ieppi - smt induction gauteng north district keynote
DESCRIPTION
Induction of Senior Management Team at school levelTRANSCRIPT
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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.