Jika Communication and Training welcomes you to this course, Professionalising Teaching.
This course is broken up as follows:
Participants will attend 2 contact sessions (Session 1 will be 1 day and Session 2 will be finished on day 2, with reflections done after day 1 of experiential on-site learning and application of what was presented in the first contact session, in other words, there will be time for on-site learning between day 1 and day 2.
Session 1 (1 day)
Ice breaker activity and a focus on theory which will be presented in experiential mode: in other words, participants will first engage in an activity, reflect on it and then discover the essence of the activity on their own, in pairs or in groups. Self-discovery is key to this course which not only guides learners through the content in activity-based methodologies, but also allows room for individual reflection which we feel is an invaluable dimension of embedded learning.
During day one, participants will after certain sections, complete activities in a separate workbook. The workbook will also include activities that have been planned for on-site (at school) application and reflection. These tasks performed while the participant is at work, will inform the next training session.
EXPERIENTIAL ON-SITE LEARNING BETWEEN SESSION 1 AND 2
Session 2 (Finished on day 2)
The “homework tasks” are discussed and the next part of the course is completed, with participants completing their continuous assessment and reflection activities. The workbook is handed in and serves as part of the participants PDP. Within 4 weeks, workbooks are returned to us and we send them to SACE points to be uploaded.
Table of Contents
Module 1: Thinking right (getting your head right)
- Core purpose (mission)
Module 2: Feeling right (getting your heart to buy in)
- Personal flex
- Responsibility and accountability
Module 3: Doing it right (hands on)
- Stress management
- Time management
- What is communication?
- Effective listening
- Effective interpersonal and group communication
- Intercultural communication
- Self assertion
Education in South Africa needs constant scrutiny – we do not seem to be developing as quickly as we would like to. Hence DBE initiatives like Towards Schooling 2025 and Action Plan to 2014.
One of the goals of Schooling 2025, a “long-term plan for the Basic Education sector which will allow for the monitoring of progress against a set of measurable indicators” is to maximise teacher performance and raise teacher satisfaction . The DBE unambiguously sets out what kind of teachers the system should deliver by 2025:
“Teachers who have received the training they require, are continuously improving their capabilities and are confident in their profession. These teachers understand the importance of their profession for the development of the nation and do their utmost to give their learners a good educational start in life. They are on the whole satisfied with their jobs because their pay and conditions of service in general are decent and similar to what one would find in other professions.”
Clearly, teachers need to reassess who they are and where they going in their profession. It is disturbing to note that the TIMSS 2015 Report (Beyond Benchmarks) articulates this burning issue: teachers are not motivated and an alarmingly large number are not enjoying their jobs.
“Although mathematics and science teachers seemed to view themselves as confident or well prepared, there was a far more subdued response when it came to questions about career satisfaction… Only 45 per cent of learners attending no-fee public schools were taught by teachers who expressed satisfaction with their profession.
HSRC, DBE, TIMSS (2015) Beyond Benchmarks: p 31
The aim of this course is to start the process towards teacher wellbeing, to start the journey that teachers must embark upon as we “strive for a teacher workforce that is healthy and enjoys a sense of job satisfaction.” DBE (2013) Action Plan to 2014: Goal 17, p.6