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National News | Nasionale Nuus

UITGAWE 3 | EDITION 3

CONGRATULATIONS TO THE NTA WINNERS

Andrew W Taylor (Brebner High School, Free State) acheived first place in the Nelson Mandela Lifetime Award category.

Emely Petler (Thea Morafe Primary, North West) acheived a second place in the Excellence in Grade R Teaching category.

Gerhardus Malan (Aurora Primary, Free State) acheived a third place in the Excellence in Technology–Enhanced, Teaching and Learning category.

Jolinda Daniel (Parys Hoërskool, Free State) acheived a first place in the Excellence for Secondary School Teaching category.

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NSC Examination Results 2017The South African Teachers’ Union (SAOU) salutes all the successful matriculation candidates of 2017. At the same time the SAOU wishes to record its sincere thanks and appreciation for the dedication of the educators who made the candidates’ successes over a period of twelve years, possible. The achievements that specific components of the public education system can and do yield are once again confirmed by the class of 2017.The SAOU also congratulates the Department of Basic Education (DBE) on a well-managed examination process. The 2017 examination pro-cess was characterised by a particular lack or reported incidents of group copying and leaked examination papers. These successes play animmeasurable part in contributing to the integrity of the NSC.The SAOU is satisfied with the 2,6% increase in the pass rate this year. This improvement is in line with the upward tendency maintained over the past two years. The pass rate for 2017 is 75,1% as opposed to 2016’s 72,5%. To successfully complete Grade 12, learners have to fulfil the following requirements: gain 40% in three subjects one of which must be an official language taken at First Language level, as well as obtaining 30% in a further 3 subjects. A learner is allowed to fail one subject on condition that the School Based Assessment for the subject has been completed.The number of learners that registered for the 2017 NSC examination was slightly lower than the number who registered in 2016. A total of 629 155 registered. Of that number, 534 484 wrote 7 or more sub-jects while 94 671 were absent for the examination or were allowed to choose the‘multiple examination option.’It is important to note that the pass rate of 75,1% does not include those learners who opted for the ‘multiple examination option’ or who were absent for the examination. Thus, the influence of thosetwo categories of learners cannot be determined. Other factors that may have had an influence include UMALUSI’s decision to apply a 3% adjustment for second language speakers (exclusively Africa languages) who are taught in either English or Afrikaans.

It is significant that UMALUSI considered fewer adjustments to be necessary this year and that the 2017 pass rate depended more on raw scores than was the case in other years.• 2016: 58 subjects• 32 subjects adjusted:

28 upward adjustments4 downward adjustments

• 2017: 58 subjects• 20 subjects adjusted:

16 upward adjustments4 downward adjustments

What is particularly gladdening is that there is a steady increase in the marks of the following subjects: Mathematical Literacy, Mathematics, Physical Science, and Life Sciences. Consequently, there was no need whatever for mark adjustments in these subjects.The NSC not only showed an increased pass rate but also yielded a greater percentage of Bachelors’ passes. 26,6% learners who wrote the NSC examination in 2016 gained Bachelors’ passes while thatnumber increased to 28,7% this year.In addition to the above improvements in the system, the increased pass rate can also be ascribed to the standard and administration of School Based Assessment (SBA) as well as the fact that the number of really poor performing schools has drastically decreased. There were 196 schools (2,9%) in 2016 that achieved a pass rate between 0-19% while only 109 schools (1,6%) achieved a pass rate between 0-19% in 2017.In spite of the clear progress reflected by the NSC the SAOU remains concerned about the specialised subject knowledge and didactic acu-men of teachers. The gaps that still remain in that area of the profession are highlighted by other assessment instruments like SACMEC, PIRLS and TIMMS.The SAOU thus continues to offer professional empowerment to its mem-bers through a variety of inservice and further training opportunities.

