52ste VERGADERING VAN DIE NUR Teaching is the profession ......May 31, 2016 · SUBJECTS Gr. R Gr....

THE

NOVICE TEACHER

Professional Development

Wessel Viljoen

[email protected]

52ste VERGADERING VAN DIE NUR

Teaching is the profession that teaches all the other professions!

WOENSDAG, 22 APRIL 2015

SAOU: Gee die pas aan / Setting the pace

OVERVIEW

Tools of the trade - Know your policies

Survive administration

Tips on the handling of the register class

Tips on the handling and maintenance of discipline

Tips on lesson planning and presentation

LTSM and planning : Tips on using of resources

CAPS: Delivering the curriculum

Assessment

Barriers to learning; Promotion and Progression

Professional ethics: dealing with learners, parents, and colleagues

Handling of Conflict

Opportunity for discussion

SETTING THE PACE – GEE DIE PAS AAN

KNOW YOU POLICIES


NATIONAL

POLICIES

PROVINCIAL POLICIES

SCHOOL POLICIES

NATIONAL POLICIES

National Policy Pertaining to the Programme and

Promotion Requirements

National Protocol for Assessment

CAPS Subject Policies

SIAS Policy

Management of LTSM/


THE COVER PAGES ….


SCHOOL POLICIES

Policies that you should study:

Language

Religion

Admissions

Code of Conduct

Homework

Assessment

Subject policy

Management of LTSM


SURVIVE ADMINISTRATION

Teacher file

CPTD file

Records and reports

Learner profiles

Class register

Planning: annually, quarterly, lesson, assessment

Marking of books

Parent interviews

Survive …..

Planning

Prioritising

Be effective

Finish what you start

Ask…. Make sure! (Japanese – KAIZAN)


THE MYTH OF THE GOOD TEACHER

Myth – a “good” teacher should be able to be handle all

behaviour problems on her/his own and within the

confines of the classroom

Nonsense! No teacher, no matter how skilled or how

much experience or training is capable to work

successfully with each and every learner without support

Very disruptive behaviour – needs assistant: the

parent(s); principal or if possible a counselor

Good Curriculum is not necessarily enough

There is no quick fix!


PROACTIVE AND REACTIVE RESPONSES

Reactive responses :

Reaction emotional and ineffective

Inconsistency

Relationship between teacher and learner deteriorate

Disrupt classwork

Everyone loses


PROACTIVE AND REACTIVE RESPONSES

Proactive responses

Are carefully planned and model positive behaviour

Are productive because they stop undesired behaviour

and model socially acceptable behaviour

Put the responsibility on the learner for choosing

appropriate behaviour


A CLASSROOM DISCIPLINE PLAN

A discipline plan is the prerequisite for a proactive and

well-managed classroom environment that ensures your

learners’ emotional and physical safety and that allows

you to focus on teaching, and the learners to focus on

learning

The discipline plan consists of 3 parts:

Rules that learners must follow at all times

Supportive feedback that learners will receive

consistently for following the rules

Corrective actions that you will use consistently when

learners choose not to follow the rules


A CLASSROOM DISCIPLINE PLAN

Classroom Rules (learners can be involved in the drafting of this)

Basic respect, be quiet and listen when someone else is speaking

Follow directions

Use appropriate language, no put-downs or teasing

Supportive Feedback

Verbal recognition

Positive notes sent home to parents

Corrective Actions

Reminder (first time learner breaks the rule)

disciplinary action according to the disciplinary policy of the school

Call Parents

Send to the administrator/ head of discipline


BEST TEACHING PRACTISES


Be prepared – if you don’t

prepare, you repair

One-size-fits-all?

Know your subject content

Be a life-long learner (CPTD)

Support your Learners in extra-

mural activities

Respect your pupils

Motivate yourself and your

learners

TIPS ON THE HANDLING AND MAINTENANCE OF DISCIPLINE

Classroom management: Arrival, Seating, Participating; Class rules

Self-discipline (e.g. punctuality)

Create structures by maintaining routine and fixed consistent rules

Punishment determined beforehand - no empty threats

Be consistent and fair

Don’t humiliate the learner in front of the class

Always stay in control of the class as well as yourself



Be aware of name calling

Kept parents informed from the beginning

Follow the school's disciplinary system

NEVER, ever shout to quieten your class – eye contact.

“Over plan”- minimise free time at the end of the period.

“You will never reach your destination if you stop and throw

stones to every dog that barks.”- Winston Churchill/



Find an effective way to quieten the class


Start afresh every day.

