Teacha! Magazine - Issue 4.2 by Teacha! Magazine

Second Quarter 2021 - Volume 4 Issue 2

The Magazine for Teachers, by Teachers

Real-world learning Challenging yourself as a teacher Care and connection in the classroom

In this issue 05

Regulars

A note from the editorial team

TEACHA! MAGAZINE TEAM Editorial team: Ali Mills, Kelly Norwood-Young

Teacher toolkit

Using real-world learning to enhance STEM education

Advertising and sales: Melanie McGregor, Jean Vermeulen

10 easy ways to practise self-care

10 ways to challenge yourself as a teacher

Contributors: Laila Abramjee, Marelize Barnard, Lauren Brown, Pamela Diesel, Micaela Helders, Conrad Hughes and Abdeljalil Akkari, Maxwell Kayesi, Caroline Sabina Wekullo.

Student success

Design: Tanya Rossouw, Realm (Pty) Ltd

Improving learner engagement in online learning: Key behaviours for success in mathematics Support teachers by writing for the magazine or advertising on our platforms. Email: editor@teacha.co.za

Care and connection in the online classroom 28 The importance of educational psychologists 30

Teacha! Magazine is published by Snapplify (Pty) Ltd. No part of this publication may be reproduced without the written consent of the publisher.

Parent support

Practical ways of supporting parents during home learning

Points to ponder

How to keep Kenyan children in school longer: it’s not only about money 37 Education needs a refocus so that all learners reach their full potential 40 43

Recommended

Our top 5 teaching podcasts

Book extract: A remote village in the Himalayas

FRESH NEW LOOK, SAME GREAT CONTENT!

X-kit Achieve supports high school learners to reach their goals and achieve the best results with a wide range of study resources. Study Guides

Exam Practice Books

Literature Study Guides

Available from all leading bookstores and online retailers x-kit.pearson.com eBooks available from shop.pearson.co.za

A note from the editorial team Since 2018, Teacha! Magazine has been bringing you the latest in South African education. More than just a publication for teachers, this has always been an important platform for teachers. This is a place for educators to come together to share best practices and practical advice, to encourage, acknowledge and inspire each other. With an ever-growing number of great contributors and a treasured Teacha! community, this marvellous magazine is something we’ve wanted to share with the world. Knowing how valuable your voice is and the impact it can have on teachers everywhere, we’re excited to announce that Teacha! Magazine is now an international publication.

This means that you have the opportunity to go global with your great ideas! So, if you have something wonderful to write about, something you think the education world needs to hear, pop us a mail at editor@teacha.co.za. In the meantime, grab a cup of your favourite warm beverage and enjoy this issue. From professional development to podcasts, it’s packed with terrific teacher content just for you. Stay classy, Ali and Kelly

Your teacher hub Find and sell original teacher-created resources in our resources marketplace, read and subscribe to the magazine, and find news, resources, teacher tips and inspiration on Teacha! and Onnies Online.

Career development Find your dream job (or advertise a vacancy at your school) on Teacha! Jobs. You can also get to grips with the SACE CPTD system with our SACE Points Guide.

An award-winning e-learning platform Snapplify Engage gives you everything you need to create a secure, collaborative e-learning environment. Along with a free 24-hour digital library, educators can upload and share multimedia resources – giving students offline access to worldclass content on almost any device.

Teacha! Magazine | 5

Bridging the learning gap with Cambridge CEM The disruption of education over the past year due to Covid-19 means parents and teachers need to be even more concerned with keeping track of how students are progressing and where they may need more help. Baseline assessments from Cambridge CEM help to monitor students’ areas of strength and weakness, so that teachers can accurately respond to their education needs. They can be used at either the beginning of the school year, or where there has been a gap in learning. Cambridge CEM (the Centre for Evaluation and Monitoring) is part of the Cambridge family in a partnership between Cambridge Assessment and Cambridge University Press. They are one of the largest and longest established providers of formative assessments for children of all ages. Cambridge CEM’s baseline and diagnostic assessments add huge value to Cambridge International Schools by: • giving measures of an individual’s potential and progress through school, and helping to predict grades in qualifications such as Cambridge IGCSETM, Cambridge O Level and Cambridge International AS & A Level. • informing teachers where interventions may help improve student outcomes. • giving teachers a deeper understanding of the learning environment seen by children and young people. Cambridge CEM offers assessment monitoring systems at five stages:

BASE for ages 4 to 5 An objective, baseline assessment carried out at the beginning and end of the academic year to show progress. It identifies individual development when children enter pre-school and quickly identifies what they know and can do before they start Cambridge Primary.

InCAS for ages 5 to 11 InCAS is a diagnostic, computer-adaptive assessment designed to help teachers identify each individual’s development needs and personalise learning.

MidYIS for ages 11 to 14 MidYIS is a baseline assessment for students aged between 11 and 14 which measures student aptitude, potential and progress.

Yellis for ages 14 to 16 Yellis is a baseline assessment of performance, potential and attitude of students aged 14 to 16 to help prepare for Cambridge IGCSE and Cambridge O Level. Yellis reports provide an objective baseline score of students’ developing ability, plus data about specific subjects to help you monitor student progress, predict exam grades and set targets.

Alis for ages 16 to 18 Alis provides schools with individual, holistic learner profiles for students aged 16 to 18, working towards Cambridge International AS & A Level. Alis helps teachers assess students’ baseline ability quickly and accurately, and predict likely future exam performance. To learn more, visit www.cambridgeinternational.org/cem

Cambridge International Schools in South Africa There are over 100 Cambridge International Schools in South Africa. To find one near you go to: www.cambridgeinternational.org/findaschool

CEM

Cambridge

Cambridge International alignment with CEM product offer Cambridge Primary

Cambridge Lower Secondary

Cambridge Upper Secondary

Cambridge Advanced

5 to 11 years old

11 to 14 years old

14 to 16 years old

16 to 19 years old

A wide choice of subjects at: • Cambridge International AS & A Level (55+ subjects) • Cambridge Pre-U (20+ subjects)

A broad and balanced curriculum:

A wide choice of subjects at:

• 10 subjects (including English, Mathematics and Science)

• Cambridge IGCSETM (70+ subjects)

• Classroom and external assessments

Cambridge ICE Certificate

• Cambridge O Level (40+ subjects)

Cambridge AICE Diploma Cambridge IPQ

• BASE (Age 5–11) • InCAS (Age 5–11)

• MidYIS (Age 11–14)

• YELLIS (Age 14–16)

• ALIS (Age 16–18)

Measuring your students’ potential and performance Baseline tests from Cambridge CEM are available for your students at each stage of the Cambridge Pathway - so you can give them the support they need to be ready for their next step. To learn more, visit cambridgeinternational.org/cem To find out how you can offer Cambridge CEM at your school, contact Anton Van der Riet at willem.vanderriet@cambridgeinternational.org

Teacha! Magazine | 7

Teacher Toolkit

Using real-world learning to enhance STEM education As a young boy in a family of ten, I often accompanied my father to his work at Sigalagala National Polytechnic – a technical and vocational training institute in western Kenya. Occasionally, I would sneak into the institution’s power mechanics workshops, just to marvel at the huge machines and listen to my father impart knowledge and skills to his engineering students. His passion for teaching technology was evident and this ignited my own passion for education. I was greatly inspired by my father – his hands-on approach as he guided students on their projects has been something I’ve carried with me into my own career. Now, I’m a STEM teacher, and developing

21st-century skills in my learners means I need to draw on relevant, real-life learning experiences. While many present-day jobs are being lost (e.g. due to AI and robotics developments which negate the need for human workers), there are also many newer jobs that are being created as part of this changing workforce. In fact, reports indicate that 85 per cent of the jobs that will exist in 2030 haven't even been invented yet. And it’s because of this that it's crucial that we have a futureproof curriculum. To meet the demands of this dynamic and evolving workforce, building students’ skills, content knowledge, and fluency in STEM fields is essential.

What is STEM? STEM – an acronym for science, technology, engineering, and mathematics – is a curriculum based on an interdisciplinary and applied approach. Rather than teaching these four subjects separately, STEM brings these academic disciplines together. STEM education not only makes students more employable; it also provides students with a more well-rounded understanding of the world around them.

Preparing for the real world means learning in the real world Engaging learners involves an active teaching and learning approach, so as a STEM teacher, I blend various approaches in the classroom. One approach for teaching science subjects is ASEI-PDSI (Activity, Student, Experiment, Improvisation (ASEI) and Plan-Do-SeeImprove (PDSI)). Improvisation in ASEI engages my learners in experiments and practical activities, even in situations where conventional resources are lacking. Improvisation also helps develop creativity (another essential 21st-century skill), linking school learning with the learners' immediate environment. 8 | Teacha! Magazine

Furthermore, enquiry-based learning (through case-based problem-solving, research projects, lab work and guided practical work) effectively engage and inspire my students as they collaborate to achieve common goals. Here are a few examples of how I implement real-life learning in my STEM teaching: Learning in motion For example, when teaching linear motion, I encourage my students to bring along their battery-powered remote-controlled toy cars. During this lesson, the students enjoy playing but inevitably gain deep insight into important concepts, such as displacement, velocity and acceleration.

