you need to have metime as well. 9. If you can ask for help, without feeling like a loser. 10. If you can realise that you can learn as much from your students as they learn from you.
Sources: • Top 10 Common Teaching Mistakes for Teachers to Avoid. by Beth Lewis; Updated July 03, 2019; Accessed: 4 July 2019 https://www.thoughtco.com/common-teaching-mistakes-to-avoid-2081749 • 16 ‘Firsts’ That Prove You are Becoming an Excellent Teacher https://www.learnersedge.com/blog/best-advice-for-new-teachers • 20 Tips For New Teachers in 2017 https://www.educationdegree.com/articles/tips-for-teachers-in-2017/ • Tips for the Beginning Teacher https://www.nmu.edu/education/tips-beginning-teacher
JANUARY 2020 SUNDAY
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BULLYING Who is at risk …
What is bullying? Bullying can be defined as the aggressive behaviour of one person towards another person. This behaviour can be repetitive and stems from a power imbalance.
Types of bullying • Verbal bullying: includes teasing, name-calling, taunting, and saying or writing things that are mean. • Social or relationship bullying involves harming a person’s reputation or relationship with other people. Circulating rumours, embarrassing a person in public, or leaving someone out of the group on purpose are examples of this type of bullying behaviour. • Physical bullying is physically attacking a person or breaking someone else’s possessions. • Cyberbullying: the use of social media to post rude or offensive comments or the distribution of images of a person without his or her consent. The focus is emotional abuse to undermine the victim’s selfesteem.
… to be bullied?
… to be a bully?
¼ Someone seen as ‘different’ from their peers ¼ Someone who is seen as unable to defend themselves ¼ Someone who is depressed, has a low self-esteem, or who may be anxious ¼ Someone who has few friends and is not seen as popular
¼ Someone who is aggressive and is easily frustrated ¼ Someone who has issues at home or who has been abused ¼ Someone who doesn’t have a high opinion of others ¼ Someone who sees violence in a positive way
What are the warning signs that … … a child is being bullied?
… a child is bullying others?
¼ Injuries that cannot be explained ¼ Possessions that are lost or destroyed ¼ A change in sleeping patterns: struggling to sleep or having nightmares ¼ Declining grades and a loss of interest in school and schoolwork ¼ Sudden headaches, stomach aches or other illnesses in order to avoid school ¼ Eating habits that change drastically ¼ Self-destructive behaviour: harming themselves or referring to suicide
¼ Tends to have physical or verbal fights ¼ Showing increased aggressive behaviour ¼ Frequently given detention ¼ Suddenly has extra money or new belongings ¼ Shifts the blame to others ¼ Very competitive and wanting to be popular ¼ Unwilling to accept responsibility for his/her actions
Strategies to stop cyberbullying 1. Talk about it! The victim often feels that if they talk, the harassment will increase if the bully finds out. Don’t be silent – don’t give the bully more power! Talk to someone who can help. 2. Keep the evidence Save all the posts and messages by taking screenshots on your phone. 3. Don’t respond The bully wants you to react, to get angry, to show that the rumours or untrue statements are getting to you. Limit your social media time. 4. Be careful what you post
What are the skills that bullies should learn? One way to prevent bullying is to teach the bully skills that they might be lacking: • Responsibility: Bullies choose to bully. They have to take responsibility for what they have done. • Empathy: The bully needs to walk in the shoes of the victim. This will teach them to look at the situation from a different perspective. • Anger management: Bullies react in anger without thinking. Alternative options should be given to handle anger when triggered. • Impulse control: Bullies are not always aware of the consequences of their actions. Teach them to make better choices. • Respect: Bullies have to be shown how they can use their power in a positive way.
Keep your personal information secure. Set your media profiles to ‘private’. 5. Block the bully Block the person from your social accounts.
Sources: • Bullying in schools: what parents and children need to know. https://www.sacap.edu.za/blog/counselling/bullying-in-schools/ • 7 Skills Bullies Need in Order to Change. By Sherri Gordon https://www.verywellfamily.com/skills-bullies-need-in-order-to-change-460529 • Five strategies for dealing with cyberbullying. https://au.reachout.com/articles/5-strategies-for-dealing-with-cyberbullying • Top 9 Tips For Dealing With Cyberbullying. https://www.ditchthelabel.org/cyber-bullying-top-9-tips-on-overcoming-it/ • Top 10 ways to stop bullying. https://usa.kaspersky.com/resource-center/preemptive-safety/top-10-ways-tostop-cyberbullying
FEBRUARY 2020 SUNDAY
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POSITIVE DISCIPLINE TIPS TO IMPROVE DISCIPLINE IN YOUR CLASSROOM Discipline is a concept that is definitely not one-size-fits-all. The type of school, environment, area, parent involvement, and management are only a few factors that contribute to the difficulty of maintaining a calm atmosphere in your class. Discipline is also usually something that all teachers can work on, as children tend to change as rapidly as we implement new ways of controlling them. As teachers we often feel that our hands are tied behind our backs. Corporal punishment is long gone; we can’t shout, lose our temper, or send children out, and some schools prohibit punishments like writing out or detention. Struggling to get the children to cooperate can often rob us of the passion we have for teaching. No teacher wants to shout, scream and beg all day long to get their learners to listen. So, what else is left for us to do? Positive discipline might be the answer. Positive discipline doesn’t focus on 'bad' behaviour. This means that you don’t punish a child for doing something wrong, but rather target a positive change in behaviour. Sometimes it happens that children are labelled as bad children. When implementing positive discipline, you acknowledge that there are no bad children, only bad behaviour. In addition to this great perspective, positive discipline also focuses on teaching a child an appropriate response, instead of dwelling on the negative behaviour. A good example is: the class is noisy, children are talking and not paying attention. Instead of shouting and sending children out, you firmly say, 'Fold your arms in 3, 2, 1'. This sounds extremely easy and it almost feels impossible that it would be a solution, but you will be shocked to see how well this works, even in assemblies with the whole school. It is however quite important to use strategies that are age appropriate – asking Grade 12 students to fold their arms might not be very effective.