ANALISE VAN DIE NSS UITSLAE 2017Die 2017 slaagsyfer van 75,1% (2,6% hoër as in 2016) kan as aanvaarbaar oorweeg word. Dit is verblydend dat die opwaartse trajek wat bespeur word in die TIMSS sowel as in die SACMEQ se internasionale studies ook waargeneem kan word in die NSS uitslae. Die fokus is egter nie net op die persentasie slaagsyfer nie maar op die kwaliteit en effektiwiteit van die leerinhoude. Dit blyk dat daar wel vordering hiermee gemaak word. As voorbeeld kan genoem word dat die persentasie kandidate wat vir graadstudies gekwalifiseer het 28,7% is, die hoogste persentasie sedert 2010. In 2016 het 26,6% gekwalifiseer. Nogtans moet in ag geneem word dat sonder die aanpassings wat deur Umalusi gemaak is die slaagsyfer laer sou gewees het. Verder het Umalusi se besluit om ‘n aanpassing van 3% voort te sit vir leerders wat ‘n Afrika taal as Hu-istaal het, ook ‘n invloed op die slaagsyfer gehad het. Dit is merk-waardig dat Umalusi vanjaar minder aanpassings nodig geag het, en dat vanjaar meer as ooit gesteun was op vakke se roupunte. Ter illustrasie: In 2016 is van die 58 vakke, 32 vakke aangepas waar-van 28 opwaarts en 4 afwaarts. In 2017 is van die 58 vakke slegs 20 vakke aangepas, waarvan 16 opwaarts en 4 afwaarts.Vir die 2017 NSS eksamen het ‘n totaal van 802 431 kandidate ingeskryf, waarvan 173 276 deeltyds was. Van die voltydse kandi-date het 534 484, 7 of meer vakke geskryf waarvan 401 435 die NSS sertifikaat geslaag het wat die slaagsyfer van 75,1% verteen-woordig. Ongeveer 94 671 (15% van totaal) kandidate was of afwesig vir ‘n eksamen of is toegelaat om die ‘multiple examina-tion option’ te kies.Daar was 107 430 “progressed” kandidate deel van die 2017 NSS eksamen, ongeveer dieselfde getal as 2016 (108 742). Uiteraard het dit ook ‘n bepaalde invloed op die slaagsyfer gehad.

Sonder die “progressed” kandidate sou die slaagsyfer op 76,6% gestaan het.Die uitvalsyfer bly onrusbarend hoog. Van die 534 484 wat die eksamen in al 7 vakke afgelê het, het 401 435 kandidate geslaag. Indien hierdie syfer beoordeel word teenoor leerders wat tot die stelsel toegetree het (1 050 103 in Grade 2, “Education Statistics in South Africa at a glance in 2007”), het slegs 38,2% van dié kandidate geslaag. Tendense in die NSS-uitslae van SAOU skole:Dit is praktyk dat die SAOU elke jaar die prestasie van SAOU skole, binne die raamwerk van die Nasionale slaagsyfer, ontleed en evalueer. Die doel daarvan is eerstens om te bepaal hoe SAOU skole binne die raamwerk van die algehele NSS uitslae presteer, en tweedens om die impak van die SAOU se bemagtigingsprogramme te probeer bepaal.Die klassifisering van skole as “SAOU skole” sou op verskeie wyses gedoen kon word. Gegewe die kompleksiteit verbonde aan ontle-ding volgens skole se tipe en ligging, het die SAOU besluit dat klas-sifisering moontlik op die volgende maniere gedoen kon word; • skole waar daar minstens 1 SAOU lid is; • skole waar daar 5 of meer SAOU lede op die personeel is, • en skole waar daar 5 of meer SAOU lede op die personeel is en die hoof ook ‘n SAOU-lid is. Negehonderd en sewe (907) sekondêre skole het in 2017 ten minste een SAOU lid gehad, waarvan ‘n totaal van 98 492 leer- ders se prestasie in oorweging geneem sou kon word; dus 18,4% van die leerders wat die NSS afgelê het. Die slaagpersentasie van hierdie leerders was 89,92% teenoor die 75,1% wat nasionaal be-haal is. Die gevolgtrekking sou gemaak kon word dat, selfs waar

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daar slegs een SAOU lid in ‘n skool is, die prestasie hoër is as die nasionale gemiddelde. Daar moet egter gestel word dat dit nie bekend is watter ander unies ook lede by dieselfde skool het nie, en afleidings is dus nie moontlik nie.Wanneer die analise verder verfyn word om skole waar daar 5 of meer SAOU lede is te ontleed, skuif hierdie slaagsyfer na 92,48%; en by skole waar daar 5 of meer SAOU lede is en die hoof ook ‘n SAOU lid is, skuif die slaagsyfer op na 94,24%.Wanneer daar spesifiek gekyk word na skole wat as Afrikaans geklassifiseer word, is die slaagpersentasie 92,27% teenoor die 75,1% nasionaal. Die aantal leerders in Afrikaanse skole wat aan die NSS deelgeneem het is 21 617, dus 4,04% van die totale aantal kandidate wat die eksamen afgelê het. SAOU dubbelmedium skole kon in die meeste gevalle ‘n slaag persentasie van minstens 90% behaal. Die gemiddelde slaagsyfer vir hierdie skole is 91,77%. Die totale aantal kandidate wat die eksamen afgelê het, 16 857 is 3,15% van die totaal.Uit bogenoemde blyk dit duidelik dat ten spyte van gebreke in die stelsel, die SAOU skole in vergelyking met die skole op Nasionale vlak, die afgelope aantal jare, aansienlik beter vaar. As

