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The 6 Qualities of a Good Teacher

Are You A Good Teacher? | Let’s Find Out

Teaching is one of the most complicated jobs today. It demands a broad knowledge of subject matter, curriculum, and standards; enthusiasm, a caring attitude, and a love of learning. It is no wonder it is hard to find great teachers. Education is the most powerful weapon which you can use to change the world.
When you have a good teacher, anything is possible, but how do you know when a person is a good teacher?

Here are 6 qualities to look out for in a good teacher:

  1. A Good Teacher Instills Confidence

Many students do not believe that their teachers and parents actually believe in them, therefore they do not believe in themselves. These students tend to have more behavioral and academic problems. When you are a teacher that believes in their students this has a positive impact on them and allows them to reach to their full potential.  When goals are in place the class as a whole has a better understanding of its individual and collective accomplishments.

 

  1. A Good Teacher Manages the Classroom Efficiently

Classroom management incorporates all the strategies a teacher assembles to organize and arrange their:

  • Students
  • Learning Materials
  • Space
  • Use of classroom time

This helps students enjoy an organized educational atmosphere that is conductive to learning.

 

  1. A Good Teacher is Prepared

The effective teacher comes to class prepared to teach. Content preparation is critical for high- quality teaching, writing that is positively related to student achievement within specific subjects.

Expectations of teachers’ content:

Knowledge – The teachers understanding of major concepts

Dispositions – The teacher should realize that subject matter knowledge is not a fixed body of facts but is complex and ever evolving.

Performance – The teacher should effectively use multiple representations and explanations of concepts that capture key concepts.

 

  1. A Good Teacher Sets High Expectations

Effective teachers do not set limits on their students. They have high standards and consistently challenge students to do their best. As an educator, you should always expect the best of your students and encourage them to learn to their highest potential.

Key things to remember:

  • Don’t praise low quality work
  • Check for understanding
  • React to changes in performance
  • Deliver feedback according to criteria for success

 

  1. A Good Teacher Practices Self-reflection

Teachers should continually examine and evaluate their students’ attitudes, practices, effectiveness, and accomplishments.  This can serve as beneficial to both the educator and the learner. Without reflection, you run the risk of making poor decisions and carrying out bad judgments.

Teacher skills for self- reflection:

  • Use a daily reflection tool such as a journal
  • Try peer observation
  • Record lessons
  • Practice self-inquiry

 

  1. A Good Teacher Uses Teaching Strategies

The traditional style of teaching may lead to disengagement and boredom for both teachers and students. A good teacher has no fear of learning new teaching strategies or incorporating new technologies into lessons.

Here are a few teaching strategies to try:

  • Active learning strategies
  • Experiential learning activities
  • Project-based learning
  • Inquiry-based learning
  • Adaptive learning
  • Cooperative learning
  • Differentiated instruction

You can deliver a fun and energetic lesson with a variety of fun and engaging strategies that benefit both the teachers and the student.

The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education. With exceptional teachers and dedicated students the youth can be empowered and provide a brighter future..

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EARLY CHILDHOOD DEVELOPMENT SOUTH AFRICA

Over 350 learners with disabilities have enrolled for the Early Childhood Development level 4 learnership at Eskilz College. The learners are doing three to four months theory and nine to 10 months practicals, and next year they will be enrolling in level 5 which will qualify them as Grade R teachers working with children from the ages 0-6 years. The goal for Eskilz College is to close the gap in the demand for Early Childhood Practitioners and to provide skills and employment for people with disabilities.
An Early Childhood Development qualification affords these learners with career opportunities such as working at ECD centres, primary schools and crèches. But Eskilz College doesn’t just want it to end there; the learners will be assisted to register with The South African Council of Educators (SACE) and also assisted and encouraged to open up their own ECD centres in their communities.

Eskilz College is looking for partners to place these learners to do their work placement next year, we are looking for ECD centres, Primary schools and any institutions that need ECD practitioners. The placement will be a 9 to 10 months internship.

The learners are receiving a monthly stipend that covers transport for their theory. This is a great opportunity for the learners and a good way to close the national gap in the need for early childhood practitioners.

To enquire or place a learner contact coo@timmalholding.co.za or call 0100 3000 80

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Teaching, the mother of all professions

Of all the professions in the world, teaching is one profession that can change anybody’s life. You are who you are because someone taught you that skill and inspired you to be who you are. If you think you can work alone and achieve success in your life without needing help from anybody then you are wrong. When you are stuck in the middle of something you look up to that one person who can guide your way.

