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Your Guide to Education •September 2012 teacher.co.za Teaching heritage Page 5

Passionate young heritage enthusiasts at a National Heritage Council celebration in Cofimvaba, Eastern Cape. Photo: National Heritage Council 2 Career September 2012 theTeacher

Promoting national identity

eptember marks Heritage Month when the nation cele-brates Sits cultural wealth. South Africa has eight world heritage sites that provide a historical narrative that can be shared to inspire preservation of the nation’s culture.

Our nations pride They include the Cradle of Humankind, Fossil Hominid Sites of Sterkfontein, Swartkrans and Kromdraai, Environs, Robben Island, the Mapungubwe Cultural Landscape, the uKhahlamba / Drakensberg Park, the Cape Floral Region, isimangaliso / Greater St Lucia Wetland National Park, the Vredefort Dome and Richtersveld Cultural and the Botanical Landscape.

Liberation struggle icons Additionally, there are lib- eration struggle heroes and heroines after whom national monuments or sites are named such as the Sol Plaatjie Municipality in the Northern Cape, the Nelson Mandela Museum in the Eastern Cape, Luthuli House in Gauteng, the Shaka Zulu Airport in KwaZulu-Natal, the Tshwane Municipality in Gauteng and the Steve Biko Memorial in the Eastern Cape. Inspired: Kirsten Goss has built up her own business in just a decade and now has clients across the world. Photo: Sally Shorkend

Our rich heritage This provides the country with a rich heritage from which to draw and from an educational point of view it provides an Dame of design opportunity to use the month as a reminder of our rich his- tory and pointedly provide This jewellery award by Jacqui Myburgh, editor of design what I want must be paired that vision with six incredibly tal- teachers with information, Visi magazine, for which members with the responsibility of turning ented goldsmiths. simplified for the purpose of designer combines of the public voted. In June last year, that design into a profit. This is the educating learners of their her academic, wild alongside world-renowned sculptor combination required for Kirsten What are the jobs prospects? heritage. Dylan Lewis, Kirsten was invited to Goss London to thrive as a company. As with any position in the fash- This month is an opportunity and creative sides design a piece of jewellery for auc- ion or other creative industries, you to explore both human icons to pursue her craft tion at Christie’s in London. This What or who inspired you to have to work hard and, most of the and our monumental heritage. special project was organised by the pursue jewellery design? time, for little more than experience. — The Editor Thabo Mohlala Wildlands Conservation Trust to I had a huge amount of inspiration When I graduated, I went to work raise funds for rhino conservation, around me as I was growing up. I had for Erikson Beamon in London and irsten Goss is a 37-year- most particularly by satellite track- two very assertive grandmothers, there we worked hard and fast. You old jewellery designer ing. Kirsten Goss London’s 18-carat one of whom was Norwegian. She have to have endurance. The indus- and mother of two. She gold-and-white, champagne-and- loved fine Scandinavian silverware try is pretty close-knit and most peo- theTeacher lives in Durban and man- black diamond ring named Refuge and art. I also had inspiring parents ple are in it for life, so there is not a ages Kirsten Goss Lon- raised £12 000 (about R150 000). and now, I have an incredibly ambi- great deal of movement at the top. Editor: Kdon with her husband Steven. Their Goss is featured in the Mail & tious husband. I have always had two Experience is the key to success, so Phindile Xaba company has stores in London, Guardian’s