Ward
Manager Ethekwini Port Natal Mr. B.L. Ngwane (SEM)
\]
Mrs. L.Topka
Acting Principal
QUALITY LEARNING AND EDUCATION FOR ALL If all sections of society work together - government,
communities, health care workers, civil society, business, media and other sectors - we can ensure that
all learners benefit from quality education. The achievement of Quality Education for All depends
on the actions of department officials, school principals, teachers, students, parents and
community members in supporting all education initiatives. The reality remains that education cannot
only be achieved inside the classroom, but that it begins at home and in the community. “It
is important that we all adopt a positive attitude of caring and nurturing education for our
children. We all need to say - ‘your child is my child and my child is your child’. We can achieve so much
more in improving the quality of our education and ensuring that every child has access to
education by adopting this attitude”. To drive this message and to ensure that it filters through to
all members of our community the KZN Department of Education is calling upon the various
stakeholders in the community to partner in this campaign. The Department is launching this campaign by
urging the learners, educators, parents, department officials and the public in committing
themselves to the Code for Quality Education. The Code for Quality Education describes the
respective roles, responsibilities and discipline required from all parents, learners, educators, etc.
in making Quality Education for All a reality.
on mouse over = stop - on mouse out = start.
Ten
Common Principles (Elementary and Secondary School
Inclusive)
Behavior Management Means Preventing Problems
Before They Start:
Intelligently-planned and
strategically-implemented classroom rules will make your
teaching job easier from Day One. By taking into account your
personality and anticipating any problems that might crop up,
you can maximize your chances for an orderly and
learning-centered elementary classroom.
Strategize, Get Inspired, and Write Your Rules:
Long before your shiny new students file into the
classroom, you need to spend time planning and organizing your
discipline strategies and class rules.
Consider your Educational Philosophy and how it can be
expressed through your rules.
Gather sample rules that have worked for other teachers
and use them as guiding examples.
Be aware of the top Teaching Mistakes To Avoid. Then
avoid them.
Organize Your Classroom:
You've finalized your rules and visualized how
you want to run your classroom. Now get ready and set for the
arrival of your students.
Ask yourself this question: Do I believe in giving
material rewards and prizes for learning and good behavior?
Perhaps no-cost rewards would be as effective with less
maintenance. Head to the store if necessary.
Physically organize your classroom to support your plan.
This step should include posting your rules in plain sight,
putting together any tools (such as a card system) that will
correspond to your plan, and creating an upbeat, organized
feel to your classroom.
Communicate Your Discipline Plan To Students:
The rubber really hits the road on the first day
of school when you introduce the rules to your new students and
begin enforcing your behavioral vision.
Save your vocal chords and implement nonverbal ways to
quiet your students.
Getting Parental Support and Cooperation:
Communicate with parents proactively from
the start. On the first day of school, send home a copy of
your detailed rules. Include a small cut-off section at the
bottom for parents and their child to sign and return to
school, indicating their agreement to the rules. It's a good
idea to offer an incentive to the students for returning the
forms so that you can maximize your chances of getting them
back. Save the signed agreements in case there are any
problems later on.
The best way I've found to communicate with parents is
through weekly newsletters that also offer time to practice
language arts skills.
Enforcement And Long-Term Issues:
A disciplined classroom requires daily
maintenance and monthly reflection. Don't be afraid to
proactively address problem areas as soon as they're apparent.
Consistency is key. Children have an almost primal sense
of teachers playing favorites or letting little infractions
slide. Be nearly robotic in your approach and deliberate
with all your actions.
Unfortunately, even the best-designed discipline plans
are not one-size-fits-all. Solve larger discipline problems
with behavior contracts.
Some school years are more challenging than others.
Consider creating a fresh start in extreme situations.
"Don't Smile Until Christmas":
In summary, be deliberate and consistent with
your classroom rules and their enforcement. It is better to
start off strict in the beginning and, if you like, you can
loosen up as the year goes on and the students' good habits are
already in place.
With proper planning and the right outlook,
you can look forward to an organized and productive school year
with your students. The feeling of accomplishment will make all
of the effort worth it.
Teaching Rule #1: Classrooms Need Rules.
When
designing your classroom rules, keep in mind that your rules
must be:
Clear
Comprehensive
Enforceable
And then comes the most important part... you must be consistent in
enforcing them all the time, with every student, using
predictable and delineated consequences.
Some teachers suggest writing the class rules with your
students, using their input to create "buy-in" and cooperation.