We would like the kids in our classes to have a positive outlook on life and that starts with the example that we are setting when we deal with them. It is good to focus on the things they do right rather than waiting for them to set a foot wrong. So how do we do this?
Here are a few ways how to do this: SETTING RULES OR BOUNDARIES It is extremely important for the children in your class to understand your rules. This means setting clear rules and being consistent about them. If you don’t want students to eat in your class, you need to stick to that rule. If you know you will sometimes allow them to eat, rather state in the rule that eating is only allowed with the teacher’s permission. Also try not to have too many rules. A very effective way of setting rules is including the learners in the process. They then think of appropriate behaviour and why it is necessary, and this will motivate them to stick to the rules. Children usually also work better if they are seen as part of the team, and not just submissive learners with a boss telling them what they have to do. Children need to know the boundaries to be able to keep to them. If you want to use positive discipline, it is important to have a reason behind your rule. You can’t say, ‘no walking around' if you don’t have a reason to explain it. When a child is stepping out of line, treat the child with respect, but be firm and consistent. In your rule making process, include what the consequences will be when they don’t respect the rules.
BE UNDERSTANDING
REWARD GOOD BEHAVIOUR
Just as you make mistakes every day, you need to realise that the learners in front of you will do the same. Rather than punishing them for everything they do wrong, use the opportunity to teach them something from the situation. Often we have children that will do the same thing wrong every day (for example not doing homework) and of course there should be consequences when a learner oversteps the boundaries, but it is important that your students know that you will only 'punish' if it is in their best interest and not to hurt them in any way. The idea is to teach them how to find a solution to a problem and to punish them because they did something wrong.
Try to reward the good things in your class. If they come in quietly, or leave your class looking neat, thank them for it. Compliment the kids every day individually but also as a group. A good idea if you teach more than one class, is to have a competition between the classes using a point system (you can also do this with different groups if you only have one class). Give points for big things like getting full marks for a test, but also for the little things like 10 points for every person that completes homework or 10 points for every person who finishes a specific exercise during class time. Reward them with a chocolate or cupcakes at the end of the term. Motivation is one of the best things you can do to promote positive behaviour in class.
To be understanding means that you need to find out why a child acted in a specific way. Children will be children, but no child will deliberately hurt another child or act out for no reason. Sometimes you will even find that a child truly didn’t know it was inappropriate to act a certain way. We need to teach kids how to treat each other. With smaller children it often happens that they say something or act in a certain way because they have seen an adult doing it, but they have no idea what it means or how it can make someone feel. Being understanding teaches them to also understand other people’s feelings. Explain to them that you understand and acknowledge why they acted that way, but that you know that they know it is wrong. You can then discuss how they should rather act in future situations. Adding to the collaboration between teacher and student, you can include them in the decision-making process about what the desired behaviour should be in the future. Acknowledgement: Teacha! The magazine for South African teachers www.teacha.co.za Wilmari Pretorius Source: https://afineparent.com/be-positive/positive-discipline.html
Assessing your class and adapting to their needs is important. If your class gets noisy, it is always good to take a step back and ask yourself why they are acting this way. Sometimes the lessons get very long. A 10-year-old can concentrate from 20–50 minutes. This means if you have them in your class for longer than 20 minutes, some will get restless and need a break. Try to distract them by taking a break, doing some stretches with them, letting them sing a song, playing Simon-says, etc. Learners may also be struggling because it is the last lesson of the day, or maybe something emotional happened in a previous class, or they wrote a big test, etc. The important thing is to talk to your learners to understand and to then adapt accordingly.
SETTING GOALS When you need the children to finish a task, it is a good idea to set a timer, put it on the screen if possible and encourage them to finish in this set time. If it is a fun activity, you can also make it a competition and time them. If you give them unlimited time to do an assignment, they are not going to finish in time and this will contribute to your frustration and stress levels. Positive discipline encourages an environment where everyone works together to create a positive learning space for every student. It shows the students that their feelings matter, that they have an active role in class management, and it encourages them to take responsibility for their actions. Positive discipline can also improve their problem solving skills and logic, and help them to have an overall positive outlook on life. This is a process that may need a lot of practice, but with hard word and dedication it is extremely rewarding. As teachers we know that children need love and compassion, and by using positive discipline we can equip them with skills that can carry them through the many ups and downs of life. For inspiration you can watch this video: https://www.youtube.com/watch?v=W3fr4tm_mkE
MARCH 2020 SUNDAY
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NOTES
Thokozani Grade R Readers and Big Books are available in isiXhosa, isiZulu, Sepedi, Sesotho and Setswana
REMINDERS
Thokozani Foundation Phase Graded Readers and Big Books are available in isiXhosa, isiZulu, Sepedi, Sesotho and Setswana
Thokozani Intermediate Phase Readers are available in isiXhosa, isiZulu, Sepedi, Sesotho and Setswana
TEACHING GENERATION Z Dr Francois Naude Who are the learners sitting in front of you in the class today? Much has been said about Generation Z: their limited attention span; their ability to bounce between three screens at a time; and that they can spend in the range of 10 hours a day interacting with multiple screens simultaneously. It’s important to note that generational generalisation is a risky road and we should tread lightly in order to not label any learner according to the trends of their peers. Yet, the children in our classes today grow up in a vastly different context than their teachers did.