TIPS IN THE HANDLING OF THE REGISTER CLASS

Discipline and order

Placement in class to easily handle absences

Good filing system

The confidentiality of learner information

Know the learners as soon as possible

Contact parents regularly when necessary

“In Loco Parentis”/


TIPS ON LESSON PLANNING AND PRESENTATION

Class atmosphere

Curriculum is your "bible" - not your textbook / workbook

Introduction- Think out of the box

Referring to the foreknowledge

Interactive (plan how to involve learners in the lesson)

Logical course of lesson

Be clear in giving instructions

Time management

Try to use as much visual, concrete aids as possible

Never sit down while busy instructing- you must move around, alternate tone, eye contact, be well prepared, confident.

Put yourself in the learners place - would you have enjoyed your lesson/


LTSM AND PLANNING

Curriculum• Central point of planning

Textbook

• Select appropriate texts which are supplementary to the curriculum

Workbook

• Used for enrichment, support and homework

• Beware of restrictiveness in workbooks

• Transcribing is problematic especially in Grades 8 and 9

LEARNING AND TEACHING SUPPORT MATERIAL

CORE LTSM

Textbooks (A variety of textbooks for teachers with a range of

different tasks)

Workbooks

Teacher guide

Core readers and set works (Languages)

SUPPLEMENTARY LTSM

Stationary

Electronic/Technical equipment

Atlas, dictionaries, apparatus, etc.


THE USE OF TEXTBOOKS

Important:

Use a textbook as a guide, not a mandate, for instruction.

Be free to modify, change, eliminate, or add to the material in the textbook.

Supplement the textbook with lots of extra readings.

Never use worksheets or workbooks to teach!!


TIPS IN THE EFFECTIVE USE OF RESOURCES

Subject specific

Effective flow of presentation - test equipment in

advance

Make sure you have a plan B

Alternate

Consulting with fellow subject colleagues

Budget in time

Walk the extra mile


CURRICULUM PLANNING

CAPS

Subjects

Content Area

Topics

Phase Overview (Provided)

Assessment program (Provided)

Grade Overview (Provided)

Lesson Plan

Recording (7 point scale)

Only one level of planning is required in CAPS, namely

lesson planning


WHAT IS ASSESSMENT?

(EXTRACTED FROM NATIONAL PROTOCOL FOR ASSESSMENT

GR R -12)

Assessment is a process of

collecting, synthesising and interpreting information

to assist teachers, parents and other stakeholders

in making decisions about the progress of learners

Classroom assessment should be both informal and formal –

in both cases feedback should be provided to learners

to enhance the learning experience.


INFORMAL ASSESSMENT

Informal (assessment for learning) or daily assessment is the

monitoring and enhancing of learners’ progress

This is done through teacher observation and teacher-

learner interactions.

It should be used to provide feedback to the learners and

teachers.

It should build towards formal assessment.

Informal assessment should be indicated on the weekly

planning.

No recording is necessary.

Educators may mark informal assessment.

Teachers should not only focus on the formal assessment.


FORMAL ASSESSMENT

Formal assessment (assessment of learning) provides

teachers with a systematic way of evaluating how well

learners are progressing in a particular subject and in a grade.

Use different forms of assessment to assess.

According to CAPS document

Make use of higher order critical thinking skills.

(Bloom’s Taxonomy)


COMPLEXITY : BLOOM’S TAXONOMY


Synthesis: create, invent, plan,

predict, design, propose, formulate

Evaluation: judge, decide, justify,

debate, recommend, prioritise, argue

Analysis: analyse, compare,

investigate, categorise, identify,

explain

Application: solve, show, use,

illustrate, classify, construct, examine

Comprehension: explain, interpret,

discuss, distinguish, outline

Knowledge: tell, list, write, find,

describe, name, locate

COMMON PROBLEMS IN ASSESSMENT

Out of fear that our results will be poor we start coaching learners

to do the assessment.

We do not use assessment to illicit to what degree the learner has

mastered the aims of the subject field.

Our teaching is focussed on spoon feeding rather than

empowerment.


ASSESSMENT : A - Z

Define the content standards and the accompanying benchmarks.

Write the learning objectives.

Develop the appropriate assessments.

Establish the performance standards or levels.

Design the lesson.

Plan the instructional strategies and/or activities.

Implement the instruction (teach).

Assess students.

