Chapter 2: The teacher © VAN SCHAIK PUBLISHERS Chapter 2: The Teacher

Department of Educational Studies Learning outcomes You should be able to: Identify the roles and characteristics of a competent teacher Department of Educational Studies Faculty of Humanities Compiled by T de Jager

Department of Educational Studies Pre-test on homework What is a competent teacher? A beginner teacher needs basic competencies. How will you as a student-teacher, ensure you have developed all of these competencies? Department of Educational Studies Faculty of Humanities Compiled by T de Jager

Department of Educational Studies Answer of Pre-test Question 1: Your answer should include at least five of the following words: lifelong learner, role model, motivates learners, technology literate, a social friend, teaches learners, acknowledges individual learning styles of learners, professionalism, communicator, subject specialist, facilitate learners, identify learners’ barriers, demand learners to bring gifts, manager of the class. Department of Educational Studies Faculty of Humanities Compiled by T de Jager

Department of Educational Studies A competent teacher A curriculum developer: A specialist in teaching and learning A leader, administrator and manager: A scholar researcher and lifelong learner A professional who plays a community, citizen and pastoral role A specialist in a particular learning area subject or phase: A specialist in assessment: Department of Educational Studies Faculty of Humanities Compiled by T de Jager

Basic competency requirements of a beginner teacher Be knowledgeable on the subjects they teach; Know how to teach and to select teaching methods for each lesson; Be able to identify learners’ different learning styles and adjust activities accordingly; Be able to communicate effectively ; Developed numeracy, literacy and information technology skills ; Be well-informed on the school curriculum (policy documents) ; Understand diversity and teach all learners according to their various needs; Be able to identify learners’ learning and social problems and work with professional service providers to address these Department of Educational Studies Faculty of Humanities Compiled by T de Jager

Department of Educational Studies Group activity: In groups of five discuss why competent teachers are important for the economical growth of South Africa. Select a presenter to present your findings Department of Educational Studies Faculty of Humanities Compiled by T de Jager

Guidelines to solve activity problem Consider the following aspects when discussing proposed solutions: Quality teaching, including all learners, values, culture diversity, literacy, skills and knowledge, entrepreneurship and the labour market. Department of Educational Studies Faculty of Humanities Compiled by T de Jager

The roles of the teacher in class Figure 2.1 The teacher as mediator (Textbook page 9)

The teacher as facilitator Assist learners to separate relevant from irrelevant information. Encourage learners to discuss their findings with other learners in the class. Accept and encourage different ideas. Stimulate creative thinking. Motivate learners to solve problems and apply critical thinking skills. Guide their thinking patterns by providing key words. Department of Educational Studies Faculty of Humanities Compiled by T de Jager

Figure 2.2 The teacher as mentor (Textbook page 10) The roles of the teacher in class Figure 2.2 The teacher as mentor (Textbook page 10) Activity 2.2: Group activity (Textbook page 11)

Group activity Activity 2.1: Group activity (Textbook page 9) In groups of five discuss why competent teachers are important for the economic growth of South Africa. Select a presenter to present your findings.

Group activity Activity 2.2: Group activity (Textbook page 11) In your discussion groups decide why a committed teacher is important in improving learners’ academic performance.

Reflection Write down: Which part of the lesson was the most interesting? Which concepts do you not understand?

Individual and group activity Activity 2.3: Individual and Group activity (Textbook page 11) Individual activity Think about your experience during practical teaching. What unethical activities of teachers did you encounter among teachers and how would you stop these activities? Group activity Discuss these unethical activities and find ways to combat these. A group leader lists the identified unethical activities teachers engage in and presents possible solutions to these problems.

Feedback Activity 2.1: Group activity (Textbook page 9) In groups of five discuss why competent teachers are important for the economic growth of South Africa. Select a presenter to present your findings. Student-teachers can consider the following aspects when discussing their proposed solutions: quality teaching, including all learners, values, culture diversity, literacy, skills and knowledge, entrepreneurship and the labour market.

Feedback Activity 2.2: Group activity (Textbook page 11) In your discussion groups decide why a committed teacher is important in improving learners’ academic performance. Discussions can include that the teacher should: stimulate learners’ interest in a topic, prepare lessons that can encourage learners’ active involvement, allow learners to apply their skills with newly acquired content in inquiring learning activities, and encourage intrinsic motivation of learners to improve their academic performance.

Feedback Activity 2.3: Individual and Group activity (Textbook page 12) There will be different views of unethical experiences in each group. A few examples are discussed below: One of the learners might be disabled or are not keeping up with the rest of the class; the teacher tends to ignore the learner and focuses only on the “clever” learners. Teachers should treat all learners with the necessary dignity and acknowledge learners’ individuality and their specific needs. There are two learners bullying other learners in the class and stealing their lunch from their school bags. The teacher deliberately ignores the other learners’ complaints about these issues. A teacher should report these incidents using the line function, to the HOD, principal, governing body, school district office. The teacher should exercise authority without humiliating or abusing these learners. The teacher should explicitly develop learners’ values by discussing honesty, respect for others and responsibility in class. The teacher should establish a classroom climate of safety and trust where learners are free from fear of other learners. The teacher should also be a role model, showing appropriate behaviour in a manner that does not show disrespect to the values, customs and norms of the community when interacting with learners.