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Themba Dlamini

Allan Gray Grade 6 Scholarship 2013. - Phuzemthonjeni - 0 views

phuzemthonjeni.com/...-gray-grade-6-scholarship-2013

Allan Gray Grade 6 Scholarship 2013.

shared by Themba Dlamini on 06 Sep 12 - No Cached
  • Themba Dlamini on 06 Sep 12
     
    Allan Gray Grade 6 Scholarship 2013.
Teachers Without Borders

CBSE's new evaluation system leaves teachers groping in dark in Bangalore - Bangalore -... - 0 views

www.dnaindia.com/...g-in-dark-in-bangalore_1569172

India evaluation teachers education assessment grading professional development

shared by Teachers Without Borders on 26 Jul 11 - No Cached
  • A year after the Continuous and Comprehensive Evaluation (CCE) system has been implemented, and two years since the introduction of the new grading system in schools affiliated to the Central Board for Secondary Education (CBSE), teachers appear to be groping in the dark. There are vast variations in the manner in which the system is being implemented.
  • Though the approach, when it was first introduced, was touted as being child-centric, many teachers feel that its implementation is not practical, given the reality of large class sizes in many schools.
  • “It is a very detailed system of evaluation, and teachers are ill-equipped to do it. It’s too idealistic,” remarked Raman.
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  • The onus on the teacher is high, and many teachers are still learning the ropes.“In the first year, teachers found it quite cumbersome. Even now, teachers are learning the system,” said Mansoor Ali Khan, general secretary, Management of Independent CBSE Schools’ Association and secretary, Delhi Public School (DPS).
  • DPS conducts a five-day workshop each year, so that teachers understand the system better and new staff can be oriented to it. Experts are also brought in to address teachers.
  • Menon draws attention to the fundamental concern: “What is important is that teachers are able to diagnose learning difficulties in a child. This is not merely a question of assigning a mark or grade. The whole concept of CCE would be defeated if teachers cannot identify which child has understood the concept taught, and which hasn’t.”
  • Teachers Without Borders on 26 Jul 11
     
    A year after the Continuous and Comprehensive Evaluation (CCE) system has been implemented, and two years since the introduction of the new grading system in schools affiliated to the Central Board for Secondary Education (CBSE), teachers appear to be groping in the dark. There are vast variations in the manner in which the system is being implemented.
Teachers Without Borders

allAfrica.com: Namibia: Quality, Shortages, and Concerns of Teachers - 0 views

allafrica.com/...201107041292.html

teachers namibia teacher development education

shared by Teachers Without Borders on 08 Jul 11 - No Cached
  • What is lacking, however, is specialised training of teachers, which limit the implementation of inclusive training, he said.
  • Few teachers have specialised training, and none have formal training for multigrade teaching. This means that there is a lack of skills to pitch lessons at different grades, while many teachers generally struggle with classroom management.
  • A shortage of teachers in the fields of accounting, mathematics, languages, computer studies and geography has been identified.
  • Teachers Without Borders on 08 Jul 11
     
    AVAILABLE figures point out that the majority of teachers have Grade 12 with at least three years' tertiary education. "So, who is fooling who?" questioned Minister of Education Abraham Iyambo, in obvious reference to the less than satisfactory performance of most schools. What is lacking, however, is specialised training of teachers, which limit the implementation of inclusive training, he said. Few teachers have specialised training, and none have formal training for multigrade teaching. This means that there is a lack of skills to pitch lessons at different grades, while many teachers generally struggle with classroom management.
Teachers Without Borders

