7 ways for schools to pump up their impact for 2022 and beyond
What makes an effective teaching and learning experience?
Back in the day, the one thing that teachers feared the most, was a visit into your classroom by the school inspector - usually this was an old man in a grey suit, carrying a briefcase with a few pens tucked into his jacket pocket. The second scariest thing, would be a visit into your classroom by your principal! This usually happened once a year and you learnt the skills of how to bribe even the naughtiest child in the class, to be on their best behaviour, or else!!!
Those days are over, so how do we measure teaching quality and effectiveness?
There are a number of frameworks for conceptualising the elements of effective teaching and on the whole, they include the following components:
1. Content knowledge
In curriculum areas such as maths, literacy and science, you need to know your stuff. The NEEDU report (2012) found that South African primary school teachers generally exhibit poor subject knowledge in language and mathematics, and consequently an incomplete understanding of both the requirements of the curriculum and how to animate it in their classes.
Different forms of content knowledge are needed. A strong, connected understanding of the material being taught, as well as an understanding of the ways students think about the content. Teachers must also be able to evaluate the thinking behind non-conventional methods, and be able to identify typical misconceptions that learners might have.
2. Quality Instruction
Quality of instruction is at the very core of all frameworks of teaching effectiveness. Key elements such as effective questioning and use of assessments, as well as specific practices such as reviewing and revising previous learning, allowing adequate time for practice to consolidate skills securely and being able to scaffold new learning are also elements of high quality instruction. The fast pace of our current curriculum, prevents many of these to take place, as teachers are choosing quantity over quality. It seems to be more important to get through the work and tick boxes, rather than ensure that content is consolidated.
3. Classroom climate, relationships and expectations
The CAPS curriculum is what schools follow, delivering the content into the brains of our children. In the Foundation Phase, children are exposed to literacy, numeracy and life skills, and as they move through the primary school and senior primary phase, these are expanded on in the form of content subjects such as Natural Science, History, Geography, Creative Arts (that include music, drama and art), Technology and Economic Management Science. As they head into the final three years of high school, students are expected to select 4 subjects to focus on for their final exam in Grade 12.?
Teachers also try to expose learners to various other “soft skills” such as collaboration, problem-solving, citizenship and so forth, while delivering their lessons and assessing knowledge. There should also be emphasis on the quality of relationships and interactions between teachers and students. Creating a classroom environment that constantly demands more and is never satisfied, but still affirms students’ self-worth and does not undermine their feelings of self-efficacy.
Setting motivational goals and encouraging success and allowing failure (e.g. fixed versus growth mindset, attributions to effort and strategy rather than ability or luck), as well as valuing and promoting resilience to failure (grit).
4. Classroom management
A teacher’s abilities to make efficient use of lesson time, to coordinate classroom resources and space, and to manage students’ behaviour with clear rules that are consistently enforced, are all relevant to maximising the learning that can take place. These factors are necessary to allow learning, rather than direct components of it.
A classroom where students are out of control, allowed to disrupt learning and a general lack of respect shown whether by the teacher or students, will not be conducive to learning.
5. Subject, learning & teaching beliefs
Why teachers adopt particular practices, what they aim to achieve, their theories about what learning is and how it takes place and their conceptual models of the nature and role of teaching in the learning process all seem to be important.
Teacher sensitivity to student needs and regard for student perspectives, as well as respect for student autonomy, interests, motivations. What about an inclusive mindset? That all learners have the potential to achieve according to their level and abilities. That we don't set the bar too high, nor too low, but we allow the learner to set their own bar, and we assist them to reach it, or even go beyond.
领英推荐
6. Professional development, collaboration and relationships
Elements such as reflecting on and developing professional practice, supporting colleagues, and liaising and communicating with stakeholders such as parents, are also important. Other professional responsibilities such as maintaining accurate records, communicating with school families, participating in the professional community of educators, growing and developing professionally and showing professionalism need to also be included here.
Back in the day, teachers were strongly discouraged from wearing trousers to school, especially jeans, sneakers and T-shirts. Different schools have their own dress codes now but dressing professionally is still a bit of a 'grey' area.
7. The "package" deal
So, what is the responsibility of schools today and what do parents look for in a school for their child?
Reading, writing and arithmetic, what we used to refer to as the 3R’s are still very much part of the educational offering from schools today but what else is important? How are schools adapting their practices to remain both relevant and sustainable while preparing young people for the future world of work? Are schools expected to “do it all” or must parents take more responsibility in terms of their child’s holistic development and growth.?
Parents are becoming much more discerning when choosing a school for their child. Its not just about what happens within the classroom, but when the school bell rings at the end of the day, learners must also trudge off to various other after school activities. Whether it is playing a sport, learning a musical instrument, pursuing a special interest in art or drama or the pressure of trying to pass that subject or achieve 80% average, their school day often extends well after 6 or 7pm, especially if we include the homework dished out by the teachers.??
Parents today, seem to feel the need to ensure that every afternoon is jam-packed and sometimes those are provided by the school on campus but often-times parents are seeking these from private individuals or organisations. Extra this or extra that or tutoring in this subject or that subject or extra ballet or French classes…the pressure placed on children is enormous, and possibilities are endless, to ensure that their child has a necessary advantage over the others.
Valuable lessons are learnt from making wrong decisions. Sadly, a child has to pay the very expensive price of a parent’s wrong decision when choosing a school. The following reasons should not come into play here:
Convenience is one thing, a strong sporting culture is another but if the school cares more about its rugby than it does about its teaching, that’s a problem. And if the school doesn’t have an inclusive ethos and culture where it cares just as much about the matric pupil who gets 7 distinctions, as it does about the child who is struggling with a learning barrier or special need.
Schools are institutions, many have stood the test of time and lived through many a storm, pandemic and some even a world war. Some have kept up with the times, some are racing ahead and others are still wondering about the benefits of swopping out long rows of desks and blackboards with flexible seating arrangements and whiteboards.?
If your child is generally happy to go to school, has a few friends, is getting on with most of their teachers, is involved in the school outside of the classroom (not essential but nice if it happens to a degree), is making good progress and seems emotionally balanced and enjoys the school atmosphere and feels part of a wider community, then these all point towards a successful outcome.
Conclusion
Parents want a holistic educational experience. They want 'bang for their buck' and to know that they are investing in their child's future. Values and character traits such as empathy, compassion, acceptance and respect should also be taught, as well as competitiveness, self-discipline, academic excellence and drive. Schools should celebrate and encourage ‘grit’ and perseverance, as well as provide those exclusive and privileged opportunities.?Moving away from a "one size fits all" cookie-cutter approach, ensures that every child is treated as a unique human being with incredible potential, just given the right opportunities and environment.
References:
https://www.saqa.org.za/docs/papers/2013/needu.pdf
https://www.suttontrust.com/wp-content/uploads/2014/10/What-Makes-Great-Teaching-REPORT.pdf