Consider the benefits, though, of strong, teacher-determined
rules that are not viewed as negotiable by the people who must
follow them. Weigh the pros and cons before deciding which
method to employ.
State your rules in the positive (no "don'ts") and expect the
best from your students. They will rise to the high expectations
you set starting from the first minute of the first day of the
school year.
Classroom Rules
Everyone deserves respect.
Come to class prepared.
Do your best.
Have a winning attitude.
Have fun and learn!
Variations
The most important thing is to spend time
before the school year starts determining which rules fit your
voice, personality, and objectives.
Mrs.
Leoni Topka - (Departmental appointed) Head of
Department seconded to:
The GIMT
Post-Graduate Diploma in School Management
History and BEE Credentials
The history of the school is characterized by key milestones that have
defined its evolution:
Founded in 1993 by Prof. Andy Andrews, ex-dean of the Wits Business
School.
GIMT introduced Outcomes Based Action Learning into the SA market and
originally offered the Henley MBA until new legislation prevented
providers from running programmes that were not their own.
In 1996 GIMT was taken over by Educor, owned by the Naspers Group and
became part of a listed company.
Due to the success of the Henley model worldwide, GIMT developed its own
registered and accredited management and leadership programmes based on
the Henley system.
In 2007 GIMT was acquired by ExecuPrime Investments, a black-owned
investment company resulting in GIMT becoming a wholly black-owned
business school in SA.
This site focuses on the policy and practices contained
in the Education White Paper 6 on Special Needs
Education: Building an Inclusive Education and Training
System.
Inclusion is more than just physical access to schools!
It is including learners on all levels: social
inclusion, curriculum accessibility and emotional
inclusion.
At the beginning of 1997, the National Commission on
Special Needs in Education and Training (NCSNET) and
National Committee for Education Support Services (NCESS)
were appointed to investigate and make recommendations
on all aspects of special needs and support services in
South Africa.
The Education White Paper 6 on Special Needs Education:
Building an Inclusive Education and Training System
outlines how the system should transform itself to
accommodate the full range of learning needs and
establish a caring and humane society.
What is Inclusive Education?
Many definitions of inclusive education have evolved
throughout the world. It ranges from extending the scope
of ordinary schools so that they can include a greater
diversity of children (Clark et al.,1995) to a set of
principles which ensures that the student with a
disability is viewed as a valued and needed member of
the community in every respect (Uditsky, 1993, p88).
Some definitions focus on human interaction, Forest and
Pearpoint (1992) see inclusion as a way of dealing with
difference, while Ballard, 1995; Clark et al., 1995;
Rouse and Florian, !996, adopt an institutional
perspective and focus on organisational arrangements and
school improvement.
The following two South African definitions of
Inclusive Education are the perspectives of the
reference committees and consultative bodies who were
commissioned to investigate the future of Special
Education. Inclusive Education is defined as a
learning environment that promotes the full personal,
academic and professional development of all learners
irrespective of race, class, gender, disability,
religion, culture, sexual preference, learning styles
and language. [NCSNET/ NCESS 1998]
In the
Education White Paper 6 on Special Needs
Education:Building an Inclusive Education and Training
System(2001), Inclusive Education is about:
Acknowledging that all children and youth can learn
and that all children and youth need support
Accepting and respecting that all learners are
different in some way and have different learning
needs which are equally valued and an ordinary part
of our human experience.
Enabling education structures, systems and learning
methodologies to meet the needs of all learners.
Acknowledging and respecting differences in learners
whether due to age, gender, ethnicity, language,
class, disability or HIV status.
Changing attitudes, behaviour, teaching
methodologies, curricula and the environment to meet
the needs of all learners.
Maximising the participation of all learners in the
culture and the curricula of educational
institutions and uncovering and minimising barriers
to learning.
Empowering learners by developing their individual
strengths and enabling them to participate
critically in the process of learning.
Acknowledging that learning also occurs in the home
and community, and within formal and informal modes
and structures.
The inclusion of learners with special education needs
or learning barriers into mainstream classes, is part of
a universal human rights movement. It has therefore
become imperative for all countries to create
equal oportunities for all learners to learn and
succeed. Inclusive Education addresses the
educational needs of all learners in a non-threatening,
supportive learning environment, this includes learners
who were formally disadvantaged and excluded from
education because of barriers to learning.