New teachers getting ready to be graded on classroom work - JSOnline - 0 views

www.jsonline.com/...om-work-dg4fu8e-142232725.html

teachers portfolios portfolio teacher development assessment performance

shared by Teachers Without Borders on 21 Mar 12 - No Cached
  • But this spring, Johnson will take a practice version of a new performance assessment that goes beyond asking what he knows about his subject. Formally known as the Teacher Performance Assessment, the portfolio-based assessment will be required for anyone completing a teacher-education program and seeking a teaching license in Wisconsin after Aug. 31, 2015, the Department of Public Instruction has decided. Johnson and teacher hopefuls in other states taking the Teacher Performance Assessment, even if for practice, will have to submit lesson plans, reflections of their work and a video of their classroom interactions with students as part of the Web-based program.
  • All of it is aimed at answering a single, critical question: How well can you teach?
  • Developed by a team of researchers at Stanford University, the assessment will be administered by international education publishing and technology juggernaut Pearson. Once teacher candidates submit their portfolios online, trained reviewers from around the country will grade them on a scale of 1 to 5. They're looking for evidence of student learning, from the 10- to 15-minute video or teacher reflections. A 3 or higher is typically considered a passing score, though Wisconsin hasn't settled on what its passing score will be.
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  • Johnson, the student teacher in Madison, said he believes the new performance assessment will serve as a valuable tool. "Passing the Praxis II just meant I had content knowledge," he said. "What's more important is for me to show I can convey that science knowledge to a class full of students."
  • Desiree Pointer Mace, assistant professor and associate dean for graduate programs at Alverno's School of Education, likes the assessment's layers: Teachers have to provide a written reflection of their teaching practice, and the 10- to 15-minute video gives some indication of how they interact in a classroom.
  • "It doesn't test what you can recall and push out; it tests the work of teaching and how you connect to students," Pointer Mace said. "Then the whole thing must be graded by someone who is independent but knows about teaching." Alverno has long emphasized performance-based exams and the use of video as a tool for self-critique, so Pointer Mace said it's not a huge shift for the program to adapt to the new assessment.
Teachers Without Borders

Teach soft skills in schools to reduce unemployment - 0 views

www.businessdailyafrica.com/...-

Kenya exams testing education

shared by Teachers Without Borders on 15 Feb 11 - No Cached
  • Teachers Without Borders on 15 Feb 11
     
    Statistics show more than half of the 1.3 million candidates who sat for Kenya Certificate of Secondary Education (KCSE) obtained between E and D+, 596,895 candidates attained D+ and below. Over the past four years, at least 100,000 candidates of the 300,000 who sat the KCSE examinations annually do not attain the minimum entry grade for higher education. Half of the 304,000 candidates who took the KCSE exams in 2008 scored below a mean of grade of D+. What happens to these literate 'failures' who leave school believing they are failures?
Teachers Without Borders

Coburn Primary School's Anti-Bullying Program - 0 views

www.theage.com.au/...eps-fit-in-20110220-1b14p.html

Australia bullying school

shared by Teachers Without Borders on 25 Feb 11 - No Cached
  • Teachers Without Borders on 25 Feb 11
     
    Hundreds of schools throughout Australia take part in the program, which is designed to create caring primary schools and help prevent bullying. ''Our grade five and six students and newly welcomed preps will be buddied up for the year to learn off each other and support each other in what can be a difficult community with a number of social issues,'' says grade 6 teacher Stephen Carlton. He says while bullying has not been an inherent problem at Coburn Primary, the school wanted to take a proactive approach, which would also equip the older students with leadership skills and confidence for high school.
Teachers Without Borders

Education |P6 in Uganda pupils cannot do fractions - report - 2 views

www.monitor.co.ug/...-

education assessment teachers evaluation professional development Uganda

shared by Teachers Without Borders on 28 Jul 11 - No Cached
  • Although the introduction of Universal Primary Education (UPE) has boosted enrollment in primary schools (Uganda boasts 8.3 million children in primary schools compared to 2.3 million before 1997), numerous pupils continue to perform poorly at one of the most important aspects of basic education.
  • The report stated that, “Few primary six pupils demonstrated skills in other competences of ‘measures.’ Only about a third of the pupils (35.2 per cent) could for example tell the time shown on the clock face and merely 4.1 per cent of the pupils could apply the concept of capacity in real life situations.”The tests sampled pupils in 1,098 schools from all the districts in Uganda between the ages of nine and 15 and over.
  • Findings indicate that the main reason why pupils cannot practically apply what is taught in class is the teachers failure to identify the weakness of the pupils in the various areas of study.
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  • The report says: “the cause of this is failure to use assessment to diagnose pupils’ and to guide teaching and inadequate practice as these pupils do their work. Primary Six pupils, whose teachers had a university degree or Grade III teaching certificate, performed better than those whose head teachers had a Grade V teaching certificate. Pupils with head teachers who reside at school performed poorer than those whose head teachers live outside the school.”
  • Mokurai Cherlin on 29 Jul 11
     