Teacher Toolkit

Slam-dunk science For a lesson on projectile motion, I take my students to our school basketball court and teach them how gravity influences the motion of the ball. As they make shots at the basket, they get to learn more about how vertical velocity, horizontal velocity, coupled with the angle of projection affects the range (horizontal distance) and the time of flight of the ball in air. Testing the water In learning how to test for metallic and nonmetallic ions, my students will carry out research on the pollution effect of Nitrogen and Sulphur compounds on the Ruaka River that traverses the tea and coffee plantations around our school. This approach promotes self-learning and helps my students to develop critical and creative thinking skills to retain knowledge that leads to selfactualisation.

approaches enhance higher-order thinking skills among learners. Successful STEM education is easier than you may think. I encourage you to get creative and innovative in your teaching – bring the subject matter to life. This way, you’ll create memorable and meaningful learning experiences and in the process, equip your students with essential 21st-century skills.

Maxwell Kayesi Maxwell Kayesi is an award-winning educator with over 14 years of progressive experience in STEM teaching. He currently teaches at Karuri High School in Kenya.

Working together, learning together Since communication and collaboration are also essential 21st-century skills, I also often use the think-pair-share method of brainstorming in my classroom. This involves giving students something to think about by themselves (think), getting them to discuss ideas in pairs (pair), then having a discussion about the topic as a class (share). This method helps my students develop their communication skills and create awareness of their classmates as learning resources. This all leads to understanding. They also develop interpersonal skills (like negotiation, problem solving, decision making and assertiveness) which prepare them to work and socialise with other people beyond the classroom. Peer teaching and use of rubrics in peer lesson review also helps me to coordinate instruction and assessment, while improving learners' understanding. Unlike the traditional didactic approach, where the teacher is the sole source of knowledge and only effective for the reproduction of knowledge, these new Teacha! Magazine | 9

THE

ADVANTAGE

In this ever changing world we live in, MINDBOURNE enables teachers and learners to embrace the demands of education in the 21st Century, and be the best you can. The use of our latest technology and online learning, will give you the teacher, the MINDBOURNE ADVANTAGE, to achieve top results and SACE points. Our large range of products include textbooks based on the current syllabi for both IEB and DBE, with online video lessons. The video portal has a teacher control facility allowing you full control over all lessons to your learners. The portal also contains a large variety of examination questions, marking guidelines and supplementary notes, thereby assisting and saving you valuable time. Our MINDBOURNE ACADEMY offers a 3 year enrichment course in AP Mathematics starting from Grade 10. Learners passing will receive a IEB certificate. For further information visit www.mindbourne.com

10 | Teacha! Magazine

TURNING LEARNERS INTO LEADERS

10 easy

ways to practise self-care

This schooling year is already considerably different to previous years. Teachers all over the world remain unable to plan ahead, both in their classrooms and in their personal lives. If you are a teacher who feels like you have carried the emotional burdens of all your learners during this pandemic, you are not alone. One 2020 research report examining the effects of South Africa’s school closures found that 62 of the 93 educators who responded to the survey were concerned about their own stress levels and emotional wellbeing when schools reopened last year.

Teachers have also been under immense, unprecedented pressure for more than a year now. From implementing Covid-19 protocols and trying to fill the learning gaps following prolonged lockdowns, to financial concerns, pressure to upskill and adopt new technologies, as well as grieving for loved ones lost during the pandemic, teachers worldwide are carrying heavy burdens. If you are struggling to give attention to the gamut of emotions building up within, this article should give you some practical ways to start taking care of yourself, today.

Teacher Toolkit

Only control what’s in your control: Covid-19 has brought along much uncertainty. The inability to control matters like teaching time, whether activities are considered ‘safe’ or not, when your learners will be able to take part in extramurals, and so forth, can feel overwhelming. However, you can control how much negativity you allow yourself to feel, and refocus on what is actually within your power. Focus on how you can make the most of the time given at school and controlling how not to let school stress seep into your personal life.

Teach yourself self-compassion: As a teacher, you probably remind your learners often not to be hard on themselves. Now you need to show compassion to yourself too. Believe that what you are doing for yourself, your students and your school is enough. Wrap your head around why some things don’t get done and cut yourself some slack.

Communicate: It is always tough to deal with something on your own. Speaking to supervisors, phase heads or even colleagues about how you are feeling can be helpful. Being open about your stresses not only allows others to assist you – it also opens up a conversation for your colleagues to talk about their stresses too. Teacha! Magazine | 11

Teacher Toolkit

Celebrate yourself through positive affirmations: As easy as it may be to put yourself down, remember that your learners and co-workers may actually see you as the glue holding everything together. The fact that your students are eager to come to school every day to be taught by you is an indication of your value. Celebrate yourself for the little things you do, keeping this top of mind by reciting affirmations like, ‘I have made a difference in someone’s life today!’

Use a journal to reflect: If you love to feel organised by writing things down, then journaling should come naturally to you. Whether you’re using a journal to stay on top of things and including positive comments to stay inspired, or you’re writing down detailed thoughts and feelings, these regular check-ins with yourself can help you to feel less overwhelmed.

Have a time out: If you work like a robot, it’s especially important to remember that a break is well deserved. Sit down and take a moment. Get some fresh air, keep your phone on silent, watch a movie or even cuddle up with your pet. Allow yourself some breathing time. You do not need to work beyond school hours when it is not necessary.

Laila Abramjee Laila Abramjee is an English teacher and online coding instructor for children from all around the world. With a keen interest in emotional wellbeing, Laila is studying counselling, and volunteers as a counsellor at the Counselling Hub – a low-cost counselling service in Cape Town that supports individuals facing life challenges.

12 | Teacha! Magazine

Teacher Toolkit

Make room: Big, overwhelming feelings do not need to be debilitating. Allow yourself to understand your feelings and curiously consider specific feelings and stresses. Consider how the sky makes room for the storm, no matter its size. In the same way, you can make room for any big feelings you experience without them destroying you. Breathe in and out deeply as you acknowledge these feelings.

Write your own story: You have the power to change course and write your own story; to live a life where you prioritise your health and physical wellbeing. Consider what you’d like to change and set realistic goals for how you want to address these areas of your life, whether it’s cooking healthier meals, sleeping more, or exercising.

9 10

Look to your pupils for added positivity: Having meaningful discussions with your students can be incredibly rewarding, and remind you why you wake up and go to school every morning.

Reach out to a counsellor: If you feel like your mental health is a concern, consider speaking to an expert. A trained therapist or counsellor not only gives you a safe space to communicate, but also offers you tools to address challenges in your life. Sometimes just making that first appointment can be the ultimate act of selfcare.

Teacha! Magazine | 13

14 | Teacha! Magazine

10 ways to challenge yourself as a teacher

1. Find a mentor OR be a mentor Earlier this year, we conducted a teacher survey (which we published in issue 4.1 of Teacha! Magazine). One of our findings was that mentorship is not the norm, but is something teachers really want and would find valuable. So if you are a newbie, find yourself a mentor. And if you are an experienced educator, offer your services. Wherever you are in your career, being mentored or being a mentor will be a great teaching-and-learning experience (it goes both ways).

2. Allow for your ideas to flourish

Teacher Toolkit

3. Keep learning The best educators are those who know that learning doesn’t stop when you leave school, but is a lifelong endeavour. Still, busy teachers don’t always have time to focus on formal training and upskilling. We’re here to remind you that valuable learning can be easy, and fast. Why don’t you start with a short podcast? Find our top five teacher podcasts on p. 36.

4. Strike a balance How did this make the list? How does this challenge you as a teacher? Well, balancing work, home life, love and health is definitely a challenge. And yet without balance, we can find ourselves grouchy, anxious, burnt out, or just not at our best. The key to finding your balance is in the word ‘your’. Your balance is not the same as your colleagues’, best friend’s or even family member’s. What drives you? What time is best for you to do certain tasks? Are you an early riser who likes to mark before work or do you prefer the breaktime speed-marking experience? Is there a slot in your evening to get things done or do you leave the work behind the moment you leave the classroom? Take some time to reflect (see point 9) and find what works for you. Figuring out your balance is difficult to do; following through with this is even more difficult. But in the long run, the benefit to both you and your students is immeasurable.

All great things start with ideas – often many, many small ideas that develop into something bigger. Whether your ideas come to you in the middle of the night or halfway through a shower, be sure to jot them down ASAP. Not only will this help you remember what the idea was, but it will help you focus on following through. Plus, an original idea that comes from you is always exciting and can be a great source of pride. Teacha! Magazine | 15

Teacher Toolkit

5. Get clued up on tech The key is not to learn to use every device or solution out there, but to begin using a few. After all, once you use one, transitioning to something new will be even easier. If you haven’t yet started using digital tools in your lesson planning or teaching, we recommend starting with these: Google Docs, Sheets, Slides and Forms Not only are these free to use, they’re also super easy. Once you’ve set up a Google account, you’re good to go. These work online and offline; allow multiple users to collaborate; and will help you to make full use of Google Classroom. YouTube With millions of free videos available on YouTube, the only difficult part is choosing which one to use. There are some truly amazing education channels, including Khan Academy and CrashCourse. Snapplify Whether your school is using the Snapplify Engage e-library (it comes with 50 000 free ebooks), or you simply want to find your own next best read from the Snapplify Shop, the Snapplify Reader app will allow you to read whenever, wherever (even offline!), and on any device you choose.

6. Evaluate yourself Evaluating your everyday teaching can be an important way to grow as a teacher. For you, this may mean taking time to reflect (see point 9) and being honest with yourself about whether you are winging it or nailing it. It could also involve asking for feedback – either by asking another teacher to sit in on a random class, or asking your students for some constructive criticism. If you’re feeling particularly brave, one of the best ways of seeing yourself through the eyes of others is to record yourself. Knowing you’re being filmed can be a bit daunting and it may take a few tries before you forget the camera is rolling, but this really is an excellent way not only to identify areas for improvement, but more importantly, to really see what you are great at.