A teacher is a person with specialised skills and application of knowledge which helps an individual or a society to meet their needs. Teachers help individuals to enhance his or her skills and helps the student to use these skills for the better use for oneself and as well as others.

Teaching includes attributes designed to provide unique service to meet the educational needs of society and as well as of an individual. There are different kind of ways if which something can be taught to someone. There is the traditional way which is practised in most places, performed once by the teacher so that other students can learn how it is done. Whether it is maths equation or any dance form or learning any sport. There is another way of doing it too, teachers just guide the students on how something is done and students have to figure it out all by themselves, well this is not a bad way either. Many teachers do not prefer spoon feeding.

Teaching is as critical as any profession including medical, law or accountancy to list a few. Dedication to purpose, knowledge expertise and advocacy are core strengths of those in the teaching profession.

“Teaching is a mother of all other professions”. Many people believe in this quote and somewhere down in the history it is proved to be true. This profession provides pillar to the society and without a teacher no one can reach their heights. The Department of Basic Education is stuck with underqualified or unqualified teachers it cannot eliminate because of a tremendous shortage of teachers in South Africa. the most critical fields are still Maths, Science, Technology and African languages.

 Even a person who wants to be a teacher requires a teacher. Find relevant teachers course offerings from Eskilz College on https://eskilzcollege.co.za/courses/. Become someone’s hero.

 

 

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What South Africa can learn from Kenya when it comes to improving schooling

South Africa might be the biggest spender on education on the continent, but the results for that investment have been below-par. However, this article suggests that it’s not how much you spend on education but rather how you ‘do’ education that produces the results. Kenya is a shining example. As a nation, it cannot spend as much on education as South Africa does, yet its results are far better.

“Weak governance” is a popular scapegoat for the poor results achieved by South Africa’s education system. And there is no doubt that many aspects of how the education bureaucracy operates are problematic.

But what about setting the scapegoats aside for a moment and seeking solutions? One way to do this is to look elsewhere for inspiration. So, in that spirit, consider Kenya. For much of the half-century since it became independent the East African nation had been an over-performer on the continent in its measured education outcomes.

To get a sense of Kenya’s historical overperformance, consider the 2007 results of standardised tests for sixth graders conducted by the Southern and East African Consortium for Monitoring Educational Quality. Kenya’s average score was 557 points. That’s well above South Africa’s average of 495 points. Kenyan children’s basic literacy and numeracy skills were stronger than South Africa’s.

Kenya has a much lower per capita income than South Africa. In part as a result, its public spending on education per pupil is only one-fifth that of South Africa. Its educational bureaucracy is relatively messy.

Despite all this, as the graph in a more extended discussion underscores, it has historically been an over-performer in southern and eastern Africa, both relative to South Africa and more broadly.

How did this happen? The answer lies with active civic engagement. Kenya’s first president of the independence era, Jomo Kenyatta, championed this in the form of a self-help ethos known as “Harambee” as the pathway to development, including a strong focus on educating the country’s citizenry. For years after his tenure as head of state ended, the principle remained deeply embedded in Kenyan society – and the country’s education system.

There could be valuable lessons here for South Africa. Kenyans believe that fixing education is not someone else’s task or someone else’s failure. It involves active citizenship and proactive engagement at all levels: public officials; principals, teachers and their unions; parents and communities.

Perhaps what South Africa needs now is not a top-down government policy of “education for all” – but rather, “all for education”.

In rural Kenya there is an expectation for kids to learn and be able to have basic skills, exam results are far more readily available than in other countries in the region. The ‘mean scores’ for the Kenya Certificate of Primary Education (KCPE) and its equivalent at secondary school are posted in every school and over time so that trends can be seen. Head teachers are held accountable; paraded around the community if they did well, or literally banned from school and kicked out if they did badly.

This sort of accountability and community involvement forms part of the “softer” dimensions of school governance. And the roots of this approach run deep. They were part of the foundational ideas that shaped modern Kenya.

Kenya’s former president Jomo Kenyatta was a powerful advocate for better quality education. His focus on education persisted during his activist days, through his years in the UK and in his role as director and principal of the Kenya African Teachers’ College, run by the independent schools’ movement.

He became Independent Kenya’s first president in 1963 and immediately offered a vision of a nation imbued with Harambee “let us pull together”. The country adopted the term as its official national motto. As numerous studies have underscored, engagement with education held pride of place within the Harambee movement.

Harnessing existing structures

The key to turning around South Africa’s education system may be to spend less time deciding who to blame and more seeking out renewed opportunities for engagement. This wouldn’t involve reinventing the wheel. The country’s institutional framework for education, promulgated in 1996, creates multiple entry points for participation by a variety of stakeholders.