    It is evident that the sources of these problems must be sought in earlier grades, and even in the experiences of Ugandan pre-schoolers. Compare them with what I describe at http://replacingtextbooks.wordpress.com/2011/07/25/higher-mathematics-for-children/ for children in the US. There are excellent materials on fractions online. See http://wiki.sugarlabs.org/go/Open_Education_Resources for links to some sites that have as many as 100,000 e-learning resources available. Even if students do not have computers, teachers who can access these lessons can adapt them for the classroom or for individual practice, and share them with teachers who do not have Web access. On the issue of fractions, see also http://wiki.sugarlabs.org/go/Activities/TurtleArt/Tutorials/Fractions for an approach that requires no computers, but will be enhanced with software activities fairly soon. If your students have trouble with these exercises, and you can tell us why, we will work with you and them to develop materials that meet their needs. You will also have to tell us if there are circular Ugandan foods that we can use in lessons for children who are not familiar with European/American cakes, pies, and pizza. ^_^ When you have a 4.1% success rate on a particular topic, and thus a 95.9% failure rate, it cannot be said that individual teachers have failed to recognize individual difficulties. This is evidence that the entire curriculum is misdesigned. I assume that this is some part of the holdover colonial education system from before independence, designed originally for European children, with no relation to the prior experi
Teachers Without Borders

allAfrica.com: Uganda: Doom Looms As Govt Admits Failures in Teaching Profession - 0 views

allafrica.com/...201102210033.html

Uganda education teachers teacher development

shared by Teachers Without Borders on 26 Feb 11 - No Cached
  • Education experts are warning that the absorption of poor academic performers for training as teachers is a recipe for disaster for Uganda's future.
  • Our analysis of scores of prospective new entrants at Primary Teachers' Colleges across the country reveals that most of those admitted obtained low grades in the 2010 O-level examinations, raising questions about their academic competence.
  • "It is a challenge. I would think that teaching should take the cream of the students but people don't want to join because the profession is looked at as an area for low [academic] performers," said Ms Margaret Rwabushaija, the Uganda National Teachers' Union (UNATU) chairperson.
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  • Concerns about low remuneration and declining social status of teachers in the country, contrasting their privileged and high esteem in the past, has forced bright students to shun the profession, observers say.
  • Until this financial year, a primary teacher earned a monthly salary of Shs200,000 - without allowance - although that gross pay has now marginally increased to Shs260,000.
  • Teachers Without Borders on 26 Feb 11
     
    Our analysis of scores of prospective new entrants at Primary Teachers' Colleges across the country reveals that most of those admitted obtained low grades in the 2010 O-level examinations, raising questions about their academic competence.
Teachers Without Borders

In India, the Premji Foundation Tries to Improve Public Education - NYTimes.com - 0 views

www.nytimes.com/...18teach.html

india education foundation reform curriculum

shared by Teachers Without Borders on 22 Feb 11 - No Cached
  • PANTNAGAR, India — The Nagla elementary school in this north Indian town looks like many other rundown government schools. Sweater-clad children sit on burlap sheets laid in rows on cold concrete floors. Lunch is prepared out back on a fire of burning twigs and branches.
  • But the classrooms of Nagla are a laboratory for an educational approach unusual for an Indian public school. Rather than being drilled and tested on reproducing passages from textbooks, students write their own stories. And they pursue independent projects — as when fifth-grade students recently interviewed organizers of religious festivals and then made written and oral presentations.
  • Nagla and 1,500 other schools in this Indian state, Uttarakhand, are part of a five-year-old project to improve Indian primary education that is being paid for by one of the country’s richest men, Azim H. Premji, chairman of the information technology giant Wipro. Education experts at his Azim Premji Foundation are helping to train new teachers and guide current teachers in overhauling the way students are taught and tested at government schools.
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  • But within India, there is widespread recognition that the country has not invested enough in education, especially at the primary and secondary levels.
  • In the last five years, government spending on education has risen sharply — to $83 billion last year, up from less than half that level before. Schools now offer free lunches, which has helped raise enrollments to more than 90 percent of children.
  • But most Indian schools still perform poorly. Barely half of fifth-grade students can read simple texts in their language of study, according to a survey of 13,000 rural schools by Pratham, a nonprofit education group. And only about one-third of fifth graders can perform simple division problems in arithmetic. Most students drop out before they reach the 10th grade.
  • Those statistics stand in stark contrast to China, where a government focus on education has achieved a literacy rate of 94 percent of the population, compared with 64 percent in India.
Teachers Without Borders

Ontario forges stimulus plan to boost financial literacy in teens - The Globe and Mail - 0 views

www.theglobeandmail.com/...article2110705

Canada reform curriculum financial literacy teachers

shared by Teachers Without Borders on 29 Jul 11 - No Cached
  • Lest history repeat itself, Ontario has laid the educational groundwork for a new generation of students who appreciate the perils of interest rates and debt, and know the real cost of borrowing money.The province’s Ministry of Education has released comprehensive teacher guidelines that identify places in the Grade 4 through 12 curriculum where financial literacy can be inserted into classes as varied as mathematics, computer science and native studies.
  • Teachers Without Borders on 29 Jul 11
     
