The role of the teacher

Participants pointed out that part of educative teaching is ‘the focus on moral values

such as honesty, respect and sound work ethics’ (SP D). Focussing on educative teaching engenders dedication and improved academic achievements, which, in turn, inspires improved teaching and learning. The teachers of School D and F inform Grade 9 learners with their parents about subject choices. The information that is conveyed by means of information evenings for learners with their parents is based on aptitude tests that are carried out prior to the information sessions. During the information evening for the Grade 9s in September of every school year, ‘parents are

informed about subject offerings and are issued with the results of the aptitude tests of their children’ (SP F) so that they can make informed decisions about their children’s

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subject choices. Participants emphasised that informed parents, thanks to the explanations by teachers on subject offerings and the results of the aptitude tests of their children, are able to make more realistic subject choices with their children. This results in fewer subject changes in further grades that can hamper the academic performance of learners.

Participants agreed on the value of teamwork based on teacher collaboration, which is engendered by formal subject meetings and informal conversations during break and between lessons. With these meetings teachers ‘share content and information

that they have obtained’ either at workshops, or through personal experience (SP C). Teacher collaboration manifests itself in a sharing of ideas, such as, for example, a specific way in which learners understand specific subject content better, which could relate to a specific teaching method or using specific examples that learners relate to better than others. Teacher collaboration is especially meaningful when teachers have just started working in their profession, which motivates participant HoD AB to ‘share ideas and they (new teachers) are also keen to share their ideas’. Participant HoD AA admitted that she ‘learns a lot from the teachers who have just arrived from university, especially when it comes to technology.’ HoD AB emphasised that prompt discussions in the corridors between lessons about different aspects of teaching and learning, such as questions on how far teachers have proceeded with the subject curriculum, what problems they have encountered with specific subject content, or how smooth lesson presentations occurred on specific topics, improves the quality of teaching and learning. At schools B and F, senior teachers also teach Grades 8 and 9 classes to ensure that the learners are fully equipped with the background knowledge and skills on entering the higher grades to proceed effectively with relevant teaching and learning.

School principal A and the HoDs of school A motivated the importance of communicating high expectations for learners by setting goals for teachers and learners of all grades. In most schools, the setting of goals is done with the Grade 12 learners only as the monitoring of the realisation of set goals is a time-consuming process. School principal A confirmed that, based on the fact that all teachers have goals for their learners, the test results of a learner who is, for example, expected to work towards a 60% average are compared to the learner’s goals and ‘discussions

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conducted on ways to achieve desired goals’. Along the same lines, discussions take place to congratulate learners who have achieved set goals. The setting of goals for all learners, followed by the monitoring of marks to ascertain the extent to which goals are being realised, improves the overall quality of teaching and learning.

Participants emphasised the importance of sound assessment practices because

‘teaching without assessment does not give a clear picture’ (SP E) of the extent of learning. Sound assessment, based on realistic performance indicators, contributes to sound teaching and learning and a confirmation of ‘what my learners do or do not understand’ (HoD CB). Assessment serves to motivate learners because ‘what makes learners to perform is the report that you give them immediately after the assessment’

(HoD CB). This report inspires learners to persevere because success breeds success or the report encourages learners to exert more effort. School principal B explained that, after formative assessment, teachers scrutinise learners’ marks to identify learners who are struggling, or to determine problem areas in the content. As requested by the National Department of Education, every teacher compiles a subject improvement plan after each term, based on the results of the previous summative assessment. The subject improvement plan enables teachers to identify problem areas with the subject content and to develop intervention strategies to improve the poor performance of learners. At school D, a subject meeting is held at the end of each examination focussing on the examination paper and learner results. Minutes of these meetings serve as the basis for the compilation of subject improvement plans.

Linked to the subject improvement plan and the implementation of suggested intervention strategies for improved performance is the concerted efforts of teachers to improve their lesson presentation abilities. In this regard teachers ‘share ideas that

work with the rest of the staff and they listen to each other, even to those with less experience’ (HoD DB) because all teachers ‘should be able to moderate each other

and write a moderation report’ (HoD CA). Participants agreed that teachers who are teachers to the core contribute to the quality of teaching and learning by developing a wide variety of teaching skills. These teachers ‘attend workshops and adjust to

curriculum changes’ (HoD AB); they attend workshops ‘to enhance their skills’ (HoD FA). Participants emphasised that teachers who are focused on increased capacity also attend cluster meetings because ‘at these cluster meetings teachers are taught

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to set question papers according to Bloom’s taxonomy of learning in line with the CAPS

(Curriculum and Assessment Policy Statement) document’ (HoD CA).

In addition to the facilitation of content at school F, teachers focus on teaching general subject skills that are relevant to all subjects such as ‘teaching them how to answer

long questions so that they can use these skills in other subjects too’ (SP F). At school C, the white board is ‘more central than a textbook (because) it draws learners’

attention and adds value to textbook content’ (SP C). Explanations on the white board assist in enlightening learners on challenging content so that they become convinced ‘that the work is doable’ (SP C). A variety of techniques to facilitate subject content

improves learner understanding, so enhancing the quality of teaching and learning. In addition to differing teaching methods, using different didactical resources and teaching aids enriches learners’ learning experiences and ensures that lessons are interesting which enhances learners’ excitement and influences school attendance positively. In this regard, Schools B and F focus on providing learners with opportunities to gain further subject knowledge and skills with school excursions and with exposure to events such as Techno-X, Olympiads and Bio-science.

Although improving the quality of teaching and learning is a time-consuming matter, participants determined areas and matters to improve the quality of teaching and learning, such as ‘after care of test and exams (because) to move forward it is necessary to also go back again’ (SP F). School D desires to spend more time on the

practical part of subjects such as mathematics, physical science and accounting as this will ensure an in-depth understanding of the theoretical content of those subjects. Participants agreed that more time to provide constructive feedback to each individual learner on achievements in tests and examination scripts would contribute to the improvement of good quality teaching and learning.