THE
NOVICE TEACHER
Professional Development
Wessel Viljoen
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
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KNOW YOU POLICIES
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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/
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THE COVER PAGES ….
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SCHOOL POLICIES
Policies that you should study:
Language
Religion
Admissions
Code of Conduct
Homework
Assessment
Subject policy
Management of LTSM
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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)
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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!
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PROACTIVE AND REACTIVE RESPONSES
Reactive responses :
Reaction emotional and ineffective
Inconsistency
Relationship between teacher and learner deteriorate
Disrupt classwork
Everyone loses
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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
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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
SETTING THE PACE – GEE DIE PAS AAN
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
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BEST TEACHING PRACTISES
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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
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TIPS ON THE HANDLING AND MAINTENANCE OF DISCIPLINE
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/
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TIPS ON THE HANDLING AND MAINTENANCE OF DISCIPLINE
Find an effective way to quieten the class
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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”/
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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/
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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.
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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!!
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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
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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
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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.
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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.
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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)
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COMPLEXITY : BLOOM’S TAXONOMY
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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.
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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/
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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
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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
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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)
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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.
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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?
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ETHICS
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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
SETTING THE PACE – GEE DIE PAS AAN
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
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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
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PARENTS – in loco parentis
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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!/
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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./
SETTING THE PACE – GEE DIE PAS AAN
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/
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BALANCE
Private life Work
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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
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