dit aanvaar word dat die kundigheid van onderwysers een van die belangrike faktore is in die sukses van leer en onderrig sal die SAOU graag voortgaan om lede, waar moontlik, deur opleidingseleenthede te ondersteun en te bemagtig.

NCS results: Why can it be regarded as credible?The underlying principles regarding the process of the adjustment/standardisation of

marks after the National Senior Certificate (NSC) examination Every year speculation and even malicious rumours abound about the random adjustment by the Department of Education of Grade 12 candidates’ marks and even about arbitrary block adjustments regard-ing specific subjects. Such speculation and rumours undermine the credibility of the National Senior Certificate (NSC) and the proven achievement of Grade 12 learners. It is true that standardisation, or the scientifically calculated adjustment of marks, takes place every year after the NSC examination, but it happens under the vigilant eye of Umalusi (South Africa’s accreditation board). This process not only takes place regarding the NSC examina-tion conducted by the Department of Basic Education (DBE), but also regarding the NSC examinations conducted by the SA Comprehensive Assessing Institute (SACAI) and the Independent Examinations Board (IEB). Standardisation/marks adjustment is not unique to South Africa. It is an internationally acceptable process that takes place in every country under the control and management of the various examination boards. The premise is that a norm is determined for each subject in accordance with the results of the previous five years (the “historical average”). An average as well as the median for every year is also determined. The number of distinctions and failures in the subject are also taken into account. The previous results, raw marks and norm are indicated in a graph. The current year’s marks are compared to previous years and deviations are determined. The underlying approach is that a specific year group’s results should not deviate considerably from the norm. The aim is to ensure that the credibility of the examination’s comparability is consistent year on year and to ensure that a specific year group is not advantaged or disadvantaged due to the content or standard of a paper. The standardisation process is primarily computer driven and the start-ing point is the raw mark (unadjusted examination marks), as well as the distribution curve of the marks on the graph. It is compared as closely as possible with the five year norm. All candidates will not necessarily gain or lose the same number of marks, since the adjustment takes place based on where the difference lies regarding the median and the norm. This means that some candidates may even lose marks, depending on the graph comparison to the norm. If an adjustment takes place, it may not influence the ranking of the learners according to the raw mark. In case of block adjustments, candidates’ marks will be ad-

justed equally after having taken the five year norm into consideration. However, this is highly exceptional and only takes place after thorough consideration of all relevant factors. Umalusi doesn’t necessarily accept that an adjustment may take place in case of a difference between the specific raw mark and the norm. If the current raw mark for a specific subject differs from the norm, the Department of Basic Education has to provide educational reasons why the subject’s marks has to be adjusted upward or even downward. An extremely important consideration will be that the paper’s degree of difficulty has to be analysed and compared scientifically to that of the previous five years. There may, for instance, have been a problem with the paper regarding a question that was formulated in such a way that candidates misunderstood it. Umalusi is extremely strict about these pro-cesses and fully ensures that objective and well-founded reasons exist. Only then a possible adjustment/standardisation is considered. The aim throughout remains to keep to the raw mark. The standardisation also only takes place per subject and not to gen-erally adjust all the marks of all the subjects. After consideration of the raw mark and depending on the subject, the practical marks are brought into account in the case of practical subjects, the oral marks in the case of lanhuages and the year marks (school based assessment) for all other subjects. It is, therefore, extremely difficult to manipulate the general pass rate. Regarding the comparable standard of the various papers, it is import-ant to take note of the fact that every paper is set by a panel of exam-inators. Only the most experienced and expert subject teachers are considered for appointment after having submitted their applications. The papers are also moderated by an internal as well as an external moderator. Umalusi appoints the external moderator and possible candidates can be teachers, subject advisors or university lecturers, who also have to apply for the position. Three papers are set per subject and the DBE decides randomly which paper will be used for the November examination, the complementary examination or the June exam in the following year. Bloom’s taxonomy is used to ensure a fair and credible distribution of questions regarding the grade of difficulty in accordance with the Curriculum Assessment Policy Statement (CAPS) for each subject. South Africa’s papers are also submitted to Cambridge International Exams and the Kenyan Examination Council to ensure their comparability and credibility in terms of international standards.

