IEPPI - SMT Induction Gauteng North District Keynote

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Induction of Senior Management Team at school level

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  • Very informative. Five levels of learning is very important when planning is done for learning programmes. All educators should know how to set up effective learning experiences, which is very important when dealing with the learner in the 21st century.
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IEPPI - SMT Induction Gauteng North District Keynote

  1. 1. Induction Workshop of SMTs Gauteng North District “Unfortunate Truths and Awkward Insights of Dysfunctional Schools” Presenter: Dr Muavia Gallie (PhD) 16 May 2009 Teacher Centre, Bronkhorstspruit 1
  2. 2. Success rate = 8,1% •Success-rate of the system = 8,1% •Of every 12 learners starting Grade One, only 1 learner attains what the system is promising them - data 2005! 2
  3. 3. What is the core Job of SMTs? • To Manage Learning and Teaching 3
  4. 4. Thoughts on Learning … 4
  5. 5. Your brain learn by … 5
  6. 6. The key skills are … 6
  7. 7. And remember … 7
  8. 8. The Effective Teaching Framework Input or Context Process variables variables Teacher Learner perceptions, perceptions, • Teacher strategies and strategies and characteristics behaviour behaviour • Learner Characteristics of characteristics the learning task • Class and activities characteristics • Subject characteristics Outcome or Product variables • School •Short and/or Long-term; characteristics •Knowledge, skills and behaviour educational • Community outcomes e.g. change in attitudes of learners characteristics towards school or subject; gains on attainment tests; • Occasion increased level of self-concept; success in national characteristics examinations; greater learner autonomy; 8 etc.
  9. 9. G. Key Classroom Teaching Tasks 1. Planning; 2. Presentation and Monitoring; and 3. Reflection and Evaluation. 9
  10. 10. H. Relationships with Learners 1. The teacher’s authority; 2. Mutual respect and rapport; 3. Classroom climate; and 4. Pastoral care. 10
  11. 11. 1. Teacher’s Authority Four main factors: • Status; • Teaching competence; • Exercising control over the classroom; • Exercising control over discipline. 11
  12. 12. Teaching Competence Three main elements: • Subject knowledge; • Interest in and enthusiasm for the subject; and • Ability to set up effective learning experiences. 12
  13. 13. Quote 1 “Even if the student’s life away from school is bleak and miserable, she/he will work if what she/he finds in school is satisfying.” William Glasser 13
  14. 14. Different Perspectives Understanding the situation well 14
  15. 15. Dysfunctionality vis-à-vis Under-performance Figure 10: Three levels of school functionality in relation to the support needed by schools 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% -10% -20% Basics Non-Functioning Low-Functioning High-Functioning -20% – +20% 21% - 60% 61% - 100% 15 Gallie 2006
  16. 16. Question 4.1 Did your school close early on the 21 April 2009 (the day before the Elections), and on the 30 April 2009 (the day before May day)? 16
  17. 17. Quote 2 You can’t do things differently until you see things differently. 17
  18. 18. Logistics of Teaching and Learning 4.7 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100 % School Readiness HFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% School Readiness Disrup- LFS Components 30% Teaching 30% 50% Learning 20% tions 10% Assessment 20% School Readiness Learn- Disruptions NFS Teaching Learning for Components 30% 20% 30% ing 10% & Chaos 20% 18 Assessment 20% Time-on-Task
  19. 19. Time-on-Task 3 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100 % HFS Teaching 40% 90% Learning 50% 4.5 days p.w. 175 days p.a. LFS Teaching 30% 50% Learning 20% 2.5 days p.w. 98 days p.a. Learn- NFS Teaching 20% 30% ing 10% 1.67 days p.w. 19 65 days p.a.
  20. 20. 5 Levels of Learning Level Teaching Type of Days Teaching 1 35 Facts 2 70 Information 3 105 Know-How 4 140 Comprehension 5 175 Wisdom 20
  21. 21. Learning: From Past to Future 21
  22. 22. Essence of being a Teacher 22
  23. 23. Final Quote If you don’t change, change will change you, or change will replace you. 23

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