Suggested changes to the daily schedule for the effective use

All of the selected schools agreed that their school day starts at a proper time, namely 7h30. Before the start of the school day teachers gather in the staffroom for a brief meeting to discuss the schedule for the day (par 4.4.1.4). During this meeting, the

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staff is informed of changes to the daily school schedule. Three of the selected schools stated that lessons are swopped around to ensure that learners who have to leave early because of extracurricular commitments are able to write tests that had been scheduled for the end of the school day. Swopping lessons also ensures that Grade 12 subjects such as mathematics, accounting and physical sciences that need more instruction time are presented as the first lessons of the day to prevent a possible loss of instruction time by the end of the school day.

School A was the only school with more than six lessons per day owing to a larger variety of subject offerings. School principal A motivated the value of a double period lesson for subjects such as languages and mathematics. These double period lessons are especially functional in the senior grades where learners’ concentration span has developed to such an extent that they are able to remain engaged with content for an extended period of time. The length of lessons at schools with only six lessons per day is between 45 and 55 minutes. Participants pointed out that staff prefer longer lessons and fewer lessons per day in order to have more time for engagement and proper mastering of the content because, ‘if you give learners a lesson today they

finish the lesson on the same day; they will forget what you said yesterday and you will have to repeat yourself’ (HoD CC). HoD FC concurred that shorter lessons do not allow for the monitoring of homework and the complete covering of a new topic resulting in the need to repeat work before continuing with the topic the next period.

With regard to the functionality of the number of school breaks per day, participants stated the advantages of having only one break per day. It was pointed out that two breaks per day result in further interruption to teaching and learning actions. Classroom discipline is more challenging with two breaks because learners leave and return to classes twice during the day whereas ‘with one decent break, learners have

time to do what they want to do and then return to class’ (SP D). The selected schools with one break per day confirmed its sufficiency for the proper functioning of daily school activities. The schools with two breaks per day admitted that the second, shorter break was influencing the time spent on teaching and learning negatively because ‘the second shorter break is insufficient; you barely have time to sit’ (HoD BB). School principal A mentioned that learners want to use the bathroom throughout

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the school day, even if they have two breaks available. The five-minute rotation time between periods caters functionally for these necessary body breaks.

Prior to the start of the examinations, and when the extracurricular programme is less intensive, the scheduling of extra classes after school is meaningful to ensure the complete coverage and mastering of subject content. These extra classes are then scheduled as an extension of the school day for a limited period of time and with the assurance that all the learners are able to attend these opportunities for increased teaching and learning. Apart from extra classes, some of the selected schools provide learners with an after-school environment on the school premises that is conducive for studying and completing their homework. In this environment, teachers are available to assist with studying and with supervising learners’ preparation for the examination. School principal C explained that at their school they arrange ‘camps where the learners sleep at school to prepare for the examination’.

It was clear from the interviews with participants that all the selected schools provide opportunities for learners to work after school in an environment conducive for studying. At school A, learners can book into the school’s hostel where they can eat and study and learners can make appointments with their subject teachers for extra, subject-specific assistance after school. At school C, classrooms are open until the end of the afternoon’s extracurricular activities providing an opportunity for learners ‘to

come and work until very late in the afternoons’ (HoD CB). At school D, learners are

allowed to work in the library after school. It was evident that all the selected schools are focused on the optimal use of instruction time by providing an after-school environment conducive for a continuing of teaching and learning.

4.5 CONCLUSION

Answers to the question on the effective use of instruction time for improved learner performance revealed that a sound culture of teaching and learning ensures the effective use of instruction time with related potential for improved learner performance. A sound culture of teaching and learning that is already established on the first day of a Grade 8’s secondary school career includes several strategies to accommodate both poor performers and high achievers. Strategies to enable slow

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learners to be engaged in their schoolwork pertain to differentiated class arrangements with motivational strategies for high achievers including acknowledgement by means of tours, badges and a special dress code with applicable comments on school reports. A focused approach to the professional development of staff and communicating important information and relevant actions to staff on a daily basis contributes to a sound culture of teaching and learning consisting of pro-active arrangements to ensure smooth functioning. Teacher accountability for classroom well-being ensures constructive discipline supported by strong leadership from the school management team and constant encouragement for proper behaviour communicated during assemblies. Monitoring, followed by constructive feedback, encourages teachers and learners to be proactive about successful teaching and learning. Teamwork based on focused collaboration capacitates each member of staff to contribute to improved teaching and learning.

The provision of extra classes to complete subject curriculums and teachers who are prepared for every lesson presented during the normal school day ensure successful learning. The facilitation of curriculum content, which is accompanied by emotional support to learners, ensures a positive educational climate for learning to be realised optimally. Apart from psycho-social encouragement, emotional support to learners also includes physical support ensuring sufficient food and clothes. A focus on the holistic development of learners, reliance on parents’ moral support for acting in the best interests of each learner, and the management of the daily school schedule to ensure an optimal use of instruction time result in satisfactory learner achievements.

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CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 INTRODUCTION

During this study on the effective use of instruction time it became evident that the optimal use of instruction time is a problem that most secondary schools are facing. As an educational institution, schools are expected to strive towards improving the academic performance of learners. Improved learner performance is achieved through the effective management of the daily school schedule. The role of the school principal as the executive instructional leader of the school within a context of shared instructional leadership with teachers and the school management team contributes to the effective management of instruction time as well as to the academic performance of learners. Timewasters during the school day prevent learners from enjoying the amount of instruction time they are entitled to and hampers learners’ chances to perform to their full potential. In this study, constructive strategies and approaches are identified to manage available instruction time effectively for the improved academic performance of learners.