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Dr Kenneth Kaunda District Of The North West Province

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1 Dr Kenneth Kaunda District Of The North West Province
Department of Education Presented by Dr S.H Mvula

2 Current Debates Commitment Value for money Dress code for educators by
SACE Commitment Value for money

3 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.

4 ‘Good’ teachers ‘Bad’ 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.

5 What makes a good teacher
Explains things clearly Helps us if we make mistakes Treat us with respect And as individual Gives interesting lessons Has sense of humour Knows our name Believes in use What makes a good teacher Does not take the mickey If we get things wrong Helps us with our Work even outside Lesson time Shows an interest in us and What we do outside school Is approachable if We have a problem Helps us feel Part of the class Is prepared to acknowledge He does not know everything Is fair and consistent, Treating everyone equally Protects our rights And prevents name calling Is ready to be flexible and acknowledge Mistakes if he makes any

Organisation Seating arrangements Self Efficiency Academic performance motivation Display Administrator Thinking Stress coping physical Visual appearance Potential Effects on student Classroom Environment and atmosphere Emotions Self- worth Layout Anxiety psychological Behavior Teacher behaviur Relationships Between staff And student Disruption Expectancy CLASSROOM ENVIRONMENT Withdrawal Group work Support Affiliation

7 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?

Individual believes and values Organisational culture Match Individual Organisational climate Quality of work Personal strength And abilities Organisational Demands and expectations Job satisfaction Level of stress

9 Teacher emphasis Teacher control Students’ control Students’ self
Making first Impressions count Modifying Routines to Suite changed Needs and Nature of Relationship With class Looking And Sounding confident Adjusting Conditions For learning To reflect Developing Relationship With class Increasing Levels of Personal Responsibility Given to student Making Clear what You expect Providing a setting Where feedback From students is encouraged Setting rules Early encounters Ensuring Students know Who you are Later stage Increasing mutual trust Deciding who Sits where Encouraging Wider and Deeper Appreciation Of subject And of Each other Engaging in Formal whole Class lessons Monitoring and Reinforcing rules Establishing routines Assessing Students’ Existing Knowledge Of the subject Extending Learning requirements Engaging in More informal Teaching methods Basic Learning activities Engaging In more Informal Teaching methods Establishing And expressing Your authority Specifying The conditions For learning Teacher emphasis Encouraging students to Reflect Itake on board increased responsibility for their action Appreciate Making students feel Safe and secure Facilitating teacher’s Confidence and security Academic learning building Student confidence and esteem Building class’s social identity Teacher control Of students at its highest Students’ control Of selves increase Students’ self Control at its highest Teacher monitoring

10 Problem Clarification
Tell the other party how to see the problem Specify the actual behavior you are unhappy with. State how you feel about this behavior in a firm confident manner without getting emotional

11 PROCESS Respect their needs and goals and negotiate a fair settlement
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 Respect their needs and goals and negotiate a fair settlement 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

12 OUTCOMES Have a contingency plan in case they refuse to cooperate or agree to your request and then do otherwise.


14 Lead up, Lead across and Lead down
YOUR BOSS YOUR Boss‘s PEERS THE 360° LEADER Your Boss’s Peers YOUR Boss's PEERS YOUR Peers YOUR PEERS Your Peers’ Subordinates YOUR Peers’ Subordinates YOUR SUBORDINATES

15 Thank You

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