7. Attend a webinar Professional development has changed a lot over the past year. Gone are the days of sitting in a stuffy room, listening to someone read off their presentation word-for-word. The internet has opened up a whole new world, and collecting your CPTD points is that much easier. Where to start? Check out Schoolscape (who hold regular webinars and events for schools) and Google for Education’s webinar series for teachers. 16 | Teacha! Magazine

Teacher Toolkit

8. Speak up for yourself

Speaking up is not always easy. But it is often imperative. Whatever your concerns are – whether it’s a work matter that affects your home life, a policy you don’t agree with, or school culture that impacts your learners negatively – remember that your voice can help affect change.

9. Take the time to reflect No matter what occupation you are in, reflection plays an important part of your professional growth. Grab a diary or journal and jot down a few words at the end of the day. Use your tea time for quiet contemplation, rather than rushing from one thing to the next. However you prefer to reflect, you’ll find this time to be an important part of self-evaluation (see point 6), creating balance (see point 4) and setting goals for the future.

10. Read the Teacha! Magazine Of course we are putting this publication on the list! For teachers, by teachers – this is what we are here for. And if you need more than just a quarterly fix, visit the Teacha! website for the latest in news, articles and all-around awesome things for teachers.

Educate online with the Lightbulb Learning Management System. Content & Assessment Tools Communication Tools Interactive Activities Easy User Navigation Live Support

Book a Demo melandi@lightbulbedtech.com T: 087 012 5274 | C: 081 542 5115 Visit: www.lightbulbeducation.co.za Zero-Rated with

Teacha! Magazine | 17

www.cambridge.org

Mother Tongue Based Bilingual Education & Incremental Introduction of African Languages Cambridge University Press has developed pioneering CAPS resources for Natural Sciences and Technology, Mathematics, and Technology for the Intermediate Phase and Grade 7 in both Sesotho and isiXhosa.

minutes imizuzu

seconds imizuzwana

A cross-section of the Earth, with part of it cut away to show the inner layers Tsheho ka lehare ya Lefatshe, ka karolo ya lona e sehuweng ho bontsha mealo e ka hare

4.1

Further IIAL resources include:

a Cambridge

Literature

Dictionaries

Neo ya Lefa

Kereiti ya 4

metse wa Mentale

Phonics

Pokeletso ya neanotaba ya Sesotho

a Mentale la Cambridge le hlahisitswe ka hloko ho mmetse wa mentale selemo ho pota mme le ka ba desekeng ya moithuti le ka tsosolosang thahasello

a ya Mosebetsi e radilwe bakeng sa ho: ya nnete e seng ho tshwara dintlha ka hlooho feela o pakeng tsa baithuti, ho ba dumella ho sibolla a ka fumanang dikarabo tse nepahetseng ka tsona a le ho rarolla mathata bakeng ya ho matlafatsa e dintlha le dintlhatheo tsa mmetse ba baithuti, tsebo, bokgoni le kutlwisiso.

e monyetla wa ho: ti ba seng ba na le yona e ntjha ithuti ba ithutileng bona.

Mmetse wa Mentale wa Cambridge

seditse ho hodisa mawa a fapaneng a mentale hore ba be le boitshepo ho mmetse.

a mentale la Cambridge le kgotsofatsa ditlhoko o tsa boikwetliso ba mmetse wa mentale mme ke peng e bohlokwa haholo bakeng sa ho boeletsa

CAPS

Mmetse wa Mentale

wa Cambridge

CAPS

Mmetse wa Mentale

wa Cambridge

Kereiti

www.cup.co.za I S B N 978-1-108-43796-7

ya 9 781108 437967 Sesotho

Thabiso Mofokeng, Nkomile Tsuluba

Little Library Readers

Download

Explore our full offering in our Catalogue:

18 | Teacha! Magazine

Order

Contact Customer Services for friendly help: Telephone: 021 773 0147 Facsimile: 021 419 8418 E-mail: orders@cup.co.za

Connect

24 13 23 11 12 1 10 2

22 hours outer core (a layer of thick iiyure melted rock) outhakho (moalo o motenya wa lefika le qhibidihileng)

4.11

Mental Maths

21 mantle (more solid, super-heated rock) mantlele (lefika le thata haholo le tjhesitseng haholo)

9 781108 437929 Sesotho

9 781108 400237 IsiXhosa

Popeho ya dimela le ya diphoofolo

21 20

lesi-

Kereiti

Buka ya Moithuti Zonia C Jooste • Karen Press • Moeneba Slamang Clarice Smuts

12 emini emaqand

8 7

lesi-

12 noon

otshi esibonisa ixesha lemivo

Ibanga

4 6

I S B N 978-1-108-43792-9

clock face show time in 5-minute intervals.

Amanani ebusweni bewotshi abonisa ixesha ngee-intavali zemizuzu emi-5.

h showing

inner core (a solid metal ball) digital time Jonga inakhore (bolo e thata ya metale) kwiStopw

9 781108 437806 IsiXhosa

Ibanga www.cambridge.org

4 5

The numbers on a

Karin H Kelder • Carina van der Merwe

3 7

978-1-108-43780-6

David Green • Ria de Jager • Linda Bredenkamp Marietjie van den Heever

Incwadi Yomfundi

781108 437813 English

4 6

Incwadi Yomfundi

Sesotho

Zonia C Jooste • Karen Press • Moeneba Slamang Lindi van Deventer

Look at the stopwatc

www.cambridge.org

ya ISBN

11 12

I S B N 978-1-108-43781-3

www.cambridge.org I S B N 978-1-108-40023-7

Study & Master

www.cambridge.org

View of the Earth from space

Kereiti

Buka ya Moithuti

kwizikolo ezahlukeneyo eKZN naseNtshonakoloni. Uzibandakanye ekunikezeeleni ngezifundo zabucala kwizikolo ezazisayakuba zezo zingathathi ntweni kummandla weOverberg. Ngoku usebenza ngokupheleleyo njengombhali. UCarina van der Merve (BSc Hons, Plant Physiology) wayeyintloko yeSebe kwisifundo iLife Sciences eHermanus High School iminyaka engaphaya kwesibhozo.

24 13 23 11 12 1 2

Tjhebahalo ya Lefatshe ho tswa sepakapakeng

crust (layers of hard and soft rock, pockets of air or water and valuable minerals) kerasete (moalo wa lefika le thata le le bonolo, mekotlana ya moya kapa metsi le diminerale tsa bohlokwa)

Study & Master

CAPS

Study & Master

Structures of plants and animals

4.3

Study & Master

CAPS

David Green o fumane lengolo la M.Sc. yunivesithing ya UWC le Diploma ho Tertiary Education UNISA. E ne e le morutisi ya ka Sehloohong ho baeloji le Saense ya Tlhaho Kholetjheng ya Thuto ya Söhnge mme ha jwale ke Moeletsi wa Kharikhulamo wa Saense ya Bophelo le Saense ya Tlhaho Seterekeng sa Thuto sa Kapa Bophirima (WCED). Ria de Jager o fumane Masters Degree ho Thuto ya Technology Education. E ne e le Deputy Chief Education Specialist ya Technology porofensing ya KZN, Modulasetulo wa Mokgatlo wa Technology Afrika Borwa, mme e bile mongodi wa dibukakgakollo ka nako e fetang dilemo tse 10.

CAPS

Incwadi Yomfundi

CAPS

Ako nahane ka sena nakwana. Haeba re ka seha selae ho tswa Lefatsheng jwalo ka ha o ka etsa ho apole kapa kwava, o ka bona eng? Re a tseba jwale hore Lefatshe ha le mohohoma kapa ha le bothotsehe jwalo ka bolo ya tenese. Kapa ha se ntho e kopaneng feela e thata jwalo ka bolo ya kirikete.

CAPS

Ixesha Read time in 5-minute intervals Funda ixesha ngee-inta vali zemizuzu emi-5