What does the future hold? How can teachers adapt to the current generation and equip them with the necessary knowledge, skills and values that they’ll need to thrive in the 21st century and beyond? There’s a renewed focus on STEAM (Science, Technology, Engineering, Art, and Mathematics) subjects; and on the role of ICT, machine learning, and artificial intelligence – with each of these factors holding uncertainty as to the impact it will have on human lives. What does remain true though, is the need for humans to interact with other humans that make up their community. What the nature of this interaction is, or the platforms that would facilitate these interactions, remains unpredictable.
Understanding Generation Z
The role of a teacher
Being open-minded and accepting of diversity are some of the admirable traits of Generation Z. Most are driven by empathy for others and care for the environment, with a focus on social justice and inclusion. They are coming of age in a more divisive time than the previous generation. Nationalism, globalisation, terrorism, climate change, and immigration create tensions within society that these children are increasingly becoming aware of. Growing up in such a politically divided world inevitably affects their worldview and has led to them being called a generation of activists, with many effectively using digital communication platforms to create awareness and giving their movements a voice to be reckoned with.
With the existence of the Internet and its everyday use, knowledge is no longer the monopoly of teachers, professors, or academics. It has become increasingly accessible, levelling the playing field and creating opportunities to redress injustice. If teachers are to design relevant learning events we’ll need to approach our teaching in an integrated fashion, bridging the divide between subjects. We’ll need to frame lessons with the focus on problem solving using critical thinking; creativity; collaboration; effective and relevant communication; as well as computational thinking. We often over-emphasise a learner’s academic performance whilst neglecting their social and emotional development. Standardised testing that only measures a learner’s ability to memorise facts will not serve in the best interests of learners who can rapidly recall any information with the aid of their mobile devices. What would serve this generation is to teach the skill of discerning facts from ‘fake news’, and teaching values such as empathy and selfawareness.
APRIL 2020 SUNDAY
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NOTES
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READING ALOUD: A NECESSITY IN 2020 In this day and age where technology seems to be surpassing all, it is vital that we do not forget about good old 'reading aloud'. Many of us have fond memories of the last few minutes before the end of a school day – your teacher reading a chapter or two out of a fantastic book and the class not making a peep as you are lost in the story. While it remains true that education is also impacted by the fast worldwide technological developments and should by no means stay stuck in the past, there are a few very basic principles and activities which should never change. This is why reading aloud in class is one of these core educational activities:
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By reading aloud, reading skills are modelled
When a teacher or adult reads to learners, they provide an opportunity for students to see and hear skilled reading behaviours. Through this high level scaffolding, students begin to imitate and internalise the modelled reading strategies. This pertains especially to reading comprehension.
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By reading aloud, vocabulary development is supported
Reading fiction and non-fiction will provide many opportunities for expanding a child’s vocabulary. Good vocabulary supports reading comprehension.
3
By reading aloud, listening & attention skills are developed
Due to the enormous amount of visual input, many learners have insufficient listening skills. Additionally, they find it difficult to visualise auditory information and struggle to make a mental picture. This has a significant impact on reading comprehension.
5
By reading aloud, positive responses to reading are nurtured
Learner’s response to reading is strongly linked to motivation. Many children experience reading as effortful and difficult; they see little purpose in it and they get no pleasure from it. What’s the point of reading if all they do is say words aloud when a teacher points to them on a chalkboard? This may cause a negative response to reading that can affect them for the rest of their lives. By reading engaging and interesting books, positive responses are encouraged. As Frank Serafini famously stated: 'There is no such thing as a child that hates to read: there are only children who have not found the right book'.
4
By reading aloud, critical thinking and creativity is stimulated
When reading a story, the teacher can actively engage in eliciting critical thinking. 'Creativity is now as important in education as literacy' is a quote that educators often hear. How this is done, however, is not always very clear. A simple read-aloud will provide ample opportunities for thinking further than just the text, in other words, being creative. For example, asking your learners: 'What do you think will happen next?' or 'What if …?'
6
By reading aloud, a culture of reading is cultivated
Teachers can create a culture of reading at their schools so that on a daily basis children can see that reading is important, that books are valued, and that learning about the world through books is a normal part of learning. When you want to be a teacher who uses every possible opportunity to develop good readers, reading aloud should be your first choice when you have a few minutes at hand.
Acknowledgement: Teacha! The magazine for South African teachers www.teacha.co.za Read further: http://resep.sun.ac.za/wp-content/uploads/2017/10/RESEPp_Zenex-Teaching-ReadingWriting_Email.pdf https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/teachingpracmodelled.aspx#link77 Mari Buys is a Speech and Language Therapist who has been focusing on Foundation Phase learners for the past 18 Years. Her store on Teacha! Recources is called Spraakborrel.
MAY 2020 SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
1 Workers’ Day
2
3
4
5
6
7
8
9
10 Mother’s Day
11
12
13
14
15
16
17
18
19
20
21
22
23
SUNDAY 24
MONDAY 25
TUESDAY 26
WEDNESDAY 27
THURSDAY 28
FRIDAY 29
31
NOTES
S T UDIEGIDS
met aangevulde realiteit (AR)
FIELA SE KIND Die drama & 10 gedigte
REMINDERS
SATURDAY 30
A SENSE OF ACHIEVEMENT
5
Are you stuck in a rut? Do you miss a sense of achievement? Maybe it is time to do something new.
activities to help you achieve a sense of achievement
1. Complete an endurance event
4. Learn another language
The preparation for an endurance event can take months. It will require determination and discipline. The moment you have completed the event, you will experience a heightened sense of achievement.