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IS JOU KIND GEREED VIR DIE VOLGENDE FASE?DIE ONONDERHANDELBARE GEREEDSKAPSTUKKE VIR JOU KIND SE SUKSES EN JOU OORLEWINGJip. Inderdaad. Skuldig. Ek was ook een van hulle. Een van daardie ouers wat gewroeg en gewonder het of my kinders oukei sou wees met verandering en of hulle die nuwe graad en nuwe fase en selfs later die hoërskool, sou kon trotseer. Want sien, die Graad 3 juffrou was hul tweede ma. Ek was heilig oortuig daarvan dat die Graad 4 meneer te kwaai sou wees. Sê nou die kind is in die moeilikheid oor boeke wat tuis vergeet is en huiswerk wat nie gedoen is nie. Sê nou hulle word geboelie of verstaan nie die werk nie. Sê nou hulle word gespot. Sê nou die onderwysers pik op hulle. Sê nou hulle is alleen en het nie maats nie. Sê nou… sê nou…. Dieselfde engeltjies waaroor ons as ouers ons so bekommer en wonder of hulle dit gaan maak, veroorsaak egter later ‘n paar ander emosies in ouerharte ook. In Graad 3 is hulle die “seniors” van die fase, bulletjies en jong primadonnas, in Graad 4 is hulle die “kleintjies” van die Inter-mediêre fase. Dan tref tienerskap ons: hierdie amper gewelddadige, emo-sionele fase waar emosies wissel van stilstuipe tot deurkosyne se sterkte wat getoets word, waar hormone dikwels verander in demone en waar ma’s tot vroeë menopouse simptome gedwing word. Gooi die realiteit van toenemende groepsdruk soos wat kinders ouer word, ook in die resep, en die kans is redelik goed dat iemand iewers hul sin vir humor gaan verloor. Kom ons staan een tree terug en kry perspektief. En ja, dit is so: old age is a terrible price to pay for wisdom. Een tree terug, gee perspektief. Die verskillende skoolfases is met rede so ingedeel en is eintlik die boustene wat ons kinders gaan voorberei om eendag hul vlerke te kan sprei en self te vlieg want akademiese prestasie van 80%, sertifikate en trofeë is nie ‘n waarborg vir sukses nie.Die Grondslagfase is die eerste stap van koestering en om kinders emo-sioneel veilig te laat voel sodat hul kan waag en nuwe dinge kan leer. Juffrou het nog tyd om te troos as die toon pouse oopgestamp is. Ekstra tyd om werk klaar te maak. ‘n Geborgenheid wat geskep word. En nee, dit help nie om die kinders se huiswerk vir hulle te doen nie, want sien, in Graad 4 lyk die prentjie anders. Die pas versnel dramaties. Meer vakke, meer klaswisseling, meer onderwysers waar daar verskillende hantering-swyses van dissipline is. Graad 7 is nie ‘n verlenging van Graad 6 nie. Graad 7 is die begin van ‘n nuwe fase: die senior fase, die voorbereid-ing vir hoërskool en meer verantwoordelikhede. Daar is baie minder tyd om aan fisiese, sosiale en emosionele vaardighede aandag te gee. As jy agter is, is jy agter. Gebalanseerde kinders wat hulself kan handhaaf, wat hul eie tas kan pak, hulself en die ruimte om hul kan organiseer, onder druk kan werk, oplossings self kan vind en weliswaar hul gesonde verstand kan gebruik, kan die suksesskaal in ons kinders se guns laat kantel. Wat is dus die magiese, ontwykende gereedskapstukke wat in ons kinders se gereedskapstas moet wees? Dit is baie eenvoudig, dalk het ons almal net vergeet. Dit begin met die woorde “kom ons”.Kom ons sorg dat ons kinders ‘n uitstekende woordeskat het sodat hulle hul emosies en denke in woorde kan uitdruk, want die lewe gaan oor kommunikasie. Ouers met kleuters moet nou reeds vir hul kinders soveel as moontlik lees en met hulle gesels, want dit is waar woordeskat gevestig word. Leerders wat ‘n taalagterstand en gebrekkige woordeskat het, suk-kel om die inligting wat geleer moet word, te verstaan, om deel te neem aan klasgesprekke of om hulp te vra asook om emosies te verwoord.