-24

The short arm shows hours Usiba olufutshane lubonisa iiyure

Mmetse

Buka ya Moithuti

IMathematika

Ulwakhiwo lwezityalo nolwezilwanyana

4.3

CAPS

bangodi ba nang le boiphihlelo bakeng sa ho tshehetsa Setatemente ngasinye sekota, nemibuzo yokuzivavanya ngeenjongo Incwadi ye Study & Master iMathematika iveliswe liqela lababhali sa Leano la Kharikhulamo le Tekanyetso (CAPS). Tsamaiso zokuzikhumbuza ena e Buka ya Moithuti e phethahetseng e nehelana ka: ekupheleni kwesihloko ngasinye ukunceda abanamava ukuxhasa iinkqubo zeCAPS. Le khosi intshatsa nekulula ntjha, e ka sebediswang habonolo ha e thuse feela baithuti abafundi bakeng ekuzinziseni ulwazi • dikahare mehleng ya kajeno tse tsamaelanang le bophelo, tse hodisang bokgoni le kutlwisiso ya sehlooho ka seng se totobaditsweng sa ho ba hlwahlwa ho dikahare tsa bohlokwa le bokgoni ukuyisebenzisa ayincedi nje abafundi ekugqweseni umxholo • thutong, iibhokisi “Ubusazi na”ezinolwazi olunika umdla, nebhokisi ke sisiso kharikhulamo ya CAPS nezakhono zesi sifundo, ikwabanika esona siseko ekuphuhliseni empa e ba fa motheo o loketseng oo ba tlang ho ahella tsebo ya bona kuqala” eziqulethe isikhokelo ekwenzeni “Ukhuseleko • dipatlisiso, mesebetsi ya matsoho le mesebetsi ya ho matlafatsa bakengya Mmetse hodima tsona. ulwazi abanalo lweMathematika. imilanganiso (experiments) ngokukhuselekileyo sa kotare ka nngwe • uluhlu lwamagama olufumaneka ngasemva encwadini Incwadi Yomfundi iqulethe oku: Buka ya Moithuti e phethahetseng e nehelana ka: • mabokose a ‘Dintlha tsa Folashe’ a nang le tlhahisoleseding e thabisang, ukunceda abafundi ekuqondeni isigama sesayensi. mmoho le mabokoso a ‘Boipaballo pele’ a nehelanang ka tataiso ya hore • imisetyenzana ephuhlisa ukuqonda nezakhono ezifuneka • mesebetsi e hodisang bokgoni le kutlwisiso ya sehlooho ka seng diteko di ka etswa jwang ka polokeho kwisihloko ngasinye esichazwe kwiKharityhulam yeMathematika se totobaditsweng ke kharikhulamo ya Mmetse Incwadi Katitshala iqulethe oku: • lenane la mantswe ka morao bukeng bakeng sa ho thusa baithuti ka • imisetyenzana yeMental Methsi kwizihloko ezixhasa oko uludwe lwenkqubo yokusebenza yonyaka wonke ukuncedisa • tsosolosa mesebetsi ya Mmetse wa Mentale bakeng sa •dihlooho kutlwisiso ya tlotlontswe ya saense. ootitshala ekucwangciseni tsohle tse loketseng • imizekelo esekwe kumava abafundi. Tatatiso ya Titjhere e nang le bokgoni ba ho iqapela e kenyeletsa: • mehlala e itshetlehileng ho boiphihlelo ba baithuti. • isikhokelo sokufundisa isifundo ngasinye nesohlobo ngalunye Incwadi Katitshala iqulethe oku: lohlolo esinamanqanaba okwenza imisetyenzana • leqephe la dikahare le atolositsweng le nehelanang ka sekejule sa • isicwangciso sokufundisa semihla ngemihla mosebetsi wa selemo kaofela se thusang titjhere ho hlophisa mosebetsi Tatatiso ya Titjhere e nang le bokgoni ba ho iqapela e• kenyeletsa: Iintlobo zohlolo nemizekelo yamaphepha ovavanyo neemviwo waezikwincwadi hae • moralo o hlalositsweng ka batsi wa ho ruta wa letsatsi kakunye leng neempendulo zazo. • amanqakwana ancedisa ekufundiseni izihloko • tataiso ya ho ruta thuto ka nngwe le mokgwa ka mong wa tekanyetso, bakeng sa ho tshehetsa tsamaiso ya ka tlelaseng yomfundi o nang le tataiso ya mohato ka mohato wa ho nehelana ka diketsahalo • ditemoso tsa ho ruta bakeng sa tataiso ya ho ruta dihlooho tse • zonke iimpendulo zemisetyenzana ekwincwadi yomfundi • diforomo tsa tekanyetso tse ka fotokhopuwang, mmoho le mehlala ya ka hara dibuka tsa baithuti • Amaphepha okurekhoda afotokopekayo kunye neetempleyiti. diteko le ditlhahlobo tse nang le dimemorandamo. • dikarabo tsa mesebetsi yohle e ka hara Buka ya Moithuti • diforomo tsa ho rekota tse ka fotokhopuwang, mmoho Emva le meralo. kokufumana amava angaphaya kumsebenzi waselebhu uKarin Kelder uqale ukufundisa

The long arm shows minutes Usiba olude lubonisa imizuzu

Think about this for a moment. If we could cut a slice out of the Earth like you would do with an apple or a guava, what would you see? We know now that the Earth is not hollow or squishy like a tennis ball. Neither is it one solid hard mass like a cricket ball.

Kereiti

6 Mmetse IMathematika

Study & Master Saense ya Tlhaho le Theknoloji se hlahisitswe ka ho qoholleha ke sehlopha sa bangodi ba hlwahlwa ba nang le boiphihlelo ho fihlella ditlhoko tsohle tsa Setatemente sa Leano la Kharikhulamo le Tekanyetso Incwadi Yomfundi iqulethe, umzekelo: (CAPS). Tsamaiso ena e ntjha, e ka sebediswang habonolo ha e thuse feela baithuti bakeng sa ho ba hlwahlwa ho dikahare le bokgoni thutong, empa • imisetyenzana yekota nganye engophando naleyo yenziwa e ba fa motheo o loketseng oo ba tlang ho ahella tsebo ya bona ya Saense ukubonisa ubuchule ya Tlhaho le Theknoloji hodima tsona. Study & Master Mmetse se hlahisitswe ka ho qoholleha ke •sehlopha sa imisetyenzana yovavanyo olushwankathela isihloko

INzululwazi ngeNdalo

24-hour time Ixesha leyure ezingama

Incwadi ye Study & Master iNzululwazi ngeNdalo iveliswe ngokukodwa liqela lababhali abanamava ukuzalisekisa zonke 6 nekulula ukuyisebenzisa iimfuno zeCAPS. Le ndlela intsha ayincedi nje abafundi ekugqweseni kumxholo nezakhono zesi sifundo, ikwabanika esona siseko sisiso ekuphuhliseni ulwazi lwabo kwezeNdalo INzululwazi ngeNdalo.

Mmetse

Saense ya Tlhaho le Theknoloji

Time

Features of the Earth Makgetha a Lefatshe

Ibanga

lesi-

INzululwazi ngeNdalo

Incwadi Yomfundi

Izityalo ezininzi zikhula ezingcanjini ezisemhlabeni. IMathematika Kodwa ezinye izityalo zingakhula emoyeni! Esi sityalo somoya sifumana ukutya kwaso FLASH FACTS emoyeni nakwizityalo esikhula kuzo Most plants grow (endaweni yokukufumana ezingcanjini). from roots in the soil. But some plants can DinTLHA TSe HLAHeLLeTSeng grow in the air! This Dimela tse ngata di mela air plant gets its food ho tswa methapong e from the air and from the plants on which mobung. Empa dimela it grows (instead of from the roots). tse ding di ka mela moyeng! Semela sena sa moyeng se fumana dijo tsa sona moyeng le dimeleng tseo se holelang hodima sona (ho e na le ho tswa methapong).

Study & Master

lesi-

INzululwazi ngeNdalo

Saense ya Tlhaho le Theknoloji

Kereiti ya

Ibanga

AmAnqAkwAnA AqAqAmbiLeyo

4.3

Poster Packs

Learner’s Books

A5 Flashcards

Student Success

Improving learner engagement in online learning:

Key behaviours for success in mathematics

The Covid-19 pandemic challenged the education system on an unmeasured scale. Around the world, learners lost a significant number of school days and many educators, to mitigate the fallout, were forced to adapt to online learning.

still reported low levels of engagement from learners and a lack of enthusiasm for the accessibility and flexibility that online learning offers.

The teaching of mathematics in particular, has traditionally relied heavily on face-toface interactions. Teachers use strategies such as problem solving, manipulatives and collaboration to teach the abstract concepts of mathematics. With online learning, many of these strategies had to be relooked and restructured for a virtual setting, so far with varying degrees of success.

Understanding low engagement during remote learning

Although the myriad issues involved with online teaching remain pertinent (from access to internet and online learning platforms, to whether all educators are able to teach skillfully with technology in a remote setting), my focus in this article is on learner behaviour that can lead to successfully managing the remote learning environment and learning mathematics online. I suggest that attention should shift to developing learners who are capable of self-regulation. For those schools that have had the infrastructure in place to begin using digital education tools immediately, there has seemed to be the expectation that online learning should happen quickly, easily and successfully. But some schools have

Before we can address learners’ poor engagement during remote learning, it’s important to know what these issues may be. The reasons, of course, are complex and manifold, and an explanation for one school may be different for another. The age of the learners must also be considered. Possible reasons for low engagement include: ● • That remote learning lacks the support that the typical classroom environment provides as far as the face-to-face interaction with a teacher is concerned (i.e. the encouragement it provides, along with the timely correction of misconceptions) • ●That online teaching can be boring and unengaging if the content is too theoretical; if instructional goals are not being made clear; or when there is no schedule and the flexibility of online learning becomes a drawback rather Teacha! Magazine | 19

Student Success

than a benefit (i.e. when learners have too much time to do it) • ●That the rapid switch to remote learning in 2020 resulted in cognitive overload and simply was just too overwhelming for learners – that those who weren’t already using these tools were unprepared for the demands of online and remote learning.

Although metacognition is not the only key ingredient for successful, self-regulated learning, it is one of the more challenging to develop. I believe that more time should be spent developing this skill, as it builds self-reliance and the ability to cope not only in a remote learning environment, but in all academic situations.