What are these barriers to learning? Barriers
to learning and learning needs could be either
permanent, recently acquired, fluctuating or
circumstantial! The following are some of the
barriers to learning:
Physical, mental, sensory, neurological and
developmental impairments
Psycho-social disturbances
Differences in intellectual ability
Particular life experiences
Socio-economic deprivation
Negative attitudes to and stereotyping of
differences
An inflexible curriculum
Inappropriate languages or language and teaching
Inappropriate communication
Inaccessible and unsafe built environments
Inappropriate and inadequate support services
Inadequate policies and legislation
The non-recognition and non-involvement of parents
Inadequately and inappropriately trained education
managers and educators
Approximately 15% of the total number of learners who
are experiencing barriers to learning are catered for
in Special Schools and the rest are in mainstream
classes.
It is within that context that we should move
swiftly towards an inclusive paradigm in the South
African Education System, in order to cater for the
needs of ALL learners.
Mainstream educators have to contend
with large class sizes (e.g., 50-80 children in some
classrooms), limited educational resources, language
diversity, and the dire effects of HIV/AIDS on families,
teachers, and the children themselves. Teachers must
find ways to include children with disabilities in
mainstream classrooms, despite these systemic
constraints. While the values of inclusive education are
embraced in light of a progressive constitution
(Republic of South Africa, 1996), the pragmatic
questions often trump the principle of inclusion. How do
we include children with disabilities within these
constraints? How can we support teachers to become
effective in inclusive settings?
Towards
accountability and control of
education in
South Africa...
Managing
the Transition Towards an
Inclusive Education
The
Inclusional Classroom
Promoting
Learning
Inclusion is the
preferred method of
placement for
students with
special needs
whenever possible.
It is clear that
students with
disabilities must be
educated in regular
education settings
to the maximum
extent appropriate
in light of their
needs, and prohibit
their exclusion
unless education
there cannot be
achieved
satisfactorily even
with appropriate
supplementary aids
and services.
The
Successful Inclusive
Classroom
Keys to success
include:
Students need to
be active - not
passive
learners.
Children should
be encouraged to
make choices as
often as
possible, a good
teacher will
allow students
some time to
flounder as some
of the most
powerful
learning stems
from taking
risks and
learning from
mistakes.
Parental
involvement is
crucial.
Students with
disabilities
must be free to
learn at their
own pace and
have
accommodations
and
alternative
assessment
strategies in
place to meet
their unique
needs.
Students need to
experience
success,
learning goals
need to be
specific,
attainable and
measurable and
have some
challenge to
them.
What
is the Teacher's
Role?
The teacher
facilitates the
learning by
encouraging,
prompting,
interacting, and
probing with good
questioning
techniques, such as
How do you know it's
right - can you show
me how?. The teacher
provides 3-4
activities that
address the multiple
learning styles and
enables students
make choices. For
instance, in a
spelling activity a
student may choose
to cut and paste the
letters from
newspapers or use
magnetic letters to
manipulate the words
or use colored
shaving cream to
print the words. The
teacher will have
mini-conferences
with students. The
teacher will provide
many learning
manipulatives and
opportunities for
small group
learning. Parent
volunteers are
helping with
counting, reading,
assisting with
unfinished tasks,
journals, reviewing
basic concepts such
as math facts and
sight words.
What
Does the Classroom
Look Like?
The classroom is a
beehive of activity.
Students should be
engaged in problem
solving actiities.
John Dewey once
said, the only time
we think is when
we're given a
problem. The
classroom that is
child centered is
based on learning
centers. There will
be a language centre
with learning goals,
perhaps a media
centre with
opportunity to
listen to taped
stories or create a
multimedia
presentation on the
computer. There will
be a music centre
and a math centre
with many
manipulatives. The
goals are always
clearly stated prior
to students engaging
in learning
activities. The
teacher will ask
students for
reminders about the
acceptable noise
level, learning
goals, and what
completed tasks look
like. The teacher
again, facilitates
the learning
throughout the
centres and focuses
on some specific
centres. Activities
at the centres take
into consideration
multiple
intelligences and
learning styles. The
learning centres
begin with whole
class instructions
and end with whole
class discussions on
the learning that
took place.
What
does Assessment Look
Like?
Observation is key.
Knowing what to look
for is critical.
Does the child give
up easily? Does the
child persevere? Is
the child able to
show how he got the
task right? The
teacher targets a
few learning goals
per day and a few
students per day to
observe for goal
attainment.
Formal/informal
interviews will help
the assessment
process. How closely
does the individual
remain on task? Why
or why not? How does
the student feel
about the activity?
What are their
thinking processes?
In
Summary:
Successful learning
centers require good
classroom management
and well known rules
and procedures. A
productive learning
environment will
take time to
implement. The
teacher may have to
call the whole class
together regularly
in the beginning to
ensure that all
rules and
expectations are
being adhered to.