Gebrekkige taalkennis en woordeskat is een van die grootste struikelblok-ke in leerders se vordering. Dissipline en roetine is die verantwoordelikheid van ouers, nie van skole nie. Ouers moet bereid wees om besliste, konsekwente grense tuis te stel. Die lewe gaan oor keuses: dis óf gehoorsame kinders, óf gehoorsame ouers. Die keuse is ons s’n. Kom ons sorg dat ons kinders nie onnodig tyd voor rekenaars, televisie en selfone verspeel nie en dat hul genoeg slaap inkry. Moeë kinders wat gedurende skoolure sukkel om hul oë oop te hou en op hul werk te konsentreer, is ‘n baie groter probleem as wat ons as ouers besef. Kinders leer deur voorbeeld. Gebrekkige kurrikulumdekking word hoofsaaklik toegeskryf aan leerders se swak taalkennis en woor-deskat, maar ook deur onderrigtyd wat verlore gaan. Ouers wat dus self swak tydsbestuur toepas en gereeld laat is vir werk of om hul kinders by die skool te besorg, stel die voorbeeld dat krisis tydsbestuur aanvaarbaar is. Dis broodnodig vir kinders om voor skool met vriende te sosialiseer – dit is waar die gevoel van “ ek behoort, ek is deel van” gevestig word.Waak teen ”spoonfeeding”. As die boek of die sportsak tuis vergeet is, dan is dit so. Moenie dit agter hul aanry nie. Ons doen ons kinders nie ‘n guns deur by onderwysers aan te dring op die afbakening van werk vir toetse of eksamens nie. Al wat ons as ouers daardeur bereik, is om ons kinders se pad eendag na moontlike tersiêre onderwys te bemoeilik waar daar toenemend van ons kinders verwag word om selfstandig te kan werk. Ons kinders moet leer hoe om massas werk krities en vinnig genoeg te kan deurwerk en ‘n geheelbeeld te verkry. Kom ons ondersteun liewers ons kinders deur seker te maak dat hul korrekte studiemetodes het, dat hul weet hoe om notas te neem, op hul eie te leer en dat hul hul eie tyd kan bestuur en hulself kan organiseer. Net soveel regte as wat ouers het ten opsigte van verwagtinge wat ons aan die skool stel, net soveel verantwoordelikhede het ons ook. Oueraande is eintlik selde opsioneel, kom ons MAAK tyd, woon dit by. Onthou kinders spel liefde, T-Y-D. Res-pekteer die skool se lynfunksies en begin altyd by die onderwyser – nie die skoolhoof nie. Kom ons leer ons kinders hoe om konflik te hanteer, kom ons gaan kla minder by die hoof en bou aan goeie verhoudinge met klasonderwysers waar ons bereid is om hul die voordeel van die twyfel te gee. Dalk moet ons weer ‘n slag in die spieël kyk en onthou, ons is almal mense. Met foute. Kom ons as ouers vat hande met ons kinders se onder-wysers en begin om mekaar te vertrou. Iewers moet dit begin – waarom nie by ons nie?‘n Gebrekkige sin vir verantwoordelikheid, kan een van die grootste struikelblokke op ons kinders se pad van sukses wees. Graad 12 is net om die draai. Kom ons leer ons kinders van kleintyd die waardes wat ons in ‘n werknemer self sou soek : werksetiek, deursettingsvermoë, respek vir diegene om ons, ‘n toleransie vir ander tale en kulture, geduld, vrien-delikheid, positiwiteit, integriteit en basiese goeie maniere. Kom ons leer ons kinders ons hou by sperdatums en ons maak dit wat ons begin, klaar. Kom ons leer ons kinders om in ‘n span te werk. Kom ons leer ons kinders om te kommunikeer, sonder die selfoon, om die tafel, deur mekaar in die oë te kyk en vir mekaar te luister. Kom ons leer ons kinders die lewe is nie regverdig nie en dit gaan nie net oor regte nie. Die lewe bly ‘n voorreg, kom ons respekteer dit so. Dan, weet ek, sal ons kinders meer as oukei wees.