The importance of self-regulation and metacognition While e-learning tools do have the potential to allow for greater collaboration (one of the key 21st-century skills), remote learning, in particular, requires learners to work more independently than they would in the classroom, or even in a blended learning environment. This means that, particularly for older learners, they need to become more self-directed in their thinking, taking greater responsibility for their learning. Self-regulation has been proven to be a key component in improving performance in mathematics. Self-regulation means actively thinking about your learning and being aware of your own limitations and strengths. Learners who self-regulate can reflect on their own learning and select learning strategies that are best suited to them. An essential component of self-regulation is the notion of metacognition. Metacognition comes down to learners’ ability to monitor, direct and review their own learning. Learners who have metacognitive skills can: set goals and reflect on their learning, evaluating their own progress and figuring out the best way to use technology to enhance it. Self-regulation and meta-cognition are particularly useful when solving mathematical problems as they enable a learner to talk themselves through a problem, question their progress, monitor their performance and verify that their answer is correct. 20 | Teacha! Magazine

Developing metacognitive skills Metacognition can be developed by following a three-step process during any learning task: planning, monitoring and evaluating. The strategies and teaching of metacognitive skills can be adjusted to be age appropriate. Learners of all ages

Student Success

can engage in meta-cognitive and selfregulatory behaviour. Young children might be less realistic about their limitations and be less self-aware than older children, but they can, and should be encouraged to, develop metacognition early on.

•

●How have I done this problem in the past? What strategy can I use? (Planning)

• ●Does this strategy improve my understanding of the task? (Monitoring) • ●Approaching the problem in this way worked, but are there things I could have done differently? (Evaluating) Online tools can be useful in developing metacognitive skills, especially in mathematics. Applications and online learning platforms that include activities such as frequent review of content and learning material, planning and scheduling tools, quizzes, flash cards, videos, questions, self assessments, screen casts, concept maps and reflective writing will assist with developing meta-cognitive skills.

Teachers as facilitators of learning Creating the chance for learners to think and learn in this way, is a far cry from the rote and teacher- centred learning that is prevalent in many schools. Nowadays, content is readily available on the internet and teachers are no longer the only experts. Teachers’ should rather focus their efforts on taking the role of facilitators of learning who teach ways and strategies of learning rather than just content. This includes, for example, activating prior learning, teaching strategies for learning, providing guided practice along with independent practice and encouraging reflection. Gradual removal of support (scaffolding) during independent practice will encourage independent thinking and metacognition.

It is essential that teachers incorporate these steps in learning tasks to develop metacognition in younger learners especially. With these skills, learners can begin to develop the ability to ask and reflect, using questions such as:

Lastly, learners must be taught how to organise and manage their learning independently. Get the learner to set specific short-termgoals, adopt strategies for achieving goals, monitor performance, restructure one’s context to make it compatible with the achievement of goals and use time efficiently. Teacha! Magazine | 21

Student Success

Here is an example: Grant knew that he would need to create a study space for himself during the period of school closure and remove distractions such as his Xbox from his room. Although he would need his cell phone to do his schoolwork, he switched off the notifications on all his social media and installed a ‘blackout’ app for it. He drew up a schedule for each day, making sure he scheduled breaks regularly. When he went on a break, he set an alarm for when the break was over. He would also leave his room, go outside, get some fresh air and have a snack. Knowing that he likes to collaborate when he learns mathematics, he and his friends formed a virtual homework group where they met every afternoon to go over their maths problems and share ideas and useful online videos. Grant kept a notebook, writing notes about the videos he watched for when he returned to school. Every day, he would check that all his exercises and classwork for mathematics was done by ticking the tasks off in his planner. He kept a visual tracker against his wall and spent a few minutes at the end of the day reflecting on his progress for the day. He made sure to email his teacher with any questions. He rewarded himself with an hour of game playing or Netflix at the end of the day.

The role of parents While parental involvement is important for learners to know that they are cared for, parents can still foster independence by not becoming over-involved in the process and 22 | Teacha! Magazine

rather playing a supervisory and supportive role. For learners who are old enough, parents can assist them with: selecting and using online tools that can foster meta-cognition, making

Student Success

a schedule, helping with technology use and making sure their children do not overdo it. Rules around mealtimes, screen time, getting fresh air and keeping regular sleep schedules can be enforced. In addition, online learning tools can be useful to parents who struggle to support their children in their work; for example, if they did not take mathematics in school or can no longer remember some of the more complex work in the higher grades. Learning with technology can be challenging, but ultimately technology is merely a tool for learning that requires teachers, learners and parents to direct its use. As the educational landscape evolves and digital learning becomes an integral part of a learner’s education, teachers must adopt a guiding role, helping learners to become self-regulating and independent. Honing Marelize Barnard Marelize Barnard is a mathematics education specialist, learning and cognitive development specialist and educational writer.

Online Maths support at the HOTtest price

these metacognitive skills will ensure future success – not only in this rapidly evolving learning environment, but also in the 21stcentury workplace.

References Dhawan, S. (2020) ‘Online Learning: A Panacea in the Time of COVID-19 Crisis’, Journal of Educational Technology Systems, 49(1), 5–22, https://doi.org/10.1177/0047239520934018 Education Endowment Foundation (2018), ‘Metacognition and self-regulation’, Teaching and Learning Toolkit, https://bit.ly/3mzffjb Education Endowment Foundation, ‘Selfregulation strategies’, https://bit.ly/3t7BFuo Whitebread, D. &amp; Coltman, P. (2010) ‘Aspects of pedagogy supporting metacognition and self-regulation in mathematical learning of young children: evidence from an observational study’, ZDM Mathematics Education, 42 (2), 163–178, https://doi. org/10.1007/s11858-009-0233-1 Zimmerman, B. J. (2010) ‘Becoming a SelfRegulated Learner: An Overview’, Theory into Practice, 41 (2)

3 years’

• CAPS aligned access • Choose Intermediate or Senior Phase • Includes downloadable Study & Master Maths Online • •

Activity Books for each grade, plus Parent/Teacher Guides Includes a powerful test generator, lesson plans, and downloadable PDF worksheets Each lesson can be displayed front-of-class or remotely, and includes interactive widgets that aid instant checking of understanding.

Watch

Ask + Activate

Learn more about HOTmaths CAPS edition:

Contact Customer Services: Telephone: 021 773 0147 E-mail: orders@cup.co.za

3 grades

only

R250.00* once-off

Connect

*Recommended Retail Price, including 15% VAT. Price correct as at 1/04/2021. Prices subject to change. Teacha! Magazine | 23

Student Success

Care and connection in the online classroom

‘I just want to hug them.’

Here are a few practical things to try:

This is a sentence I hear often lately. Responding to children on an empathetic level, really getting into their little worlds and understanding what it’s like – this is what teachers do best. Teachers (especially primary school teachers) show this empathy and understanding through a hug, a pat on the head, a squeeze of the shoulder.

1. Take care of yourself Teachers running on empty have nothing to give. As with the rule on aeroplanes – fit your own oxygen mask before you help others – teachers need to make sure that their own needs are met before they can give to the world. This is vital for everyone but especially for teachers, as giving to others is a natural part of the role you play throughout the day.

But Covid has taken this from teachers. These special individuals feel the need to reach out to their learners, yet are limited in how they are able to do this. Teaching online makes this even more tricky. How do you empathise and respond to the emotional cues of children over an online platform such as Zoom or Google Meet? Doing so seems to take far more energy than usual, especially since, research shows, it takes a lot to process non-verbal cues. A teacher who is online is with her learners in mind but not in body is vulnerable to exhaustion since the situation creates a sense of dissonance. So how do teachers protect themselves from burnout and connect with their learners in a meaningful way during this time? 24 | Teacha! Magazine

To do this, ask yourself: what you need to fill your tank? Is it a walk in a park? A hot bath with candles? A cup of tea with a loved one? Daily self-care activities such as this ensure that you have the capacity to be there for your learners. Putting your own needs first is not selfish. It is a vital component of good teaching practice. 2. Practise active listening by paraphrasing While you should be careful not to interrupt, paraphrasing what your learners have said is an effective way to inform them that you've heard them, and have validated their perspective. It’s easier than it sounds: simply repeat what the child has said. For example, if a child says: ‘I am so stressed about the test on Monday,’ you can paraphrase by

Student Success

saying: ‘I hear that you’re feeling anxious about the test coming up.’ It sounds silly, but it can be extremely helpful to children as it makes them feel acknowledged, heard, and validated. 3. Use short, verbal affirmations When you respond to learners online, try using short, positive statements. This will help them feel more comfortable about interacting online, and show that you, as their teacher, are engaged and processing what they are saying. Small verbal affirmations also help you continue the conversation without interrupting the learner. Examples include: ‘I understand’, ‘I see’, ‘Yes, that makes sense’, and ‘I agree’. All of these are easy to use during an online lesson, especially when your video is off. 4. Watch your language Think about the word ‘just’ – a word we use often. ‘Just’ is part of deficit language and can make us feel like we missed the obvious. Imagine, for instance, that a student is having issues with audio on an online call.

Saying, ‘Oh, you just click the microphone icon,’ could elicit no emotions for some of us, but for others, it may feel heavier and be a source of real embarrassment for the child (‘It was right in my face; I should have known it’). 5. Ask questions Asking questions carries more weight in an online environment. A simple ‘How are you doing?’ or ‘What can I do to help?’ can convey empathy from your side and facilitate conversations about how your learners are really doing. Using open-ended questions like these also convey empathy and tend to help learners to reveal the most important information. This pandemic has made the world realise the critical role of teachers. You are desperately needed, yet the demand on you is more than ever before. You can adjust by putting some of these techniques into practice to convey the empathy and warmth that you conveyed through body language and affection in a world pre-Covid-19. And remember, above all, to show empathy and kindness to yourself too.

Lauren Brown Lauren Brown is the Head of the Student Development Centre at a Helderberg school in the Western Cape. She is an Educational Psychologist and Cognitive Development Specialist.

