Dr Kenneth Kaunda District Of The North West Province Department of Education Presented by Dr S.H Mvula.

Dr Kenneth Kaunda District Dr Kenneth Kaunda District Of Of

The North West ProvinceThe North West ProvinceDepartment of EducationDepartment of Education

Presented by Presented by Dr S.H MvulaDr S.H Mvula

Commitment

Dress code for educators by

SACE

Value for money

Students’ perceptions of ‘Good’ and ‘Bad’ teachers

‘Good’ teachers

• Helpful and supportive

• Taking the time to explain material in depth

• Friendly and personable

• Understanding and know the subject well

‘Bad’ teachers

• Mean and unfair

• Unwilling to help or explain material and ideas beyond instruction

• Judgemental of pupils’ [sic] parents and siblings.

‘Good’ teachers

• Using a variety of teaching style and innovative approaches

• Fair and having equal standards and expectations of pupils, regardless of their test scores.

‘Bad’ teachers

• Routine and unchanging in their teaching styles and methods

• Inflexible and disrespectful of pupils [sic]

• Unaware of and unsympathetic to pupils’ personal problems

• Physical intimidating and verbally abusive.

What makes a good teacher

What makes a good teacher

Helps us feelPart of the class

Protects our rightsAnd prevents namecalling

Is fair and consistent,Treating everyone equally

Is approachable ifWe have a problem

Helps us with our Work even outside

Lesson time

Believes in use

Gives interestinglessons

Explains things clearly

Treat us with respectAnd as individual

Helps us if we make mistakes

Knows our name

Has sense of humour

Does not take the mickeyIf we get things wrong

Shows an interest in us andWhat we do outside school

Is ready to be flexible and acknowledgeMistakes if he makes any

Is prepared to acknowledge He does not know everything

Potential Effects on

student

Administrator

Classroom Environment and

atmosphere

RelationshipsBetween staffAnd student

Thinking

Emotions

Behavior

Seatingarrangements

Seatingarrangements

Organisation

Organisation

DisplayDisplay

Visualappearance

Visualappearance

Layout

Layout

Teacherbehaviur

Teacherbehaviur

Expectancy

Expectancy

Group work

Group work

SupportSupport

SelfEfficiency

SelfEfficiency

Academic performance

Academic performance

motivation

motivation

Stress coping

Stress coping

Self-worth

Self-worth

AnxietyAnxiety

DisruptionDisruption

WithdrawalWithdrawal

AffiliationAffiliation

physical

psychological

CLASSROOM ENVIRONMENT

Classroom Environment• How does it look and feel?

• Is it an inviting and stimulating environment?

• What do you think of the décor the materials on show, your desk, student’s desk and other furnisher?

• Do you think it is well laid out?

• Could it be improved?

• What is good about it?

• What is lacking?

PERSON – ENVIRONMENT FIT

Individual believes and values

Individual believes and values

Organisationalculture

Organisationalculture

Individual

Personal strengthAnd abilities

Organisational climate

Organisational Demands and expectations

Match

Level of stress

Job satisfaction

Quality of work

Teacher controlOf students at its

highest

Students’ self Control at its

highest

Students’ controlOf selves increase

Teacher monitoring

Early encounters

Early encounters

Providing a settingWhere feedbackFrom students isencouraged

Deciding who Sits where

Making first Impressionscount

Setting rules

Looking AndSoundingconfident Making

Clear what You expect

Ensuring Students knowWho you are

Establishingroutines

Basic Learningactivities

SpecifyingThe conditionsFor learning

AssessingStudents’ExistingKnowledge Of the subject

Engaging inFormal wholeClass lessons

EstablishingAnd expressingYour authority

Later stage

Later stage

Increasing Levels ofPersonalResponsibilityGiven to student

Increasing mutual trust

Monitoring and Reinforcing rules

Extending Learningrequirements

Engaging in More informalTeaching methods

ModifyingRoutines toSuite changedNeeds and Nature of Relationship With class

AdjustingConditions For learningTo reflectDevelopingRelationshipWith class

EncouragingWider andDeeperAppreciationOf subjectAnd of Each other

EngagingIn moreInformalTeaching methods

Making students feel Safe and secureFacilitating teacher’sConfidence and security

Academic learning buildingStudent confidence and esteemBuilding class’s social identity

Teacher emphasis

Encouraging students to •Reflect•Itake on board increased responsibility for their action•Appreciate

Specify the actual behavior you are unhappy with.

Specify the actual behavior you are unhappy with.

Tell the other party how to see the problem

Tell the other party how to see the problem

State how you feel about this behavior in a firm confident manner without getting emotional

State how you feel about this behavior in a firm confident manner without getting emotional

Focus on positive outcomes, not your irritation with the other party

Focus on positive outcomes, not your irritation with the other party

Tell them what you want them to stop doing and what you expect in its place

Tell them what you want them to stop doing and what you expect in its place

Keep the discussion on task: do not let the other party change the subject to put you in a defensive position

Keep the discussion on task: do not let the other party change the subject to put you in a defensive position

Do not make threats or promises you cannot or will not carry through

Do not make threats or promises you cannot or will not carry through

Respect their needs and goals and negotiate a fair settlement

Respect their needs and goals and negotiate a fair settlement

OUTCOMES

Have a contingency plan in case they refuse to cooperate or agree to your request and then do otherwise.

DECREASE

RIGHTS RESPONSIBILITIES

CEO

LEADER

WORKER

CUSTOMERINCREASE

The 360°Leader

JOHN C. MAXWELL

THE 360°

LEADER

Lead up, Lead across and Lead down

Your Boss’s PeersYOUR Boss‘s PEERS

YOUR Peers

Your Peers’ Subordinates

YOUR SUBORDINATES

YOUR BOSS

YOUR Boss's PEERS

YOUR PEERS

YOUR Peers’ Subordinates

Thank You