dr kenneth kaunda district of the north west province department of education presented by dr s.h...
TRANSCRIPT
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
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.
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