Teacha! Magazine | 25

26 | Teacha! Magazine

Teacha! Magazine | 27

Student Success

The importance of educational psychologists Covid-19 has sparked a new health crisis – the mental health pandemic. From the loss of jobs and income, to the loss of friends and family members, many people have been faced with great difficulties and traumatic experiences that have impacted mental health and wellbeing the world over. Within the realm of education, many learners have been left feeling scared, confused, and overwhelmed by the sudden change that has happened around them. Educators, too, have been thrown into the deep end, expected to create a safe and comfortable environment for learners, when they themselves are trying to adjust to a new way of teaching and living. Guiding young people through a pandemic while ensuring that they keep up with the curriculum and achieve their very best is no easy task. This is why, I believe, educational psychologists have one of the most important jobs at this time.

Helping students For children feeling bewildered and uncertain, or who are battling to adjust to all the changes that the pandemic has brought, an educational psychologist can be very helpful. These professionals work within local communities, families, and schools to help young children to achieve their full potential and improve their overall experience of learning. Students are not only supported within the classroom environment, but also in their day-to-day lives. Taking a holistic view of the learner means that educational psychologists are able to encourage growth and development in all facets of the learner’s life. 28 | Teacha! Magazine

Often, children don’t want to open up to their parents about issues they are facing, for various reasons. Perhaps they fear being punished or feel uncomfortable talking about a certain topic. Educational psychologists engage with children to develop a trusting relationship so that they can accurately assess and intervene where necessary in a manner that is safe and comfortable for the child.

Helping teachers Importantly, educational psychologists’ scope of practice does not only include assisting and counselling learners. They also provide guidance and support to educators and educational institutions. More specifically, they offer strategic advice to teachers on how to create an optimal learning environment for their students. During the Covid-19 pandemic, teachers have been doing their best to create some form of structure for their students in the midst of chaos. Of course, some learners adjust easily, while others need a bit more help. In this context, as educators grapple with a new way of teaching during the pandemic, an educational psychologist can provide invaluable insight that empowers teachers and enables them to meet the individual needs of their students. Some teachers lack knowledge on developmental and learning disabilities, and this is where the educational psychologist fills the gap. Educational psychologists use their knowledge in Psychology and Education to inform teachers how learning takes place in different children. Once teachers are aware of the unique ways in which children obtain and gather information, they are able to adjust their teaching style accordingly to create an ideal learning environment for their students. Educational psychologists also invest their time informing teachers about the different personality types and what methods they can put into place in the

Student Success

classroom environment to properly develop their students' personalities. Armed with this kind of information, teachers may also have more insight into why certain Covid-19 protocols might affect some students more than others. When educational psychologists and teachers join forces, it is that much easier to create a meaningful classroom environment and ensure that interventions are put in place for learners to develop to their highest potential.

Helping parents Parents play a critical role in a child's cognitive, cultural, mental, and social developmental process. Research has shown that parents who are actively involved in their children's lives are able to create a strong, positive impact on their child’s development. According to this research, these children are likely to be intellectual, emotional intelligent and well-socialised adults. An educational psychologist can educate and inform parents about strategies that can be used in the home environment to develop and raise their children. Educational psychologists are able to provide sound and well-researched advice to parents

to help them with issues or worries that their children may be facing. Parental support groups, led by psychologists, also provide emotional support to parents and help them to get other points of view. Parents who feel supported and well informed are able to put more energy into developing and growing their children. Educational psychologists use their knowledge to collaborate with parents, teachers, and learners to ensure that children are well supported and are able to develop into competent, emotionally mature adults. We need to ensure that children and educators have sufficient access to educational psychologists so that they can grow into the leaders of tomorrow, particularly during this time. As Nelson Mandela once said, ‘Our children are our greatest treasures. They are our future.’

Micaela Helders As an intern psychometrist with an Honours degree in Psychology from Rhodes University, Micaela Helders is passionate about helping people of all ages. Micaela has also taught emotional intelligence programmes to young children, equipping them with the skills they need to adapt and thrive in a world that holds multiple challenges and demands.

Teacha! Magazine | 29

Practical Support

Practical ways of supporting parents during home learning

While schools have been closed during lockdown, many parents and guardians have found the experience of trying to ‘teach’ their own children overwhelming. Teachers, on the other side of the screen, have also faced the challenge of trying to connect with and support learners. I am a mom to four boys. I am also a teacher, a deputy principal with many wonderful years of teaching behind me. But even I found it challenging to teach my own children and had to dip deep into my ‘creative box’ and think practically. Parents, most of whom are not teachers, have been thrust into a situation they are largely unprepared for. Of course, as teachers, our focus is always on our learners. But I wonder if, during this time, extending a bit more support to parents may make remote learning easier for everyone – including ourselves. And so I’ve asked myself: What would my recommendations be, as a teacher, for other parents? I’ve come up with 10 ideas that you can share with your pupils’ parents to keep them sane and help their children to stay on top of things, academically and mentally.

30 | Teacha! Magazine

Practical Support

1. Create a household routine

2. Start the day right

It is essential to work out a daily routine that will suit your family, and to ensure that it is adhered to (as best as possible). Create set times for work and play (see more below on guidelines for using school timetables and setting breaks). Structure creates safe boundaries for children and helps everyone to manage day-to-day commitments. Of course, the schedule will need tweaks from time to time but once you’ve found a routine that works, stick to it!

Being under lockdown is not the same as being on holiday. The first part of your routine, on weekdays at least, must be to get the kids up early, as you would if you were heading to school. Keep the day as normal as possible and make sure everyone has had breakfast, washed and got dressed – these are essential starters. If you don’t yet have this rule in your house, implement it: You cannot start online learning in your pyjamas.

3. Create an organised workspace It is important to find a place in the house that is fairly quiet and has as few distractions as possible. Any equipment or stationery that is needed to complete schoolwork must be accessible. At the end of each day, ensure that the space is tidy and ready to start the next day. You can even go as far as pinning the schedule, timetables, assignments, passwords and teacher email addresses to the wall.

4. Follow the school timetable Just as your family routine is important, so is having a specific school timetable for your child to follow. A detailed plan will help your child to be productive, ensuring that classes are attended and work is completed on time.

5. Take breaks It is very important to schedule sufficient breaks, including lunch time. Discuss this with your child. Send them outside for a run, a little vitamin D and a time to just ‘be’. Always make sure that lunch is healthy and filling. Drinking water is also essential for optimal brain functioning. Please remember that screen time is not a break!

Teacha! Magazine | 31

Practical Support

8. Reach out for help 6. Get involved in schoolwork when necessary Parents may need to support children with their schoolwork if necessary. This does not mean doing the work for them, but remembering that they may need help understanding the content or the tasks they have been assigned. Learners should always be encouraged to ask for assistance if they are stuck. Older children and parents should also reach out to teachers via email if clarity is needed. Teachers are always willing to help.

While it’s important to provide support to your child, reach out to the teacher if you feel your child isn’t coping. There could be barriers that are preventing your child from learning (such as anxiety, lack of understanding, lack of motivation, the need for attention). Teachers are professionals and have many creative ideas to assist you and your child.

7. Check up and check in Checking your child’s work daily (making sure that all work is completed and assignments are on track) will not only make things more manageable for you as a parent – it will also help your child to achieve. This, in turn, means a happy, confident child and a happy home environment for all. Also be sure to check in with the school on assignments and tests, as well as any other communication you need to be aware of.

Pamela Diesel With more than a quarter-century of teaching behind her, Pamela Diesel is passionate about education – whether it is sharing exciting ideas with children in class or helping other teachers to upskill themselves through her numerous workshops.

32 | Teacha! Magazine

Practical Support

9. Encourage a growth mindset Allow children to know that it is okay to fail and make errors. Stay positive and encourage them to try again. If your child says they cannot do something, remind them to place the word ‘YET’ at the end of their sentence: ‘I cannot do it ... YET!’ Paste positive sayings around the house, especially in the work space. And remember – a little positivity goes a long way for us as parents as well!

10. Just be Make time for the kids to play, to reflect, to be bored. Parents and children should appreciate the small joys in life: a shared ice-cream, a board game, an early morning bike ride, a hug, or a quiet catch-up. Most importantly make time for you too. After all, a happy parent equals a happy child.

Parents who are at home with their children during school closures are part of a family-school partnership that is committed to help children stay on track and expand their learning opportunities. Hang in there, moms and dads – you have support!

Teacha! Magazine | 33

Points to Ponder

How to keep Kenyan children in school longer: it’s not only about money The school completion rate has emerged as one of the most pressing issues facing education in Kenya. Only 58% of pupils enrolled in the first year complete primary school. This proportion falls as they advance to higher levels. Even fewer complete secondary school. Leaving school early is associated with educational deficiencies that are likely to limit students’ social, financial and psychological achievement throughout their lives. Over time, this adds to the inequalities in society. Low retention and completion rates are also likely to cost Kenya scarce resources, challenge its effort to achieve universal primary education and impair development. In the year 2003, the government of Kenya introduced free primary education. The twin aims were realising the UN millennium development goals of universal primary education by the year 2005 and education for all by the year 2015. Under the free primary education programme, all learners are to access education without discrimination. Whereas the government abolished tuition fees, parents or guardians are required to meet other costs such as uniform, school meals, boarding facilities, and transport to and from school. In spite of government efforts to improve the access and completion rates, bridging the gap between intent and reality remains a challenge. Given the consequences for individuals and the society, it is crucial that institutional leaders, policymakers and educators understand why children leave or stay in school. 34 | Teacha! Magazine

The contributing factors vary from context to context, as numerous studies have revealed. They can include personal, family, school quality, economic and environmental reasons. The interplay and effect of these factors vary by region, level of education, institution type, and individual characteristics. My own study explored factors contributing to academic persistence in primary school students in Kenya. It focused on personal, family and socio-economic factors, institutional practices, and the institutional environment. I found that no single factor could entirely account for students’ persistence, so it’s important to take an integrated approach to keep more children in school. It’s also necessary to intervene in the early years of school.