Book of Women 2012. very opposing sides, one very aca- my advice would be never to snub a email: [email protected] Johannesburg, Cape Town and Dur- demic and the other quite wild and minor position. There is always the Reporter: ban. Kirsten Goss London started Please share with us what your creative. My degree also offered me possibility of carving out something Thabo Mohlala in 2002 in a shared studio space in career entails an opportunity to ignite both these more for yourself when you see an Tel: 011 250 7403 Westbourne Studios in London. My career is twofold: I am a busi- sides of myself. I studied under real opening. email: [email protected] Two years later Kirsten opened her nesswoman who runs operations masters of the craft and learned solid flagship store in Kensington and, in in four cities on two continents technical skills, which I still draw on Which institutions offer training Advertising: 2007, she moved to Durban where and I am also a dedicated jewellery today. in jewellery design? Di Willis she opened a small studio from designer. I find that being a business- Stellenbosch is the only univer- Tel: 082 467 1152 home. In 2009 she opened a state- woman involves finding a balance What subjects are required if sity that offers jewellery design. of-the-art design studio that now between managing and motivating However, there are other institu- email: [email protected] one wants to become a jewel- services all four stores as well as teams while still keeping a constant lery designer? tions such as the Cape Peninsula Cape Town offi ce: kirstengoss.com, an online platform eye on every aspect of operational You need matric exemption and University of Technology and the Olinda Wilson for international clients. In 2011 activities such as public relations, artistic ability as well as a portfolio of Durban University of Technology, Tel: 072 119 2647 she opened a store in Johannesburg marketing, product development, practical work that shows your com- which is where all Kirsten Goss email: [email protected] and last month, in collaboration sales and client relations and exhib- petence in drawing and observation. London’s goldsmiths studied. KZN offi ce: with luxury leatherwear brand Mis- iting at international shows. No one There is a total split between creative Madeline Zekkari sibaba, she launched a store in Cape task takes precedence, because every vision and the practical craft of jew- How do you relax? Tel: 082 414 6315 Town. Kirsten Goss London is an facet is a critical part in the turning ellery design, which is really techni- Running my own business is a email: [email protected] entirely in-house operation, which wheel of a business. cal. You need both. I studied all the relentless pressure. The best chance allows Kirsten to maintain creative As a jewellery designer, my chal- sciences at school. of relaxation is through a forced Subscriptions: control of all aspects of the business. lenge is more personal. I need to intervention like dragging me some- [email protected] One of Kirsten Goss London’s top inspire myself all the time and in this What do you like most about where so remote that there’s no achievements has been to win the way provide the spark, the source, your job? chance of a cellphone signal or wi-fi! the Teacher is published by M&G award for “most beautiful object in the energy that drives the brand’s I like the ability to realise the ideas Time spent with my husband and Media Ltd South Africa 2012”. Kirsten Goss core. My career involves confronting that form in my mind, the freedom to kids at our beach house on the Wild London was nominated for this the harsh reality that my freedom to be expressive and the ability to share Coast is like heaven. 3 Teachers September 2012 theTeacher A positive attitude rubs off on pupils