To learn another language takes time and repetition. The moment you have mastered the skill, a whole new world opens up, with more opportunities. 5. Face your fear
2. Volunteer The moment you perform a good deed for someone, you feel good about yourself. An act of kindness (big or small) releases feel-good emotions and a sense of achievement. 3. Save for something you really want Choose something that will have a huge impact on your life. Get into the habit of saving 10% of your earnings every month. Save first, then budget.
To overcome a personal fear, you need courage, but the end product is confidence and self-awareness. Seek professional help to accompany you in your journey to self-fulfilment.
It is time to celebrate! You love what you do. You are pouring blood, sweat, tears, and time into your goals. Your road to success is a long and winding road, with hurdles that you have to overcome around every corner. It is time to celebrate what you have already achieved on your way to the finish line of success. Every win that you celebrate will give you a sense of achievement, which will push you forward even more.
REASONS WHY YOU SHOULD CELEBRATE 1. Celebration gives us enthusiasm Celebration will fire up the passion in your soul. Enthusiasm will give you the power to be ready for the next challenge. 2. Celebration gives us belief The more we succeed, the more we believe in ourselves. The more we believe in ourselves, the more we will be able to accomplish. 3. Celebration gives us confidence Our self-confidence will increase with every hurdle we overcome. 4. Celebration gives us commitment Celebrating something special you have achieved, will ensure that you will be even more committed to reach the finish line.
Sources: • ‘Seven activities anyone can do to feel a sense of personal achievement.’ by Katherine Chatfield. https://www.huffingtonpost.com.au/2017/04/11/7-activities-anyone-can-do-to-feel-a-sense-personalachievement_a_21988834/ • ‘The Feeling of Achievement – 10 Ways Celebrating Success Improves Your Life.’ by Christopher D. Connors. https://medium.com/the-mission/the-feeling-of-achievement-10-ways-celebrating-success-improves-yourlife-41532a964ff3 Articles were accessed on 29 July 2019.
5. Celebration gives us happiness Celebrating our small wins helps us to see beyond the mistakes we make, and happiness is the result.
JUNE 2020 SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
1
2
3
4
5
6
7
8
9
10
11
12 Schools close
13
14
15
16 Youth Day
17
18
19
20
21 Father’s Day
22
23
24
25
26
27
SUNDAY 28
MONDAY 29
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
30
NOTES
Maths Gaps Foundation Phase is available in all 11 official languages
REMINDERS
Maths Gaps Intermediate Phase is available in English and Afrikaans
HOW TO MEASURE SUCCESS How do you define success? Is it …? Material wealth?
Status?
A successful career?
The perfect family?
(Your answer)
True happiness?
Making a difference?
Living the best you?
(Your answer)
OR Health?
You may measure success in terms of how well you look after and provide for your family. Maybe you measure success by how proud you have made your parents. Or maybe to you, success is the number of people you have touched.
Eight tips to create your own measure of success 1. Determine your success standard
2. Choose how you are going to reach fulfilment
3. Compare yourself … to nobody else but yourself
Find the passion in your life. Keep your goals set in reality and make sure you can reach them.
Compare your ability to what you have achieved. Have you done the very best that you could have, to your ability?
4. DO every day 1% more
5. Success takes time
6. Be strong
If you do every day 1% more than what you did yesterday, then you are well on your way to success.
In a society ruled by instant gratification, don’t fall into the trap of measuring success overnight. Have patience.
The path to success is not smooth and is not always easy. See the obstacles in your way as opportunities to grow.
Decide what is your measure of success. What do you value the most? Align your goals so that you will be able to reach your success standard.
7. Make a difference
8. Review how you measure success
Make the world a better place for someone else.
As you gain insight into life, the way you see success may change.
Soul Success How do you measure success of the soul? The internal measurements of the soul may be your guide to success. The way you feel personally is one of the measurements of success. Can you tick the following boxes? If so, then you are on the road to a fulfilled, significant life. Do you show your true character every day?
Are you humble while achieving your greatest accomplishments?
Are you content in your circumstances?
Do you take responsibility for your mistakes?
Do you show courage in the face of fear?
Are you inspiring others in your relationships?
Can your word be counted on?
Are you kind to the weak?
Are you generous with your time, possessions and talents?
Do you persevere when you fail?
Do you extend mercy and grace to those you meet?
Do you have respect for authority?
Do you express your gratitude on a daily basis?
Are you optimistic in the way you view others?
Sources: • ‘Six steps to creating your own measures of success.’ by T. Pinard. https://www.huffpost.com/entry/6-steps-to-creating-your-own-measure-of-success_b_6417816 • How to measure success. http://www.thesteelmethod.com/measure.htm • How to measure success. by Mark Fishbein https://mfishbein.com/how-do-you-measure-success/ • Twenty ways to measure success. Joshua Becker. https://www.becomingminimalist.com/20-new-ways-to-judge-others/ Articles were accessed on 23 July 2019.