Pathways to academic persistence My study used data from the African Population and Health Research Center. I analysed 12,385 observations for individuals aged five to 20 years, at different levels of schooling and at five key sites (Mombasa, Nairobi, Nyeri, Nakuru and Kisumu). Data included individual school histories, household information, institutional characteristics, parent or guardian involvement and student information. Of the 12,385 students who were enrolled in school in 2007, 7,089 (57.2%) were still enrolled in the same school by 2012. The rest had dropped out or transferred to other schools. Factors associated with not remaining in school were: being a boy aged 15 or above, attending a public school, working while attending school, and being uncertain about

Points to Ponder

financial support. Other factors such as needing transport to school, coming from a poor household, and school performance were negatively associated with persistence, though not statistically significant.

The influence was greater among parents who had at least basic education. Such were more likely to help out their children with school work or were more committed to seeing their children succeed at school.

The analysis showed several factors were associated with completing primary school. One was students’ age. Staying at school to the age of between 10 and 14 indicated a likelihood of completing school. Children above 14 are considered over-age for primary school and so are more likely to drop out.

But the most powerful predictor of student persistence was the parents’ level of education. Students whose parents had at least basic education were over 80 times more likely to persist than those whose parents had no formal education. Children whose parents had secondary education were over 22 times more likely to persist.

Second, students from households identified as well-to-do in the family wealth index and who participated actively at school were also more likely to complete. Active participation is defined as a positive interest in school activities. Such students were also likely to report having a positive school experience, such as friendly peers and teachers. Parental involvement in their children’s academic journey and with the school was associated with children staying in school longer. The results of this study showed a link between parental level of education with parental involvement – and therefore persistence to completion.

One would expect that the influence of parents who had secondary and higher level of education on their children’s education should have been greater. But this was not so for a number of reasons. Partly, the parents are busy attending to demanding work assignments, leaving the responsibility of supervising school work typically to the house-help. These levels of influence were surprising. They suggest a need for parents to have more teaching and learning moments with their children as it is key to their persistence to completion. Teacha! Magazine | 35

Points to Ponder

Family socioeconomic status was positively associated with persistence. Too often, students from low-income families are in public schools with typically high studentteacher ratios and inadequate facilities. Poor grades would lock them out of a well-resourced secondary school that might ultimately guarantee a government scholarship to university. The ability to pay costs associated with education remains a key determinant for persistence. Although tuition is free, other direct and indirect costs such as food, examination fees, exercise books and uniforms represent a large part of the family income for the poor.

Implications for practice These findings are useful for educational leaders, policymakers and teachers. Since the ability to pay education costs is a key determinant for persistence, the study suggests a need to subsidise these costs for students from low-income homes.

It’s also notable that boys are vulnerable and require support to remain at school, especially those enrolled in free primary education. These findings suggest the need for action to prevent child labour, increase household resources, and reduce the opportunity costs associated with pursuing education. The study also points to a need for government to ensure equitable distribution of state schools and resources. Just as dropping out of school is a process, so is a student’s journey to completion. It is one that requires early interventions. No single factor can entirely account for students’ persistence; they interplay at different levels to influence the decision to continue or drop out. This study underscores the importance of an integrated approach to keep children at school. All the stakeholders – educational leaders, policymakers, teachers and systems such as health and justice – should cooperate to overcome the challenges. Caroline Sabina Wekullo Research scientist, Masinde Muliro University of Science and Technology. This article is republished from The Conversation under a Creative Commons licence. Read the original article.

36 | Teacha! Magazine

Education needs a refocus so that all learners reach their full potential One of the sectors that the COVID-19 pandemic has disrupted massively is education. The COVID-19 pandemic has widened gaps between countries, systems, institutions and learners. The divide has become more pronounced when it comes to wealthy vs poor; private vs state; technology proficient vs technology deficient; academically inclined and predisposed vs academically fragile and in need of support. In a recent paper, we argue that, as is often the case with major societal disruptions, the pandemic has forced educators to firefight immediate challenges. Around the world, schools and universities are concentrating on the bare minimum: keep learning going and keep students in class. They also have to ensure basic assessment and course continuation. Just “getting through” has been difficult enough without entertaining the deeper philosophical aims of learning. But the widening gaps between students carry ominous warning signs. Studies show that access to education is the cornerstone of socioeconomic and social growth. When education suffers, many other dimensions of society suffer. It has become more important than ever to recalibrate and refocus on the big picture of asking: what is an education for? This is the big question that keeps coming back to those involved in curriculum design, teaching and learning. On the ground – across contexts and systems – education is typically focused on knowledge regurgitation and the practice of academic skills. This is based on grade averages and examination

Points to Ponder

scores, which eventually lead to higher education. While we recognise the value of standardised testing and quantifiable learning outcomes, this is a narrow conception of learning. It does not allow all learners to realise their full potential.

In an age of rapid change and the need to nurture competences, it is necessary to design systems that allow students to flourish and not just focus on graded academic subjects. We argue that learning is a social, intellectual and physical enterprise. It comprises many different facets of human growth. Students learn much outside of school and outside the narrow confines of an academic curriculum. Curricula and certification need to reflect this broader, more inclusive worldview. This needs to be done by building competencebased programmes and reforming high school transcripts.

Rethinking the purpose of education The fundamental purpose of education is to improve the human condition. The idea is that education should lead to a longer and better life, a higher income, and a better society. In the 21st century, these goals need to include questions of planetary sustainability and social justice. Learning objectives should not only be focused on knowledge or the dry technicality of skills, but a combination of knowledge, skill and disposition (meaning attitude): what we call a competence. For UNESCO’s International Bureau of Education, a global competence is: the developmental capacity to interactively mobilise and ethically use information, data, knowledge, skills, values, attitudes, and technology to engage effectively and act across diverse 21st century contexts to attain individual, collective, and global good. Seven core areas UNESCO’s International Bureau of Education suggests educators Teacha! Magazine | 37

Points to Ponder

develop in every student are: • • • • • • •

Lifelong learning (persistence, curiosity and the ongoing desire to learn) Self Agency (autonomy, independent thinking and accountability) Interaction with others Interaction with the world Interaction with diverse tools and resources Transdisciplinarity (making connections across disciplines) Literacy across many different areas and subjects

UNESCO’s competences framework, and other initiatives, attempt to break curriculum conservatism to bring about more dynamic approaches. The focus is on the skills, knowledge and attitudes that are needed for global citizenry in a complex world. Competences for global citizenship should emphasise life-worthiness. This means skills that can be used in everyday life. They should also emphasise wellness and the development of a moral conscience and the courage to act for engaged citizenry. An example of a programme that does this is the International School of Geneva’s Universal Learning Programme. More and more higher education systems are embracing competence-based models. Many of which are similar to the Universal Learning Programme and the UNESCO International Bureau of Education’s approach.

A competence-based approach will allow children in under-resourced environments to show their worth in different ways to academic testing, which, as much research has shown, gives a clear advantage to wealthier children. However, across education systems, there is still a long way to go to have a curriculum that is truly life-worthy, relevant and that allows students to connect what they do at school with local and global issues. COVID-19 has highlighted the weaknesses of education systems to resist major disruption. The pandemic has shown how large-scale assessment design falls apart. It becomes difficult to piece together a student’s profile for university admissions without resorting to non-optimal proxies, such as predicted grades. End of school certification needs musn’t solely focus on grades or single instances of data capture, like high-stakes timed examinations. It needs to be a more sustainable and reliable narrative.

A new transcript Perhaps the most essential element of the educational pathway to reform is the end of school transcript. Schools, universities and industry need to work together to reform this narrow, grade-centered approach into something more inclusive. This, in turn will not only open more access to a broader base of students but will align more coherently forward-looking curriculum reform with pretertiary entrance criteria. We hope and expect to see a coalition of schools and universities produce this reform in the very near future. Conrad Hughes Research Associate at the University of Geneva's department of Education and Psychology; Campus and Secondary Principal at the International School of Geneva's La Grande Boissière, Université de Genève

Abdeljalil Akkari Professor, Université de Genève This article is republished from The Conversation under a Creative Commons licence. Read the original article.

38 | Teacha! Magazine

Digital education for everyone

Whether your school is just starting its digital journey, or is an established leader in e-learning - Engage was built for you. 50 000+ free e-resources

Upload your own resources

Access a 24/7 digital library

Create prescribed book lists

Access exclusive Teacha! Beneﬁts

Simple user administration

Register for Snapplify Engage for FREE today at engage.snapplify.com/get-started Unlock extra features with Engage Professional and Engage Enterprise

Award-winning

Education Partners

Email hello@snapplify.com to learn more. Follow us on Facebook fb.me/snapplify | Tweet or Instagram us @snapplify © Copyright 2021 Snapplify. All rights reserved. All brand names are registered trademarks of their respective owners.

Teacha! Magazine | 39

Recommended

Our top 5 teaching podcasts

Teachers sometimes just don’t have the time to read up on the latest teaching pedagogies, the newest technological invention or even the ‘must haves’ that promise to transform the way we teach. That’s why, here at Teacha!, we love podcasts. They are short, informative, inspiring – and you can listen to them while driving to school or marking multiple-choice questions.