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Beginner Teachers – Do’s and Don’tsYou chose your career. You qualified yourself through study and now sud-denly you find yourself standing in front of a class. With some trepidation you silently ask yourself, “Is this truly MY vocation?” Vaguely, you wonder if what they taught you at university has adequately equipped you to cope with the challenges that you face on a daily basis: learners, parents, school managers, unending preparation and piles of marking that seem to spontaneously multiply the moment you turn your back. Don’t be too concerned by these thoughts. All beginner teachers have them. You are not alone. The startling disconnect between theory and practice is centuries old and is nowhere more clearly demonstrated than when you are standing in front of a class full of energy-filled learners for the first time. On first encounter it seems that the floodlit idealism of theory wonderfully supported by a desire to go out and change the world, transforms with chilling force into a sickening sense of yourself drowning before your very own eyes. Take heart. You are a professional after all. Equip yourself with a mind full of new, innovative ideas, challenging strat-egies and novel methods; engage your learners in stimulating journeys of your own (and their) discoveries and you will find the year flying by with the thrill of professional self-development and empowering, energis-ing confidence. In short, you will come to know, without a shadow of a doubt, that you chose the right career. As with any profession, on-going, frequent reality checks are essential to growth. One of the greatest challenges that the modern-day teacher faces is discipline and classroom management. Scores of beginner teachers have been told: “You don’t smile at your class before April.” How inane is that? Every learner in your class has his or her own personality. And so do you. Children, young people, hate pretence. Let your own youthful enthusiasm shine through, develop and refine your own, unique teaching style – your learners will help you to do this if you are not too proud to accept that you will make some mistakes along the way - and soon a shared, cooperative teaching and learning style will emerge that satisfies both the ‘teacher’ and the ‘taught’ without the intrusion of an authoritarian ‘fear’ factor. Of course, most schools have a discipline policy. It is there to guide and support you at those times when you are absolutely not sure about exactly what to do (and such moments certainly do arise). But don’t lean on others to discipline on your behalf. In finding your own direction and strengths work in and around the discipline policy, seek and listen to advice where you need it and, in that way, you will be significantly contributing to the whole school’s discipline.It goes without saying that you must always be punctual and prepared. Imagine a surgeon arriving late and unprepared to perform an opera-

tion: he is in danger of losing his patient. By the same analogy you can as easily lose your learner(s). Discipline and educate by example. Set boundaries, set the height of the bar and apply both rigorously to yourself and the learners. Be as firm with yourself as you are with those you are there to teach. Be fair, be just, be consistent. Your class needs to know exactly where they stand and be equally sure of what to expect. Whatev-er you do don’t hand out empty threats. They never work and are, frankly, unprofessional. Once you are reduced to threatening learners you’ve in any case lost them. In cooperation with your learners establish a set of values-driven rules which are then displayed in the classroom. If the class ‘owns’ the rules it often happens that they are more strictly applied by the learners than by yourself. If you have to constantly labour the point take a good hard look at what you may be needing to change or modify. Ad-dress issues efficiently. Don’t waste teaching/learning time. As time passes you will get to know each learner individually and they will, in their own manner, learn to know and trust you. Mutual respect is in reality the secret ingredient here, even if you feel you don’t necessarily like someone. As the professional adult in the situation it is your respon-sibility to guide and manage each person both as an individual and as part of a collective whole. Having a spat with a learner is professionally unacceptable and if you feel bad about it afterwards you have deserved it. It is up to you to professionally control and manage a potentially explo-sive situation by skilfully diffusing it before it gets out of hand. Ensure that you know the difference between retributive and restorative discipline. Bear in mind that you, as the teacher, have the power to make or break a young person. The absolutely worst thing you can do in a fraught situ-ation is resort to insult and sarcasm. A simple hand or facial gesture, a considered change of tone of voice can often avert disaster. Try always to remain cool, calm and composed. It works. And if you do loose it, as they say, because teachers are also and only human…. well then, be big enough mature enough to apologise. You will lose nothing but you will regain your dignity.Increasing numbers in classes increases the difficulty of getting to know the names and interests of each individual learner but the quicker you are able to master this skill the easier your discipline will become. Be quick to praise and slow, very slow, to censure. Rather, turn negatives into oppor-tunities to encourage ‘another try.’ Be empathetic, sympathetic and genu-inely interested without descending into familiarity and prying and trying to make the learner(s) your friend. (Read this last sentence again: these skills are often difficult to learn and almost always dangerously difficult to control.) Remember, that as a teacher it is part of the reward of the job to see learners develop and flourish, gain a sense of their own self-worth