An international opera sensation says her choir master influenced her career choice

associate artist by the opera com- pany Opera Africa which is spon- sored by the Maponya Group. Here I am in a position to study opera roles and concert programmes under the artistic director, Hein de elebogile Boikanyo (24) Villiers. is the proud recipient of the 2012 Standard Bank Where did you grow up? Young Artist Award 2012 I grew up in Mabopane, north of in music. She burst on Tshwane. Kelebogile Boikanyo. Photo: Opera Africa Kto the opera music scene through her debut performance with inter- Which schools did you attend? national South African superstar, I started school at the age of five at tenor Johan Botha, during Opera Selelo Primary School. I went on to Africa’s Opera Extravaganza in complete matric at technical and 2007. Since then, her rise has been commercial high schools in Hebron. nothing short of meteoric. Born in Pretoria, this soprano Who was your favourite teacher singer studied vocal arts at Tshwane and why? University of Technology. She was At school, Mr Mokgethi, our choir impressive as the voice of the high master, showed faith in me. I enjoyed priestess in Verdi’s Aïda and sub- singing in his choir and also liked his sequently made her international enthusiasm for music. debut as Queen Silomo in Opera This inspired me to enter the Africa’s production of the Zulu opera Tirisano Schools Choral Eisteddfod, Princess Magogo at Den Norske where I won the top prize. Opera in Oslo in Norway. Some of her other roles include Are you still in contact with Echo in Richard Strauss’s Ariadne him? auf Naxos at the Royal Opera de Yes, I am still in contact with him. Wallonie in Liège, Belgium, Musetta We keep in touch telephonically. in Puccini’s La Bohème, Micaela in Bizet’s Carmen, Susanna in Angelo What were your favourite sub- Gobbato’s production of Mozart’s jects and why? Le nozze di Figaro and Gabisile in I enjoyed my school years and I espe- the Opera Africa world premiere of cially enjoyed learning languages. Ziyankomo and the Forbidden Fruit My favourite subject was singing, by Phelelani Mnomiya. simply because I had a beautiful Boikanyo has also received acco- voice and wanted to express myself lades for singing the finale of Mahler’s through music. Symphony No 4, Beethoven’s Ninth Symphony and Mozart’s Great Mass In your view, what are the quali- INITIAL TEACHING PROGRAMMES 2013 in C Minor with the Johannesburg ties of a good teacher? Philharmonic Orchestra. A good teacher can connect with Do you want to become a teacher? Your future is with UJ Faculty of Education. In mid-2012, she featured in pupils and communicates clearly. WE OFFER THE FOLLOWING BACHELOR OF EDUCATION DEGREES (BED): the KwaZulu-Natal Philharmonic In singing we emphasise: “Say what Orchestra productions of Mozart’s you mean and mean what you say!” I • Bachelor of Education in Foundation Phase Teaching (Grade R – 3) on the Soweto Requiem Mass in D Minor and the think this could apply to teachers too. Campus Starlight Classics concert. • Bachelor of Education in Intermediate Phase Teaching (Grade 4 – 6) on the Soweto She also won a prize in two recitals What are the things a teacher Campus (subject to final approval by the Department of Higher Education and and an orchestral gala concert at the should never say or do? Training and accreditation by the Council on Higher Education) 2012 Standard Bank National Arts Teachers should never be negative • Bachelor of Education focussing on High School Teaching on the Auckland Park Festival in Grahamstown. when they talk to pupils, like saying, Campus “I told you so!” or “You let us down!” How do you earn a living? or “Wena, o ithaa o re o botoka mo Duration Minimum of four years full time I am employed as a full-time bathong botlhe!” This Tswana expres- Bursaries contact person Minette Botha, Tel: 011 559 5107, Email [email protected] sion means: “You think you’re better How to apply Contact the Student Enrolment Centre before 30 October 2012 than everybody else!” I know teachers are at 011 559 4555 or email: [email protected]. the heart and soul of What message do you have for No late applications will be considered South African teachers? our country’s present I know teachers are the heart and and future. Love soul of our country’s present and your work, love your future. Love your work, love your learners — and give them a vision. learners — and give I have been fortunate to experience them a vision exactly that with my mentors and coaches. 4 Changing Lives September 2012 theTeacher Finding a working recipe

With a method he had learnt at university, this teacher was truly able to help a child