    Lest history repeat itself, Ontario has laid the educational groundwork for a new generation of students who appreciate the perils of interest rates and debt, and know the real cost of borrowing money. The province's Ministry of Education has released comprehensive teacher guidelines that identify places in the Grade 4 through 12 curriculum where financial literacy can be inserted into classes as varied as mathematics, computer science and native studies.
Teachers Without Borders

PAKISTAN: Schools Rise From the Rubble - IPS ipsnews.net - 0 views

ipsnews.net/news.asp

PAKISTAN schools Education Under Attack violence conflict

shared by Teachers Without Borders on 29 Jun 11 - No Cached
  • PESHAWAR, Jun 26, 2011 (IPS) - Violence in the tribal areas of northwest Pakistan has kept students away from school, in some areas for at least two years. Now, officials are trying to make up for lost time by holding classes even under tents or trees.
  • "We are overwhelmed to be back in school," said third grade student Jaweria over the phone from Orakzai. The Taliban bombed her school in August last year, she said, leaving students idle.
  • Orakzai Agency is one of seven "agencies" or tribal units that constitute Pakistan’s Federally Administered Tribal Areas (FATA). FATA is the war-torn region between Afghanistan and the province of Khyber Pakhtunkhwa (KP) in northwest Pakistan, which has become the base of the Taliban and Al- Qaeda.
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  • In Orakzai alone, militants blew up nearly 80 educational institutions, including several schools from primary to high school for boys and girls, and one Degree College for men. Last February, militants destroyed the lone Girls’ Degree College, whose 235 students continue holding classes atop the debris.
  • The move will put some 4,500 students back on track with their schooling, and employ 192 teachers as well.
  • "The students study under the shade of trees, while they use the tents to store their bags. This is because there is no electricity inside the tents while outside the students enjoy a good atmosphere," said teacher Shahidullah Khan. At the moment, the students use mats in lieu of school desks, which will be provided in the future, he added.
  • Khan said the FATA has 5,478 schools and colleges, hundreds of which have been damaged, depriving some 255,000 students of education. The government was forced to shut down another 18 due to violence, leaving more than 300 teachers jobless.
  • In Mohmand Agency, the militants flattened 108 schools affecting almost 90,000 students. The authorities said they have reopened 44 boys’ and 12 girls’ schools in tents, while the rest are being reconstructed.
  • These government-run schools are the only source of modern education for students in the FATA. They offer classes from the first to the 10th grade, but students have to source their own books and other school materials. Gibran Khan is another beneficiary of the tent school that was established on May 30. "I was sad when our school was destroyed in January this year but now I am happy," said Khan, a 12-year-old fifth grade student.
  • Statistics for female literacy in the FATA are also disturbing. Neighbouring KP province has a female literacy rate of 30 percent, but the rate is FATA is a mere three percent. The national literacy rate for females is 54 percent.
  • "We have launched a programme in which we are going to reconstruct damaged schools. The government of Japan is assisting in rebuilding 80 schools in FATA," said Ghafoor Khan, education officer of the FATA Secretariat.
Teachers Without Borders

Angola is facing a teaching crisis that seems without end | Alex Duval Smith | Global d... - 0 views

www.guardian.co.uk/...ovince-angola-teacher-shortage

teaching teachers shortage Angola teacher development education

shared by Teachers Without Borders on 14 Oct 11 - No Cached
  • In her job as a teacher-training co-ordinator in Huíla province, 43-year-old nun, Sister Cecília Kuyela witnesses school overcrowding every day. Primary School 200, which serves the poor area of João de Almeida, has 7,348 pupils for 138 teachers and eight permanent classrooms. At peak periods, classes are held in the street. But that is the least of Sister Cecília's worries.
  • During the war, people with only a grade 3 or 4 education became teachers. Since 2002, the pressure to meet MDG2 and to reduce Angola's 27% teenage illiteracy rate has seen the country recruit thousands of untrained school-leavers into teaching.
  • According to Unicef, less than 10% of five-year-olds have access to preschool. Only 76% of children between six and 11 are in primary school. Overall, more than 1 million six- to 17-year-olds are out of school.
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  • The shortage is so great," he says, "that those who do come into the system choose where they will work. We do not have the resources to pay incentives to place them where they are most needed.''
  • In his office in the provincial capital, Lubango, director of education Américo Chicote, 48, describes a "crisis'' that seems without end. "Our biggest challenge is to get children into school but then we have to find people to teach them. In Huíla province we have about 700,000 children of school age and 19,000 people teaching them. At the end of the war we had 200 schools. We now have 1,714 schools but we are still teaching 40% of our pupils under trees, and the school-age population is growing at a rate of 3% per year. Results are suffering. There are 171 days in the school year but there are not 171 days of good weather. We just have to do our best.''
  • Currently, anyone with a grade 10 education can sit the exam to become a teacher.
  • "We estimate that around 40% of our teachers are not properly qualified. So far, training initiatives have reached about 3,000 teachers in the province. The scheme needs to be expanded to reach more teachers across more subjects,'' he says.
  • "I am doing my best,'' says Florinda, who has a grade 10 education and eight years' experience as a teacher. She hopes in due course to be given on-the-job training. "I would love to learn some methods for animating my teaching. But to tell you the truth, in all this dust and heat, if I can just keep their attention for a whole lesson I feel I have done well.''
Teachers Without Borders