Evaluate and refine the teaching/learning process/


TIPS IN THE SETTING OF PAPERS AND TESTS

CAPS document :

Format

Type of Questions

Bloom % for each subject

Put question paper filing system in place

Exchange paper with teachers from other schools


BARRIERS TO LEARNING : PROVIDING SUPPORT

SIAS policy (Screening, identification, assessment and support):

Guidelines on the roles and responsibilities of the SBST

Protocol on how to support learners experiencing barriers to

learning

To guide support to learners experiencing barriers to learning

To apply for concessions

To apply for placement in a Full Service School/ Special School

To apply for the endorsed National Senior Certificate

examination


PROMOTION

Promotion is the movement of a learner from one grade to

the next when the learner meets the required level of

achievement per subject in that grade, as well as

complying with the promotion requirements of that grade.

(NPPPR of NCS Grades R-12)


PROGRESSION

Progression means the advancement of a learner from one grade to

the next, in spite of the learner not having complied with all the

promotion requirements.

This is not applicable to Grade R.

Progression can be used to prevent a learner from being retained in

a phase for a period exceeding four years as stipulated in the policy,

provided that the underperformance of the learner in the previous

grade is addressed in the grade to which the learner has been

promoted.

Progression in Grades 10-12 does not guarantee the final

certification of a learner in Grade 12.


PROMOTION REQUIREMENTS

SUBJECTS Gr. R Gr. 1-3 Gr. 4-6 Gr. 7-9 Gr. 10-12

Language at HomeLanguage level

4 (and)

4 (and) 4 4(50-59%) 40%

Language at First Additional Language Level

3 3 3(40-49%)

40% in TWO subjects

30% in THREE subjects

provided that the SBA

component is submitted for

the subject that has not been passed

Mathematics 3 3 3 3

OTHER: 3In any two

of the other subjects

3In any THREE

other subjects2

In any two of the other subjects

PROGRESSION AND PROMOTION

Progression and promotion of learners to the next grade should

be based on recorded evidence in formal assessment tasks.

Formal assessment should be used to decide whether a

learner should progress or to be promoted to the next grade.

NO informal assessment may be used in

progression/promotion.

Condonation? The meaning? Is this allowed?


ETHICS


Ethics – Oxford Dictionary

“science of morals, moral principals or code”

SACE Code of Professional Ethics:

• Professional competence

• Personal conduct

• Integrity

• Respect

• Care

• Trust

• Accountability

LEARNERS


You are the adult

Professional distance

Respect for all cultures

There aren’t problem children – there are

problem parents

Be Careful:

Role model: dress, style and content of

communication

COLLEAGUES


Collaboration and sharing

Mentoring

Be prepared to learn from colleagues

Deal with conflict in a professional manner

“I don’t like that man, I must get to know him

better” Abraham Lincoln

PARENTS


PARENTS – in loco parentis


Relationship of trust with parents

Create a welcoming environment

Two-way conversations!

The best interest of the child

Discuss progress and growth

Highlighted areas of support needed

Share ideas for supporting learning

Seek solutions collaboratively

Work out an action plan

Establish lines of communication

Communicate regularly and follow up!

COMMUNICATION : NON-VERBAL VS VERBAL

Tone – HOW is more important than WHAT

The way you feel about something is reflected in the tone you use

Positive body language provides positive feedback

Consider your choice of words carefully (work x chore, smell x

stench)

It is generally accepted that the impact we make on people in the

first few minutes of contact is based 60% on visual messages,

33% on vocal messages and only 7% on content.

Effective communication starts with being a good listener!/


HANDLING OF CONFLICT

Pay attention to the feelings being expressed.

Be aware of and respectful of differences.

Improve your nonverbal communication skills.

Pick your battles – loose a battle to win a war.

Know when to let something go.

Deal with only one issue at a time.

Avoid accusations.

Don't generalise. Avoid words like "never" or "always”.

Avoid clamming up – 2 way communication./


TIPS IN UTILIZATION OF THE MENTOR

ASK – if you are in doubt about any matter

Discuss your job description in detail and make sure you

understand what is expected of you

Attending Mentor lesson presentation

Invite mentor to attend your lesson presentation

Not limited to mentor alone/ other colleagues even from

other schools/


BALANCE

Private life Work


ADAPTING ASSERTIVE DISCIPLINE

“Teachers who are most effective in

dealing with learner behaviour, in

raising learner’ self esteem, and in

increasing the potential for academic

success, take the Assertive Discipline

skills and techniques they have learned

with them into their classrooms, then

adapt them to their own personal

teaching style and to the unique needs

of their learners”

Lee Canter and Marlene Canter


52ste VERGADERING VAN DIE NUR Teaching is the profession ......May 31, 2016 · SUBJECTS Gr. R Gr....

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