ieppi - smt induction gauteng north district keynote

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Induction Workshop of SMTsGauteng North District

“Unfortunate Truths and Awkward Insights of Dysfunctional Schools”

Presenter: Dr Muavia Gallie (PhD)16 May 2009

Teacher Centre, Bronkhorstspruit

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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!

What is the core Job of SMTs?

• To Manage Learning and

Teaching3

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Thoughts on Learning …

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Your brain learn by …

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The key skills are …

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And remember …

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The Effective Teaching FrameworkInput or Context variables

• Teacher characteristics• Learner characteristics• Class characteristics• Subject characteristics• School characteristics• Community characteristics• Occasion characteristics

Process variablesTeacher perceptions, strategies and behaviour

Learner perceptions,

strategies and behaviour

Characteristics of the learning task

and activities

Outcome or Product variables•Short and/or Long-term;•Knowledge, skills and behaviour educational outcomes e.g. change in attitudes of learners towards school or subject; gains on attainment tests; increased level of self-concept; success in national examinations; greater learner autonomy; etc.

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G. Key Classroom Teaching Tasks

1. Planning;2. Presentation and

Monitoring; and3. Reflection and Evaluation.

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H. Relationships with Learners

1. The teacher’s authority;2. Mutual respect and rapport;3. Classroom climate; and4. Pastoral care.

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1. Teacher’s Authority Four main factors:• Status;• Teaching competence;• Exercising control over the

classroom;• Exercising control over discipline.

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Teaching Competence

Three main elements:• Subject knowledge;• Interest in and enthusiasm for the

subject; and• Ability to set up effective learning

experiences.

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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

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Different Perspectives

Understanding the situation well

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Dysfunctionality vis-à-vis Under-performanceFigure 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%

Non-Functioning -20% – +20%

Low-Functioning 21% - 60%

High-Functioning 61% - 100%

Basics

Gallie 2006

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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)?

Question 4.1

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Quote 2

You can’t dothings differently

until you seethings differently.

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Logistics of Teaching and Learning 4.7

School ReadinessComponents

30%

Teaching40%

Previous YearPrevious YearPrevious Year Current Academic YearCurrent Academic YearCurrent Academic YearCurrent Academic YearCurrent Academic YearCurrent Academic YearCurrent Academic YearCurrent Academic YearCurrent Academic YearCurrent Academic Year

30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Learning50%

Assess-ment10%H

FSLF

SN

FS

School ReadinessComponents

30%

School ReadinessComponents

30%

Teaching30%

Teaching20%

Disrup-tions10%

Assessment20%

Learning for Assessment

20%

Learning20%

Disruptions& Chaos

20%

Learn-ing

10%

90%

50%

30%Time-on-Task

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Time-on-Task 3

Teaching40%

Previous YearPrevious YearPrevious Year Current Academic YearCurrent Academic YearCurrent Academic YearCurrent Academic YearCurrent Academic YearCurrent Academic YearCurrent Academic YearCurrent Academic YearCurrent Academic YearCurrent Academic Year

30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Learning50%H

FSLF

SN

FS

Teaching30%

Teaching20%

Learning20%

Learn-ing

10%

90%

50%

30%

4.5 days p.w.

2.5 days p.w.

1.67 days p.w.

175 days p.a.

98 days p.a.

65 days p.a.

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5 Levels of Learning

Level Teaching Days

Type of Teaching

1 35 Facts2 70 Information3 105 Know-How4 140 Comprehension5 175 Wisdom

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Learning: From Past to Future

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Essence of being a Teacher

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Final Quote

If you don’t change, change will change you, or change will

replace you.