Remember, think big
but start small.
Introduce a couple
of centers per week.
INTEGRATED QUALITY MANAGEMENT
SYSTEM (IQMS) FOR SCHOOL-BASED EDUCATORS
(This policy speaks to the needs
of the
South African education system)
and what it was meant for the
provision of quality education and the development
of a sound learning environment where everyone
benefits.
The Principal
Has the overall responsibility to
ensure that the IQMS is implemented uniformly and
effectively at the school.
Must ensure that every educator is
provided with a copy of this document and other
relevant IQMS documentation.
Together with SMT/SDT members
responsible for advocacy and training at school
level.
Must organise a workshop on the IQMS
where individuals will have the opportunity to
clarify areas of concern.
After advocacy and training the
principal will facilitate the establishment of the
(Staff Development Team) SDT in a democratic manner.
Ensures that all documentation sent to
the District/local office is correct and delivered
in time.
Responsible for internal moderation of
evaluation results in order to ensure fairness and
consistency.
The Educator
Must undertake
self-evaluation of his/her performance.
Identifies his/her personal support
group. Development Support Group (DSG).
Develops a Personal Growth Plan (PGP)
and finalizes it together with the DSG.
Must co-operate with the DSG.
Must co-operate with the External WSE
Team in line with the protocol when the
school is being evaluated.
Attends INSET and other programmes in
terms of areas identified for
development.
Engages in feedback and discussion.
School Management
Teams (SMT)
SMTs inform educators
of the INSET and other programmes that
will be offered and make the necessary
arrangements for educators to attend.
Assist with the broad planning and
implementation of IQMS.
Ensures that school self-evaluation is
done in terms of the WSE policy and in
collaboration with the SDT.
Our Schools understanding of
IQMS
Teachers
are not
just
here to
do this
job in
the
classroom
to do a
job that
is
prescribed
for
them.
They're
here to
be
professionals
in which
they
participate
in the
business
of
trying
to work
out what
is best
for the
school,
what is
best for
the kids
and how
education
should
be
practiced.
Dr David
Frost,
Cambridge
University
(8/05/2006)
Creativity
and
Innovation
in
Education
Moving
beyond
best
practice
...
Teachers
are
implementers
of
policy
reforms
and
initiatives
determined
beyond
the
classroom.
Innovation
and
creativity
doesnt
have to
be a
lessening
of
standards.
Need
to bring
together
a range
of
professional
knowledges
in
partnerships
where
all are
seen to
be
equal.
Innovation
requires
a
risk-analysis
and
discipline.
Schools
need to
be at an
acceptable
level
before
the
freedom
to
innovate.
Test
things
out not
just
pilot,
and
learn
from
trying
things
out on
behalf
of the
profession.
Management
of scope
of
innovation
Prioritising
areas
needing
attention
Network
ideas
Network
people
Networked
learning
to build
professional
knowledge
(innovation,
creativity,
quality)
Questions
to
assist
in
thinking
about
next
practice:
1.What
is the
nature
of the
problem
and
practice?
2.What
is
happening
in this
area?
3.Where
are the
sites of
good
practice?
4.How
can
ideas
and
people
be
connected
to
generate
ideas
and
develop
practice?
5.Will
this
work in
other
classrooms?
6.What
can be
put into
practice?
7.Closely
monitored,
evidence-based.
Developing
a
learning
orientation
within
teaching
as a
profession
and
across
education
systems;
Building
teacher
capacity
to
problem
identify,
problem
solve,
analyse
and
research
from
within
the
context
of their
classrooms;
Building
professional
knowledge;
Developing
next
practice;
Laterally
transferring
new
professional
knowledge
to other
sites
and
teachers
so that
it
becomes
new
professional
practice;
and ....
identifying
and
developing
the most
creative,
innovative
and
ingenious
teachers.
Some of
the
Factors
That
Make Our
Jobs
More
Challenging:
Helicopter
parents
who
demand
(sometimes
in
writing!)
that
their
child
never be
reprimanded
or
corrected.
Language
and
cultural
differences
that
force
teachers
to walk
thinner
tightropes.
Legal
risks
that
have led
some
teachers
to take
out
liability
insurance.
Crowded
classroom
and
shrinking
budgets.
A
dwindling
support
system
that we
once
enjoyed
as kids
that is
no
longer
available
in many
neighborhoods.
Video
games
and
technical
gadgets
that
shrivel
our kids
attention
spans.
\]
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