School governing bodies, which consist mostly of parents, can play a central role. These bodies are generally in the news for all the wrong reasons; as tools for elites to keep control of their schools, and as sites of corruption. Indeed, the South African government’s recent Basic Education Laws Amendment proposal, following an investigation of ‘jobs for cash’ scandals in schools, proposed scaling back the authority of school governing bodies.

Perhaps the crucial lesson from Kenya’s history is that our current discourse has it backwards. Fixing education is not someone else’s task, and someone else’s failure. Active citizenship implies pro-active engagement at all levels – by public officials, by principals and teachers (and their unions), by parents and communities.

The Conversation is if South Africa is willing to learn from Kenya, what is called for now is not another top-down “education for all” target from government –- but rather “all for education”..

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#homework must fall

New wave of thinking

South African schools are latching on to a new wave of thinking in schools that sees the removal of homework for students, much to the relief of many pupils and their often-stressed and frazzled parents. There are many strong opposing opinions.

The policy is based on the Finland Phenomenon, which takes a fresh look at the way pupils are taught and how the overall school system is managed.

There are a few schools in South Africa, Like Sun Valley High in Cape Town, that have already implemented this ”no homework” policy and considers themselves as forward thinkers and progressive school.

 

 

This phenomenon is supported by the balance between academic time and family time. The KZN Department of Education has said the no-homework policy could be something it might consider.

https://eskilzcollege.co.za/2018/02/14/10-trends-education-2018/

https://eskilzcollege.co.za/2018/02/14/10-trends-education-2018/.

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South Africa must invest in their teachers

More and more teachers seeking ”greener pastures”

Its been happening around the world for a while now, teachers leaving their homes and immigrating to greener pastures once they have qualified. It’s a global phenomenon that’s impacting both developed and developing nations in mostly a negative way as coutnries are losing skilled techers.

International teacher mobility is driven primarily to earn more money. Teachers from developing countries can double their income by teaching in more developed host nations.

South African teachers are recruited by industrialised nations to cope with teacher shortages. South African teachers are preferred as they are more hard working, loyal and dedicated with most South African teachers knowing how to teach more than one subject.

Contributing factors that make South African teachers immigrate:

  • 79% plan to stay in South Africa for a year after graduating
  • 38% plan to teach in another country in five years’ time
  • 38% plan to return to South Africa after teaching elsewhere and saving

There were three main reasons for migration:

  1. Better Travel Oppurtunities
  2. Chance to earn higher salaries
  3. Professional development and exposure to international standards

What about the teachers that want to leave permanently? South Africa has a scarcity of maths, science and language teachers – we cant afford, as a developing country that suffers with poverty, unemployment and crime, to lose qualified teachers.

Our policy should focus on making the teaching profession stable and more appealing to ensure that locally trained teachers are recognised and nurtured so that they have more reason to stay in the country than to leave.

Greener pastures?

Of the students I surveyed, 8% said that they planned to teach in another country upon graduating and 8% were undecided. Another 4% indicated that they would not be entering the teaching profession at all.

Australia was most students’ preferred destination country. More than a quarter of the students (27%) who were planning to teach in another country preferred Australia, followed by the United Kingdom (16%), South Korea (16%) and the United States (14%). The most important reasons for choosing these four destination countries were higher salaries, friendly people, family and/or friends as residents. The students also cited those countries’ high standard of education and opportunities for professional growth.

A small percentage were planning to migrate to Canada, New Zealand, Japan, Taiwan, Saudi Arabia, The Netherlands, Switzerland and Scotland.

For the most part, students were motivated by pull rather than push factors. Some were worried about bad working conditions, bad social services, an unsafe environment and South Africa’s high rates of unemployment. Mostly, though, they were focused on what other countries had to offer – pull factors.

They indicated that their most important migration needs before leaving South Africa were information about health care, accommodation, salary scales, banking assistance, cost of living (transport and food costs), methods of learner assessment and tax advice.

Making South Africa a more attractive for teachers

Migration is always an option for any professional,  like teachers, and is in some cases inevitable. Its important that not too many new qualified or experienced  are not lost to the international playground and remain in South Africa where they are seriously needed, especially in scarce skill subjects such as maths and science-related subjects.

More must be done to make teaching an attractive, stable profession in South Africa. This can be done by improving teachers’ working conditions and salary scales – particularly those who are teaching scarce skills subjects. Policy makers and authorities must monitor teacher recruitment agencies carefully to ensure that there isn’t a mass exodus of teachers that catches the country by surprise.

This is important if the country is to keep at least some of its qualified, passionate teachers and build up skills in areas like maths and science.

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