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and confidence and develop their own individuality. Everyone enjoys a pleasant work environment. The learners in your class are no exception. An ordered attractive environment is an inspiration. Be sure, however, that the pictures you put up in your classroom are appropriate and have educational value. Where possible it is helpful to choose visual material that speaks to concepts or ideas that children may find difficult to grasp or understand. By owning your space and keeping your work environment neat, ordered and stimulating you are leading by example and the learners will be more likely to follow your lead. You are, after all a role model and in this way, you are positively modelling the behaviour you expect from your learners. A recent study showed that parents are the second largest source of worry and concern for the modern-day educator. German, American and British research has also shown that it is not only in South Africa that parents are one of the direct reasons for beginner teachers leaving the profes-sion before the ink has dried on their qualifications. As a teacher you will encounter various kinds of parents. From the ‘helicopter’ parent who wants to do everything for their little darling to the ‘ghost’ parent: there is a name on the child’s records but by the end of the year you cannot put a face to the name. As in any walk of life there is also the ‘volcanic ‘parent; that is the one who erupts spectacularly about the least little thing. The ideal parent, of course, is the ‘submarine’ parent who sensibly disappears out of sight only to surface when needed or required to do so. What a pleasure. Irrespective of what kind of parent you encounter, always behave in a considered and professional manner. Communication is of utmost impor-tance. Always ask the right questions and never be confrontational or aggressive. Remember that like you, parents only want the best for their children. Do yourself and the profession a favour by not being a teacher who is always and only a bearer of bad news and complaint. Rejoice in the positive and send happy news of achievement home for celebration. You will find that parents will be far more willing to be supportive and cooperative if you focus on the positive. If, or when you do encounter a problem address it immediately. Don’t wait to unload the avalanche of trouble at the end of the year. Contact parents timeously and keep a written record of all communication in order to have proof of your professional interventions and the parents’ responses. In this regard bear in mind that most parents work, so find out when contact will be most suitable and also what form of communication will be effective for them. Educators and parents are in a partnership with the same aim: to benefit the child. Be aware: it is not acceptable that a parent should try to bully you – ever. Should a parent show any signs of having such tendencies or intentions you my request to have a senior member of staff present during any com-munication with that parent. You have shaken the dust of the university off your feet and now stand in front of a class of learners. Question: Are you dressed like a professional or are you still attired like a student? No one expects you to be fuddy-dud-dy but you have entered a profession where your influence as a role model is inestimable – do it proud. Do yourself proud. If you tend to use your arms and hands a lot when you talk don’t wear jewellery that bangs

and clashes about and distracts the learners’ attention. Also, be careful not to wear clothes that should actually be in your younger brother or sister’s cupboard. Appropriate profiles are importantRemember that we live in a multi-cultural society. Be sensitive to cultural differences and if you are not sure about something, ASK rather than rushing in like a bull in a china shop – it’s difficult to put the pieces together again. Also remember that not everyone comes from the same back-ground. Work sensitively with lifeworld experience being careful not to make anyone feel inferior or left out. This applies as much to reading-texts as it does to using a rich chocolate cake to explain fractions when most of the learners may simply need a healthy sandwich to keep them going for the next few days. And single-parent homes? Be careful about what you say and what you simply assume. Young people are fragile.Ignorance is no excuse. If you don’t know – ask. Follow the correct line-functions in all your dealings and protect yourself with a sound work-ing knowledge of all the policies. Build good, cordial relations with your colleagues, mind your own business, keep your private life just that: Pri-vate and stay far away from those who would seek to make you an ally. Don’t fiddle about on Facebook with questionable photographs and even more questionable comments and whatever you do don’t ‘ befriend’ your learners on Facebook. You really don’t need that complication in your life. Keep your thoughts regarding your employer and colleagues to yourself. Facebook entries are forever and future employers often consult the social media profiles of prospective employees. If you set up a WhatsApp communications group ensure that every one of the members is aware of its purpose. It is best to set up a one-way commu-nication group so that parents and/or leaners can remain informed about important arrangements for tests, exams, sports events and so on. Why would you want to have conversations on that sort of WhatsApp group, it can only lead to upsets. And by the way, you know what? You don’t know everything eventhough you may just have graduated cum laude. Mentorship is an awesome privilege which exists to offer support, promote growth and enhance work satisfaction. It has been shown that many new teachers feel isolated and have difficulty with self-confidence. One of the best ways to overcome these feelings is through observation. The smallest observed detail in the actions of a trusted colleague can be life-changing. It’s the little details that become a whole bank of experience in the end and allow you to build your own strategies and methods. The more you learn. The more you know. Your first year of teaching will be challenging and demanding. You will work harder in this year than you have ever worked before. Nights, week-ends, holidays (or what was supposed to be a holiday) will simply be swept away by piles of scripts, preparation, preparation, preparation… But, after all is said and done, remember to look after yourself. Eat healthy. Sleep well. Work hard but make time to play. Remember that it does not matter how much you enjoy teaching it is a job after all and you must not allow it to alienate you from family, friends and life itself. You can’t pour refreshment from an empty jug. If you have a problem: share it. Everyone was a beginner at some stage. Look after yourself and learn. That way, you can’t but enjoy teaching.