JULY 2020 SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
1
2
3
4
5
6
7 Schools open
8
9
10
11
12
13
14
15
16
17
18 Nelson Mandela Day
19
20
21
22
23
24
25
SUNDAY 26
MONDAY 27
TUESDAY 28
NOTES
WEDNESDAY 29
THURSDAY 30
FRIDAY 31
REMINDERS
SATURDAY
SIX TIPS TO EFFECTIVELY MENTOR STUDENT TEACHERS DURING SCHOOL PRACTICE Term 3 sees thousands of student teachers start their Work Integrated Learning (WIL) school experience. For many students, it’s a time of great anxiety, given the unfamiliar environment they find themselves in – no amount of micro-lessons and simulated classroom context could ever measure up to the real experience. Sadly, many teachers abuse the ‘luxury’ of having a student teacher and see it as an opportunity to dump their workload on the student, throwing them into the deep end. With this approach, many students end up drowning. I often hear the complaints of student teachers and realise that the nature of the relationship between the mentor and mentee is paramount to a valuable teaching practice experience. In this article, I share some thoughts on how mentor teachers can ensure that they make the most of the opportunity of being assigned a student teacher, so that it can be beneficial to both the mentee as well as the mentor.
1. Be present There are many teachers who simply disappear when they’re assigned a student teacher. It’s seen as an opportunity to take time off, and they often use the excuse that they have a lot of admin to do – just to go sit in the staffroom and drink coffee with their colleagues who also ‘have a lot of admin to do'. A mentor teacher has to guide the student teacher to become a competent colleague – you can’t mentor a student if you’re not present when they teach. Be present and apply your mind to the pedagogies your mentee uses and critically engage with their practice. The relationship between a mentor and a mentee should be of such a nature that the mentee feels comfortable and confident enough to fail, knowing that the mentor is present and will support the mentee.
2. Offer constructive feedback Nobody enjoys being told that they’re doing a task incorrectly – especially when they are a novice in a field. Student teachers are still very insecure and require a lot of feedback. It discourages students from being innovative and creative when they receive criticism delivered in a negative tone. Instead, use the sandwich method when giving feedback: a mentoring technique that creates a positive atmosphere that is conducive to learning, and allows the mentee to comprehend their strengths as well as their weaknesses. Start your feedback with one positive comment and praise the student for an action that was beneficial. This sets a positive tone to your feedback. Follow this with a few aspects that the student may improve upon and suggest useful alternatives to the actions that they have taken. End the feedback session with another positive comment and encourage the student to repeat this beneficial aspect of their practice.
3. Share teaching and administrative duties
4. Treat student teachers as colleagues
There are also many teachers who struggle with relinquishing their position as the classroom teacher to a less experienced student teacher.
There seems to be an unspoken hierarchy in the mentor-mentee relationship. If allowed to surface, it can impede on the respect that learners have toward student teachers. Student teachers already have a tough time gaining the trust and confidence of the learners; they don’t need teachers to inadvertently undermine them by treating them as ‘lesser’ teachers. When we treat mentees as ‘just’ students, we unknowingly give learners license to disrespect them. One way of avoiding this is to introduce the mentee as an observing teacher and to treat the mentee as a colleague. Don’t treat the student teacher as a visitor in your class that you merely tolerate for the few weeks of their school experience; invite them to staff meetings and functions and make them feel part of the team.
Good mentor teachers know how to strike the balance between controlling their classroom and allowing the student teacher to take control. It’s important that student teachers are allowed freedom to discover their own teaching persona whilst under the caring eye of the mentor teacher. Student teachers should also develop an understanding of the administrative duties involved with the profession. Student teachers often get overwhelmed with large piles of marking that are dumped on them by mentor teachers who jump at the opportunity to pass on this duty. It would be better to co-mark assignments and tests. This way, questions that the student teacher may have can be answered immediately and best assessment practices can be shared. There are many other forms of administrative duties that student teachers may get involved in: break duty is often an overlooked responsibility and many mentor teachers rush to the staffroom during break time leaving the student teachers on their own. The nuances of a teacher’s duty during break time is seldom taught to student teachers, resulting in many of them being distracted by their phones and not actively engaging with learners during break time.
5. Learn from your mentee Teachers should be lifelong learners. However, teachers often don’t have time (or money) for ongoing professional development. Having a student teacher at your side gives you direct access to the latest theories and practices in education via the knowledge that the student teacher is currently studying. Allow your mentee to discuss the latest pedagogies and advances in education and see if there’s anything that you could implement that would improve your teaching. The relationship between mentor and mentee is strengthened when the student realises that their knowledge is valued and that knowledge sharing is reciprocal.
6. Place yourself in their shoes It’s important to have empathy for the mentee’s situation – for many student teachers, the school practice experience is terrifying and induces a lot of anxiety. The pressure of their academic responsibilities weighs heavily on them. Many institutions require their students to complete assignments during their time at the school. This often includes lesson observations, creation of many lesson plans, and research activities. Don’t overwhelm students with unnecessary tasks – rather offer your assistance. The third term is a very stressful time of the school year and we need all the assistance we can get to successfully navigate the challenges that teaching presents. Let’s take hands with the future generation of teachers and share our passion for the profession. After all, our purpose should always be to create the best possible environment for learning. We can achieve this by building strong relations with all stakeholders in education. Acknowledgement: Teacha! The magazine for South African teachers www.teacha.co.za Dr Francois Naude
AUGUST 2020 SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY 1
2
3
4
5
6
7
8
9 National Women’s Day
10 Public Holiday
11
12
13
14
15
16
17
18
19
20
21
22
SUNDAY
MONDAY
23
24
30
31
TUESDAY 25
WEDNESDAY 26
THURSDAY 27
NOTES
TEACHER PROFESSIONAL DEVELOPMENT Workshop bookings and enquiries Tel: 011 731 3409 Email: mtc@macmillaneducation.co.za
FRIDAY 28
SATURDAY 29
REMINDERS
Attend one of our fun, effective workshops, earn SACE PD points, grow professionally, and make a difference in your classroom!