Here are 5 that are currently making waves in our home offices: 1. 10 Minute Teacher Podcast Each of these 10-minute podcast episodes are jampacked with ways for you to become a remarkable teacher. From interviews with inspiring educators and top researchers, to teaching tips, practical ideas and edtech tools, there’s something here for you. What we especially enjoy is that this podcast is always relevant. Vicki Davis is on air every weekday and has a lot of great things to say.

Take a listen here

A few favourite episodes: ‘3 Ways to Stress Less in Today’s Classroom’ ‘The 5 Minute Lesson Plan with Ross McGill’ ‘4 Trauma Informed Principles for Educators Now’

2. TED Talks Education TED Talks are world renowned. The fact that education gets its own focus in the form of TED Talks Education ... well, that is just something special. TED is a nonprofit devoted to Ideas Worth Spreading – and this is what they do in these podcast episodes. This particular podcast doesn’t have a set schedule (new episodes generally come once a month) but just because they aren’t consistent with their release dates, doesn't mean there isn’t enough to listen to. There are over 100 podcasts to catch up on already! Education-related TED Talks that made the most popular list (of all TED Talks) include: ‘Do schools kill creativity? (Sir Ken Robinson)’ ‘A love poem for lonely prime numbers (Harry Baker)’ ‘Help for kids the education system ignores (Victor Rios)’ 40 |40 Teacha! Magazine | Teacha! Magazine

Watch and/or listen here

Recommended

3. Teacher Toolkit Teacher Toolkit is quite new to podcasting – but when you listen in, you wouldn’t think so. These are longer episodes, ranging from 25 minutes to an hour a pop. We love that Teacher Toolkit believes in different perspectives, so they often interview and host discussions with multiple people from different professions and phases in life. A case in point is the episode on inclusive hair policies, which includes personal childhood stories from an ABC news anchor (US), a professional ballerina (FR) and awardwinning saxophonist (UK). These ladies may all be from different places, but their stories have defining similarities.

Have a listen here

4. True Confessions with Lisa & Sarah Being a speech language pathologist or learning-support teacher is not an easy task, but podcast hosts Lisa and Sarah are able to bring humour to this area of education. Great episodes include ‘I used to only take data because someone said I had to’, ‘I want to quit my job!’ and ‘I don’t sit around reading research all day’.

Listen to Lisa and Sara here

They also cover mental health and positive mindsets; have some real-life experiences and tips on speech therapy; and discuss how to help learners with apraxia and stopping the shame game. Episodes don’t have a set time, but are generally no longer than an hour.

5. FizzicsEd A terrible spelling of physics – but a laugh nonetheless. The Aussies at Fizzics are all for STEM learning. Whether you are a Foundation Phase or an FET teacher, this podcast runs through all things science, technology, engineering and mathematics. This is a truly terrific listen for tips, tricks, lessons and learnings in the classroom (and beyond!). We enjoyed the inspiring ‘Girls Day Out in STEM’ episode – all about a day in Australia that empowers young girls to choose STEMrelated careers. If you are a STEM teacher, this is definitely a good one for you!

Find the podcast here

Teacha! Magazine Teacha! Magazine | 41| 41

Master your English language skills

Grades 7 & 8 ISBN: 9780639827308

Grades 9 & 10 ISBN: 9780639827322

Grades 11 & 12 ISBN: 9780639827346

View sample pages

English workbooks with online component • • • •

Grade 7–12 Home Language and First Additional Language Grade-specific titles Content includes language, visual literacy and summaries

Learn more Watch video

To place an order contact za.digitalsupport@macmillaneducation.co.za.

42 | Teacha! Magazine

Recommended

A remote village in the Himalayas An extract from Shubnum Khan’s new book

At the age of 27, Shubnum Khan had finished her Master’s, published her first novel, and was teaching at a South African university when she heard, via Twitter, that a school in a Himalayan village in Kashmir needed volunteers to teach the children. *** The main house where I would live with seven other volunteers had an apple orchard, a garden where we got our fruit and vegetables, an animal shed with a variety of animals including sheep, buffalo and bulls, a school library, an upcoming volunteer’s quarter and a mosque. The school itself was down a path close to the main house. It had been started by the Haji family when they realised the quality of the local government schools in the mountain region was terrible. They built the school themselves and through their passionate leadership, a thorough curriculum and a stream of stellar educators brought a quality of education

to the Pahari children that would have never been possible before. In short, it was magic. I taught English and science to class 3, 4 and 5 and while I was only really used to university students, I enjoyed being a school teacher. I had to find innovative ways for children from an isolated village to understand what smoke pollution was, how water diseases spread and how our solar system works. It wasn’t only about teaching them but finding ways for them to understand complex concepts through a language barrier with limited teaching tools and a narrow frame of reference to draw from. Once, to try and help class 3 understand the concept of the solar system, I drew circles on the floor in chalk and turned kids into different planets in their own orbits to try to teach them how the planets revolved to create night and day and eventually make a revolution around the sun which then made a year. Their world was so small; just a dot on Teacha! Magazine | 43

Recommended

a mountain with farmers and animals, some of the kids had never even seen a car before and there I was trying to express what space and galaxies were. And yet they learnt, they understood and they explained the difference between a planet and a star and between ‘rotation’ and ‘revolution’.

While science with class 3 involved innovative ways to show the kids how the solar system worked, literature with class 4 involved finding ways to explain English words we came across in stories. Once we encountered the word ‘psychologist’ and as usual Humeera’s hand shot up.

And they were hungry to learn.

Humeera: Maa’m, what is the meaning of this word?

They always had questions. Some of them walked uphill for two hours to reach school every day. They spoke Urdu, English, Kashmiri and Hindi and borrowed books from the little school library and read about The Famous Five, Malala Yousafzai, Harry Potter and Jane Eyre. They read about globalisation and climate change and the digital revolution. They frikken loved school; in India they have classes on a Saturday and so the only day the children got a break was Sunday but even on their one day off, they would hang around the main house visiting teachers or doing extra classes. These were children who knew the value of an education and appreciated it. Honestly, if I went to the village with the idea that I was going to teach the kids something, I came out of it knowing they were the ones who had taught me some things. Including how incredibly simple, spoilt and privileged I was. None of the children even had a fridge in their homes, let alone their own cellphone, yet they were happy, eager to learn and generous with any knowledge or help they could provide. If I sat on a horse, Ajaz or Haroon would come to check I was okay. If we went to the mosque or for a walk Sayma, Humeera or Aisha would help me navigate the stairs or more difficult paths. They would answer any questions I had about the mountain or the village. It’s like they knew inside the school I had the answers but outside it was their realm and the roles were switched.

44 | Teacha! Magazine

Me: Psy-cholo-gist. It’s someone who has studied how the mind works and he or she helps people with their problems (this was pre my traumatic psychologist experience). Humeera: Problems, Maa’m? Me: Their problems with their mind. See, in the big cities, people work hard— Haroon: Like in the fields, Maa’m? Me: Er, no. In the cities they work hard differently. They’re at their desks. They are always on their computers and phones— Mehfooz: Maa’m, why are they getting tired while sitting? Me: You can get tired while sitting, Mehfooz. We’re going off topic now. Let me finish. The people work hard in cities; they wake up early every morning and rush to work and they don’t go home until the night. They work hard the whole day and then when they get home, they’re so tired they just fall asleep. This happens every day. Most of the time they don’t eat properly or they eat bad food. They are not with their families and they are alone. They don’t have time to talk to anyone and no one has time to listen to them. Ajaz: No one has time to listen, Maa’m? Me: No, not really. So they work hard every

Recommended

day and they feel stressed and they have problems but they have no one to talk to about their problems. And sometimes their problems can feel very big so they go to a psychologist. The psychologist listens to their problems and then they pay the psychologist. In fact, they pay the psychologist a lot of money.

comprehension. In the village, there were fields to harvest, animals to milk, corn to be threshed, wheat to be ground, garlic to be cleaned, honey to be collected, clothes to be washed and forests to explore. The outside was a place to be lived in and lived in hard. Their questions often made me rethink the life I was living.

Class: *Shocked gasp* *** Me: The psychologist will give them advice about their problems but their main job is to listen. Haroon: Maa’m, they pay someone money to listen to their problems?

How I Accidentally Became a Global Stock Photo and Other Strange and Wonderful Stories is available at all good bookstores and downloadable as an ebook via Snapplify.

Me: Yes. Class: *Outraged laughter* No Maa’m! Me: Yes, it’s true. Ramzan stood up suddenly and declared: ‘Maa’m! I will go to Amreeka and I will listen to people’s problems and I will make lots of money too!’ He hit his knee and laughed and laughed at this and the class joined in until I couldn’t help but start laughing too. These kinds of episodes happened all the time in class and they threw a new light on how I understood many concepts and lifestyles of the modern world. Trying to explain that a gym was a place built where you could run and exercise seemed like a fake story, how a mall was where people went to shop all day seemed bizarre and how some people injected their faces to look younger was beyond

Teacha! Magazine | 45

46 | Teacha! Magazine

Teacha! Magazine - Issue 4.2

Articles inside

Using real-world learning to enhance STEM education

Recommended

Book extract: A remote village in the Himalayas

Education needs a refocus so that all learners reach their full potential

Parent support

Student success

Points to ponder

The importance of educational psychologists

Care and connection in the online classroom

10 easy ways to practise self-care