DO YOU KNOW SOMEONE WHO IS A NOVICE TEACHER OR WANTS TO STUDY TEACHING?

VISIT THE SAOU WEBSITE AND CLICK ON THE ‘‘YOUR TEACHING CAREER’’ PORTAL FOR HELPFUL INFORMATION ON EDUCATION DEGREES AND CONDITIONS OF SERVICE FOR THE PROFESSION.

www.saou.co.za

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SALARY NEGOTIATIONS 2018WHAT IS THE LATEST STATE OF AFFAIRS?

Formal offer on 31 January 2018:The SAOU and other unions have made progress with the aim to conclude negotiations by end of March 2018.Although the SAOU Standing Committee mandated the

negotiators of the SAOU, it is necessary to keep members abreast of the latest developments.The most recent formal offer from the Government on the table is as follows:

The Minister for the Public Service and Ad-ministration has in terms of section 3(5)(a} and 5(6)(b) respectively of the Public Ser-vice Act, 1994, as amended, determined that the employer subsidy for employees on the Government Employees Medical Scheme (GEMS) be adjusted as depicted with effect from 01 January 2018.

GEMS SUBSIDY

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THE LAST OF 2017

Dr Louis Swanepoel (SAOU president) addressing attendees at the Eastern Cape Leadership Conference.

Oos-Kaap lede leer oor finansiële bestuur.

Click here to view other amazing training opportunities! Remember you can attend any session, anywhere.

Kliek hier om ander fantastiese opleidingsgeleenthede te besigtig! Onthou: Jy kan enige geleentheid op enige plek bywoon.

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Noordwes laat leiers lekker lag Leiersberaad in Magaliesburg

Akteurs Ben Kruger en Susan Coetzer, Ds Daniël de Kock en sportheld, Fanie de Villiers het vir baie vermaak en inspirasie tydens die Noordwes Leiersberaad van 2017 gesorg.

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Links: Carlo du Toit saam met Emma Sadleir op 1 Februarie by SAOU Vrystaat se ‘‘Gevare van Sosiale Media” praatjie. Regs: Ankia Bester (SAOU Vrystaat) saam met Dr André Smit en die 312 bywonders.

VRYSTAAT LEI WERKSPLEKVERTEENWOORDIGERS OP

Reniël Lodewyk (Vrysaat: Provinsiale Sekretaris), Paul Sauer (SAOU: Vise-President) en Betsi Greyvenstein (Vrystaat: Uitvoerende Raad) by die opleiding.

Pauline Nel (Vrysaat: Vakbondverteenwoordiger) tydens die werksplekverteenwoordiger opleiding waar 66 verteenwoordigers opgelei is.

Werksplekverteenwoordigers by die opleiding.

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Loreen Jordaan van die SAOU Wes-Kaap kantoor en Maresa Viljoen van die SAOU Professionele Ontwikkelingsdienste by die aanbieding op 8 Februarie 2018 oor sagte vaardighede en werksetiek.

Alan Meyer (Head director of the districts at the WCED) spoke to principals during the SAOU School Principal’s meeting on 6 February 2018. This pro-vided a valuable opportunity for principals to get answers from the WCED on matters they are con-cerned about.

THE WCED KEEPING OUR TEACHERS AND PRINCIPALS INFORMED

Officials of the WCED informed members about important as-pects of the e-recruiting system. Marie Mocke (WCED), Loreen Jordaan (SAOU) and Harry Wyngaardt (WCED).

Gielie Hoffman (motivational speaker) inspires attendees during one of SAOU Gauteng’s workplace representatives training sessions.

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SAOU SURVEY RESULTS The SAOU will be sending out a number of surveys for members to com-plete throughout the year. We hope to identify solutions for problem areas in the following research/survey topics:1. Reading.2. Bullying.3. Internships.

4. Multi-cultural schools and the management of diversity.5. The X-factor in schools.6. Codes of conduct.7. Prize-giving evenings.8. Assessment.See below a few highlights of the surveys completed so far.

Teaching of reading in schools Interships in schools (Interns)

CLICK HERE FOR THE LATEST SURVEY ON BULLYING!

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