ETDP-SETA (Provider No.: ETDP10512) SACE approved provider (Provider No.: PR10690)
G MacmillanSouthAfrica U @MacEdSA w www.macmillan.co.za
LIFELONG LEARNING Lifelong learning can be deďŹ ned as the pursuit of knowledge, skills, and competencies by a person. The learning process is voluntary and self-motivated and takes place throughout life.
How to take part in lifelong learning Surround yourself with smart people. Read! Read! Read some more!
Teach others.
Today is the day to start!
Try new ways to learn.
Join a study group.
Make a list of things you would like to learn.
What are the skills that you should be acquiring? These are the TEN skills you should be focusing on: 1. Creativity Creativity will give you the edge to shine above the rest. 2. Problem solving This is one of the most important skills. You need to be able to find a solution to any challenge you might face.
6. Collaboration Teamwork is dream work. 7. Information management The overload of information every day has to be managed, so that you can decide what is relevant and what can be discarded.
3. Critical thinking 8. Adaptability Critical thinking teaches you to think on your own and objectively analyse a situation. 4. Leadership Leadership qualities can be harnessed to inspire, motivate and empower those around you.
Flexibility is the one skill you need to survive in an everchanging world. 9. Curiosity Curiosity is the spark needed for lifelong learning. 10. Reflection
5. Communication
Reflect on what you have learned.
Good communication skills will lead to less misunderstandings between people.
NEVER EVER STOP LEARNING! Sources: • ‘10 Simple Ways To Engage In Lifelong Learning.’ by Andrea Leyden https://www.teachthought.com/learning/10-simple-ways-to-engage-in-lifelong-learning/ • Lifelong learning https://en.wikipedia.org/wiki/Lifelong_learning • The 10 most beneficial lifelong learning skills to have and why.’ by Lee Watanabe-Crockett
SEPTEMBER 2020 SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
1 Spring Day
2 Secretaries' Day
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18 Schools close
19
20
21
22
23
24 Heritage Day
25
26
SUNDAY 27
MONDAY
TUESDAY 29 Schools open
28
NOTES
WEDNESDAY
THURSDAY
FRIDAY
30
REMINDERS
SATURDAY
PERSONAL EMPOWERMENT What is personal empowerment? Personal empowerment is when you develop confidence and set realistic goals for yourself. It is when you become aware of your true abilities and work to be the best you can be.
Steps to empowerment 1. Be open to every possibility in life If your mind is closed, and occupied with negative thoughts, you will not be able to recognise the boundless opportunities in front of you. Create a better outcome for yourself. Open yourself and be amazed by the possibilities for hope and change.
4. Choose the right people to surround you Empowerment is all about identifying your weaknesses. Surround yourself with people who have the strengths to fill in where you are weak. Do not compete: collaborate. 5. Be passionate about your work Love what you do. Passion can overcome any obstacle in your way.
2. Run your own race
6. Failures are the steps to empowerment
You have one life. Focus on your race. Do not get sidetracked by what the competition is doing.
If you experience failure, then you are on the path to success. Do not dissolve – you have to improve – when things go wrong. Make a conscious decision to improve and go forward.
3. Trust yourself You have what it takes to do the job. Trust yourself. Change any doubts that you might have into believing you can do this. Trust your instincts. Take calculated risks and when you succeed you will be able to make better decisions.
The language of empowerment The way we express ourselves will not only empower ourselves, but also those around us. Listen to yourself and focus on the words which are positive and self-affirming. • Choose positive words: Positive words will lead to positive action. Instead of words such as 'might' or 'maybe' rather use 'will' or 'can'. Your choice of words shows that you are determined and actively involved in your future. • Use the words people use: by repeating words people use in a conversation, it shows that you are in tune with them. • Avoid negativity and criticism: you can never take your words back. Choose your words carefully if you have to give criticism. Make sure your words and phrases are constructive and supportive. • Do not use jargon and acronyms: be clear and concise in the words you use. To express yourself clearly, do not alienate the people around you with complex terminology.
How to empower your team To empower your team, follow these basic steps: 4 Delegation leads to development: give your team the opportunity to grow and develop themselves. 4 Explain the outcome clearly: the team must be aware of the end goal. 4 Let them take responsibility and accountability for the task. 4 Give your team the resources they need. 4 Give feedback that is constructive. 4 Reward the team for their hard work.
e m P O W E R m e n t P = Positive choices: take control of your life and make choices. O = Open for opportunities W = Know your Weaknesses E = Explore new skills R = Reflect
Sources: • How to empower employees in the workplace. https://leadershipchoice.com/ empower-employees-in-the-workplace/ (Accessed on 30 July 2019) • Eight steps to personal empowerment. Article by Sherrie Campbell. https://www.entrepreneur.com/article/288340 (Accessed on 2 July 2019) • Personal Empowerment: https://www.skillsyouneed.com/ps/personalempowerment.html (Accessed on 2 July 2019)
OCTOBER 2020 SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16 Boss's Day
17
18
19
20
21
22
23
24
SUNDAY 25
MONDAY 26
TUESDAY 27
WEDNESDAY 28
NOTES
29
FRIDAY 30
SATURDAY 31
REMINDERS
KLIEK
eerste addisionele taal
Language Gaps Intermediate Phase is available in English and Afrikaans
THURSDAY
Afrikaanse Digitale Kursus vir
GENERASIE Graad 6–12 'n Vars nuwe konsep tot leer!