Crossing the Line: Sexual Harassment at School - 0 views

www.millennia2015.org/news.asp

school education sexual_harassment harassment report US

shared by Teachers Without Borders on 14 Mar 12 - No Cached
  • Teachers Without Borders on 14 Mar 12
     
    Sexual harassment has long been an unfortunate part of the climate in middle and high schools in the United States. Often considered a kind of bullying, sexual harassment by definition involves sex and gender and therefore warrants separate attention. The legal definition of sexual harassment also differentiates it from bullying. Based on a nationally representative survey of 1,965 students in grades 7-12 conducted in May and June 2011, Crossing the Line: Sexual Harassment at School provides fresh evidence about students' experiences with sexual harassment, including being harassed, harassing someone else, or witnessing harassment. The survey asked students to share their reactions to their experience with sexual harassment and its impact on them. It also asked them about their ideas for how schools can respond to and prevent sexual harassment.
Cara Whitehead

Science Vocabulary - 2 views

www.spellingcity.com/science-vocabulary

science vocabulary

shared by Cara Whitehead on 11 Mar 12 - No Cached
  • Cara Whitehead on 11 Mar 12
     
    Science vocabulary organized by grade level and content area
Teachers Without Borders

Students want schools to use solar - The National - 0 views

www.thenational.ae/...ents-want-schools-to-use-solar

students schools solar environment Dubai twb_app

shared by Teachers Without Borders on 24 May 12 - No Cached
  • Teachers Without Borders on 24 May 12
     
    DUBAI // A group of Grade 6 pupils in Dubai want to convince schools across the country to convert to solar energy - and save up to Dh1 million a year on their electricity bills. Related ■ Weaving the sun's power into life's fabric ■ Utility bills sent out to show waste If their mission, under the banner "Make A Difference", is successful, the students at Emirates International School Jumeirah estimate that schools can reduce electricity usage by 20 per cent.
Tiffany Hoefer

Classroom Management Strategies: Top 10 Rules, Organization Plans - 1 views

www.lessonplansinc.com/room_management_strategies.php

classroom management strategies development tools lesson plans

shared by Tiffany Hoefer on 18 Aug 12 - Cached
  • These lessons may be freely copied and used in a classroom but they remain the copyrighted property of the author.
  • Tiffany Hoefer on 18 Aug 12
     
    Site offers middle school and high school teachers ideas to help with class syllabus, class policy, parent-teacher communication, and other. Provides many classroom management strategies for grading policies, class rules, classroom procedures, late work, substitutes, managing groups, establishing a safe classroom environment, and so much more. Nice depth of material.
  • Tiffany Hoefer on 18 Aug 12
     
    note highlight regarding free use - is completely free to use, but copyrighted to owner. owner does not release under cc license
Tiffany Hoefer

Questioning Techniques for Use in the Elementary School Classroom | Mindgate Media - 1 views

mindgatemedia.com/...he-elementary-school-classroom

assessment measurement methods k-12 questioning techniques school

shared by Tiffany Hoefer on 18 Aug 12 - No Cached
  • Tiffany Hoefer on 18 Aug 12
     
    This video shows a student teacher demonstrating questioning techniques during a 5th grade history lesson. The video can be used to illustrate both more and less effective methods.
Teachers Without Borders

UNICEF - At a glance: Philippines - After flooding in the Philippines, teachers help st... - 0 views

www.unicef.org/...philippines_61417.html

philippines flooding teachers students

shared by Teachers Without Borders on 02 Feb 12 - No Cached
  • Teachers Without Borders on 02 Feb 12
     
    CAGAYAN DE ORO CITY, Philippines, 25 January 2012 - In City Central School, in Cagayan de Oro City, two teachers recently held their first day of classes since the devastating floods that swept through their community - even as their own futures looks uncertain. Vivian Benedictos and Marilou Gambuta, co-teachers and best friends, share a first-grade classroom at the school. It is a space they not only teach in, but now also live in.
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