Initiatives to improve learner performance

A question was put to the principal about successful initiatives she has made towards improving learner performance. She mentioned that despite other challenges, the school has a drive to improve learner performance. She mentions that based on ANA

169 results, she is doing remedial work to support learners with reading and writing

problems.

Ok. The improvement or maybe the input that I’ve made, which I see it being successful, is the reading and writing. And then we had an NGO, which is READ/Business Trust. We were equipped with some various methodologies in reading. For example, the shared reading, the group reading, the individual reading, which [are part of the skill development during]read. The learners, they have to show up in some maybe comprehending or maybe writing stories, or doing some other sort of things. So we were trying to cope with the changes as the curriculum was forever changing. We are striving, but we have a vision that one day we’ll reach wherever we want to. (Principal)

The principal identifies several factors towards improving learner performance. The first is her involvement with remedial classes to improve learner reading and writing skills. In addition, the school is supported through training by a non-government organisation (NGO) to improve methodology in teaching reading and writing. The principal seems to be the one most involved in this project, because some teachers raised problems in reading among some learners, who are referred to the principal for extra reading classes or support. The third improvement to improve learning is the involvement of parents in literacy education. Together with the same NGO, the principal involves a few parents in understanding the importance of supporting their children, and working with educators to support learners to increase their interest in reading, and improve comprehension.

The principal also mentioned that in order to improve learner performance she works with senior learners to improve their reading abilities or skills. When I asked her why the focus is on senior learners with reading remedial activities, she said that,

Because we see that they’ve lost something behind, which maybe if we leave it like that, they’re still going up, and then they won’t venture where they’re

170 getting to. So we are trying maybe to make them at least to understand,

especially this reading. Because they’re carrying it forward to the higher grade and then it’s so embarrassing for them to get into high schools without the knowledge of how to read with understanding.

There are good intentions to equip learners for high school and for further learning. It may benefit the school more if the improvement of reading skills involved all teachers in different grades, to improve this skill necessary for every subject, which will

possibly also enhance comprehension of assessment questions and so increase learner performance.

Teachers appreciate the reading and writing skills intervention, as they feel that they do not have knowledge and skills to do remedial work with learners. This is what the teacher said about the principal:

And usually on Wednesdays we submitted names of learners, who struggle in reading, and then she will sit around with them and a few teachers, and they read for an hour or two. (Language FG, T3)

While this teacher makes reference to “a few teachers” being involved in this effort, neither the principal nor other teachers discussed involvement with the reading program. Lack of teacher participation in helping learners improve reading and writing would seem to weaken the effort made by the principal. In class, teachers identify areas that require improvement, for individual students, but do not get involved in training that will enhance their teaching methods and improve their knowledge and skills, which is necessary to support learners. This may relate to a lack of collaboration within the school and amongst teachers. This could also relate to a

171 larger issue hinted at by the principal, when she said, “It is not easy to be the principal when you do not have the support of your staff”.

Other efforts made to improve learning were mentioned by some teachers, who are conducting morning classes with learners.

So the only assistance that we give is that one of having extra classes because sometimes the principal takes the learners if she discovers that this learner has a problem with reading. She takes those learners early in the morning; they sit around this table and start reading. She helps them with reading, in most cases. So she does help a lot. (Maths FG, T2)

By making the decision to engage learners in morning classes, the principal and teachers are informed by learner performance. This indicates that data is

acknowledged as information to make them find ways to improve learner

achievement. However, this is still focused on how the children need help, and not what the data says about the ways that educators are teaching.