Kontak za.digitalsupport@macmillaneducation.co.za as jy ’n KLIEK demonstrasie by jou skool wil sien.
THE IMPORTANCE OF SCHOOLBUSINESS PARTNERSHIPS Partnerships between schools and businesses can include a wide variety of activities. These partnerships may involve staff development, guidance, mentoring, tutoring, and incentives and awards, or they may provide material and financial resources for specific projects or events. Though the types of partnership activities can vary widely, the common goal of virtually all school-business partnerships is to improve the education experience of learners thereby having a very powerful impact on the community. In most cases, partnering is a win-win situation for all involved parties. In addition to improving the education experience, the business partners will frequently realise other benefits, such as enhanced goodwill and a stronger presence in the community. WHERE TO START Assess your school/learners’ needs Determine whether your school/learners have unmet needs and whether forming a business partnership to meet those needs would provide a solution and enhance the learner experience. Identify and research potential partners Once a need has been identified, determine whether there are businesses within the local community that can help to meet that need. In most cases the type of need will determine the type of partner you seek. You need to do some research on local businesses with a strong presence within your community, focusing on what they do – whether they are already involved in the community or school activities, or any other information that might be useful when going into a partnership. Businesses of all sizes (even the greengrocer or the funeral parlour) may have
resources to contribute. In some cases it might be appropriate to engage with more than one business to meet a particular need. Don’t be afraid to reach out to unique and diverse business partners. Make community connections One way to lay the groundwork for partnerships is to get to know local business people. Leverage on personal relationships. It is important that you involve the School Governing Body (SGB) as well as parents and teachers for ideas and relationships that they have developed that will benefit the school. They may also have contacts at businesses on your list of targeted prospects. It is also important to find out if any of the business people on your list are also parents of children in your school. Businesses very often prefer to contribute to schools which their employees’ children attend. This can foster a strong connection between the business and the school. Make them part of your vision for your school You might not realise it yet, but your school provides a great way for people to escape the routine and get caught up in a larger story and vision for the future. Think about it – what work are you doing at your school that makes it so compelling? Teaching children to be future leaders, doctors, academics, parents? Are you serving disadvantaged children or communities? People want to get caught up in your vision … so let them! Cast a big vision and paint a big picture. You need to cast a big story for potential partners; tell them why you need the money, and what amazing things you will be able to do with it. Build strong relationships Building strong relationships is fundamental to successful partnerships.
Sure, you can send proposals to many businesses twice a year, but the real money comes on the back end as you develop relationships with those businesses who responded to your initial prospecting letter. The stronger the relationship is, the more likely the business is to get involved in your school and become a lifelong supporter of your cause. People like to feel like part of a team. Everyone wants to feel like they are joined in a relationship with other people who are all marching towards a common goal. Thus, one of the key strategies for your relationship-building efforts should be to make people feel like part of your team. Ask them for their suggestions. Keep them constantly in the loop. Invite them to events at your school. Make them feel like you’re all one big team working towards a common vision. How do I approach a business? Some people think they can just write a proposal, send it out to all the businesses in their community, and, magically, a positive response will roll in. It doesn't work that way. Just think about the pile of mail and requests every business gets. You need to use an integrated approach. Use phone calls, visits, mail, and email interchangeably according to the circumstances. Just one contact method will not work. • Call the business and ask who handles their marketing, their charitable contributions, or their sponsorships and how you should contact them. • Set up an appointment to see the relevant person. • Prepare a proposal to present to them at the meeting. • Be enthusiastic. If you are enthusiastic about the cause it will shine through and will be infectious to people around you. • If you don't get a commitment at that point, leave some prepared materials and details. • Immediately after your visit, thank them with a short note for their kind consideration of your request and invite them to visit your school and meet your staff and learners. • Then follow up with a phone call a week or two later. • Keep doing that until you think that there is definitely no chance of support from that business.
• Once you reach a partnership agreement with a business, send a thank you letter that confirms what each party will provide and when. • Send your partners updates on your planning during the period running up to the event/project. • Invite representatives of the business to school events or to address your learners. • Give your partners plenty of publicity … even above and beyond what the agreement calls for. The content of your letter or proposal is very important and needs to include the following information: • How products and services needed will tie in with government priorities • The specific educational needs that the product or service will fulfil • The expected outcomes and the impact their contribution will have on the school and the community • Why the company should get involved • How the company will benefit from this partnership What motivates businesses to partner with schools? Knowing what motivates businesses to get involved with schools can help you plan your approach to them. There are many business benefits but here are the most common: • Claiming points for B-BBEE certificate • Increasing brand loyalty • Brand differentiation • Changing/strengthening the brand image • Creating company or product awareness and visibility • Driving retail traffic or sales • Highlighting community responsibility or corporate social responsibility • Demonstrating the ’heart’ of the company and enhancing their credibility • Building new and deeper community networks • Enhancing the company's credibility and educating the public about products and services
Macmillan Education South Africa can assist you in developing partnerships with businesses in order to bring about positive and sustainable change in your school.
NOVEMBER 2020 SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
1
2
3
4
5
6
7
8
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10
11
12
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25
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27
28
SUNDAY 29
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
30
NOTES
REMINDERS
Grades 4–10
An adaptive maths portal
Better Maths with Bettermarks za.digitalsupport@macmillaneducation.co.za za.bettermarks.com
EFFECTIVE HOD CURRICULUM MANAGEMENT/PEOPLE RELATIONS If you want a department where ideas are shared, learners are inspired and teaching is dynamic,
YOU HAVE TO TAKE THE LEAD.
To be an effective HOD … • • • • • • • • • • • • • • • • • •
be the first to share ideas praise your team when they are doing well sing your team’s praises in front of the principal, SMT, parents and others when delegating, resist temptation to redo, but quality assure with the aim to develop develop a sense of ownership among staff so they have pride in what they do protect your staff; motivate them continuously encourage initiative and new ideas look after your team – your most valuable resource notice when your team is working hard and seek ways to relieve some stress deploy your staff wisely use what you’ve got – boost your profile – keep the department relevant use the hall foyer/display boards/brag boards – make links to current news stories nurture links and network with other schools set short, achievable goals each term/year set the focus as a team: better results, higher numbers, better teaching – set clear vision work out the steps to get there; better exam technique, revision materials, etc. meet regularly and discuss how you’re getting on with the goal you have set achieved the goal? Celebrate, tell someone, and set another goal
Characteristics of excellent HODs • have the skill to engage constructively with people • have excellent communication skills • have very good diplomatic skills • can manage a number of competing demands • have excellent delegation skills • are flexible and adapt to changing circumstances • can develop their skills and seek advice from a variety of sources • can exercise judgement and take risks • maintain a proper balance of emotions – EQ! • have respect: the dignity of each individual is the concern of any leader, regardless of differences • have a deep commitment to their school – every colleague, parent and learner
The roles and responsibilities of HODs
ACCORDING TO PAM: the formal school day may not be less than seven hours
CORE DUTIES
• teaching; extra-and co-curricular management of educators and learners • sharing the duties of organising and conducting extra- and co-curricular activities • managing personnel and dividing work • participating in educator appraisal processes • keeping textbooks and equipment in good condition • planning of budget for the department • subject work schemes • policy implementation and communication • monitor and manage curriculum coverage
• • • • • • • •
there must be a specified teaching time relief teaching should be ensured extra- and co-curricular activities put in place pastoral duties like detention put in place supervisory and management functions there must be an administration professional duties i.e. meetings, workshops planning, preparation and evaluation
• submit weekly/monthly/quarterly reports to the deputy principal and district • be the champion for school-initiated CPTD
WORK TO BE DONE OUTSIDE THE FORMAL SCHOOL DAY • programme planning, preparation and evaluation • extra- and co-curricular duties (staff and learners) • ensuring professional duties (meetings, workshops) • ensuring professional development (80 hrs per year)
Effective leadership is not a popularity contest. It’s about achieving results with integrity.
DECEMBER 2020 SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
1
2 Schools close
3
4 Educators' last day
5
6
7
8
9
10
11
12
13
14
15
16 Day of Reconciliation
17
18
19
20
21
22
23
24
25 Christmas Day
26 Day of Goodwill
SUNDAY 27
MONDAY
TUESDAY
28
29
NOTES
WEDNESDAY 30
THURSDAY
FRIDAY
31
REMINDERS
Max Maths and Max Science Learner’s Books, Workbooks, Journals and Teacher’s Guides available for Grades 1–6.
SATURDAY
2021 CALENDAR JANUARY S
M
T
W
T
FEBRUARY F
S
1
2
S
MARCH
M
T
W
T
F
S
1
2
3
4
5
6
S
APRIL
M
T
W
T
F
S
1
2
3
4
5
6
S
M
T
W
T
F
S
1
2
3
3
4
5
6
7
8
9
7
8
9
10
11
12
13
7
8
9
10
11
12
13
4
5
6
7
8
9
10
10
11
12
13
14
15
16
14
15
16
17
18
19
20
14
15
16
17
18
19
20
11
12
13
14
15
16
17
17
18
19
20
21
22
23
21
22
23
24
25
26
27
21
22
23
24
25
26
27
18
19
20
21
22
23
24
24
25
26
27
28
29
30
28
28
29
30
31
25
26
27
28
29
30
31 MAY S
M
T
W
JUNE T
F
S
S
M
1
JULY
T
W
T
F
S
1
2
3
4
5
S
M
T
W
AUGUST T
F
S
S
M
T
W
T
F
S
1
2
3
1
2
3
4
5
6
7
2
3
4
5
6
7
8
6
7
8
9
10
11
12
4
5
6
7
8
9
10
8
9
10
11
12
13
14
9
10
11
12
13
14
15
13
14
15
16
17
18
19
11
12
13
14
15
16
17
15
16
17
18
19
20
21
16
17
18
19
20
21
22
20
21
22
23
24
25
26
18
19
20
21
22
23
24
22
23
24
25
26
27
28
23
24
25
26
27
28
29
27
28
29
30
25
26
27
28
29
30
31
29
30
31
30
31 SEPTEMBER
S
M
T
OCTOBER
W
T
F
S
1
2
3
4
S
M
T
W
T
NOVEMBER F
S
1
2
S
DECEMBER
M
T
W
T
F
S
1
2
3
4
5
6
S
M
T
W
T
F
S
1
2
3
4
5
6
7
8
9
10
11
3
4
5
6
7
8
9
7
8
9
10
11
12
13
5
6
7
8
9
10
11
12
13
14
15
16
17
18
10
11
12
13
14
15
16
14
15
16
17
18
19
20
12
13
14
15
16
17
18
19
20
21
22
23
24
25
17
18
19
20
21
22
23
21
22
23
24
25
26
27
19
20
21
22
23
24
25
26
27
28
29
30
24
25
26
27
28
29
30
28
29
30
26
27
28
29
30
31
31
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