Pumzile Ngudle had applied the relevant theories and used the correct formulae. This n 2000, I was teaching general educational approach proved to be sciences and mathematics to very fruitful because, as students, we the general education band were given an opportunity to assess and biology to the further edu- ourselves as we worked through cation and training band at the problems. Whenever one of us IHoly Cross High School in Umtata, encountered a problem, the tutor now renamed Mthatha, in the East- would be on hand to assist us in our ern Cape. A young girl arrived from bid to find the answers on our own. another school to complete grade This is what inspired and helped nine at Holy Cross. She struggled so many of us to pass mathematics at much with mathematics that almost university. the whole class noticed. The boys, especially, started mak- Tackling maths problems ing fun of her. It was terrible. While every day she kept trying hard to make sense As I reflected on the suffering that of what was happening during the the poor girl was going through, I lesson, it was painful to see and hear began to wonder whether the tuto- the other pupils poking fun at her. rial approach that had worked so Each time she asked a question they well for us at university might work would whisper among themselves, for her too. and if she gave a wrong answer the I called her and suggested that whispering would become worse. she buy an exercise book and come to collect maths questions from Maths tutorials me every day. I instructed her to go This behaviour continued until I felt through as many problems as pos- I needed to do something. Thank sible and carefully follow the steps Pumzile Ngudle believes no teacher should give up on any pupil. Photo: Craig Cameron-MacKintosh God, I remembered the maths and we had used in class. I told her statistics tutorial sessions that I had not to worry if she got stuck at any nice routine and I made sure I went school life. By the third term of that earlier part of the year. My experi- attended at university. Each tutorial stage. Rather, she should identify through the problems she worked on same year, she was among the top ence taught me a very valuable les- session was essentially an additional where she experienced difficulties at home, helped her through specific achievers in maths. She was even son: that I should not ever give up on instruction opportunity in which and let me know. I assured her that areas in which she had difficulty and outperforming her critics and she a pupil. As teachers, we should never the emphasis was placed on solv- I would then gladly assist by taking then gave her some new maths prob- continued to maintain this standard forget to remember that the future of ing a long list of problems related her through the problem until she lems to complete at home. throughout the rest of the year. our pupils is in our hands. to statistics and mathematics. The understood the work clearly. It makes me feel humble that, tutor would let us ponder and com- She came to me every day at the Turned the corner through my work as a teacher, I Pumzile Ngudle teaches life sciences plete the questions by ourselves and close of the school day to fetch a list I can proudly say that this approach managed to put a smile on the face at Umtata High School in the Eastern then go around to check to see if we of maths problems. We got into a transformed the girl’s experience of of a child who had been so sad in the Cape Drop the punishment mentality

Xolani Majola Create space for necessarily those who keep quiet Teach self reflection do not understand. That is why it is understanding because they have been told to, but Self-reflection is another form of important for teachers to give pupils Often, teachers indirectly associ- Often, teachers do not give pupils a it is the pupils who understand why self-discipline. space to make sense of things they ate discipline with punishment of chance to understand why certain they cannot disturb others who may Pupils must be taught how to handle are being asked to do. pupils for transgressions they have things have to be done or not done. be busy in class. In this case, the themselves. They can be taught how to The best form of behaviour for committed. Usually they think dis- Pupils walk into class and already absence of the teacher at a particu- control their own emotions. They will pupils is the one coming from within cipline is something that must be the teacher has set up rules and lar moment will not be seen as the struggle at first and that is acceptable. rather than the one imposed from done to pupils instead of it being a regulations (preconditions), which absence of authority. They can never be taught to be outside. personal skill pupils must be taught are usually non-negotiable. Anyone faultless, but at least an attempt There will be challenges at first or develop from within. who transgresses will be met with a Where do teachers start? must be made to teach them how as pupils battle with the concept of This punishment mentality leads series of punishments. In response, It is important for teachers to create to deal with emotions, particularly self-expression. With the right guid- to a situation in which pupils are pupils do one of two things; they a classroom atmosphere that allows those emotions that might cause ance and consistency on the part of even afraid to be happy in class in either meekly oblige or they silently for openness and trust. harm to themselves and to others. the teachers, chances are pupils will case their happiness is classified as or overtly challenge the rules. Pupils must be encouraged to Pupils should be constantly find their own feet and control them- noise or disruption. It has always been a good idea trust their opinions and be allowed reminded of their own acceptable or selves with minimal supervision. I have always believed that I have to talk to pupils about issues they to express them without fear of the unacceptable behaviour at all times I will reiterate the importance to teach discipline and not use it as need to make sense of. Most teach- teacher and classmates. It is the duty without being threatened with pun- of having a solid framework from punishment. Discipline is a process ers assume that having the same of the teacher to create a culture of ishment. Pupils will learn, one way which to build from. It is vital to through which you teach pupils to rules from last year will help to set tolerance in which dissenting and or another, how to be conscious of have basic standards of discipline be self-controlled and self-managed. the tone for the pupils in the current affirming views or thoughts are wel- their behaviour and attitude. that form the basis for further rules Each child, being conscious of year. They forget that pupils are dif- comed without discrimination. The duty of a teacher throughout of acceptable behaviour and stand- their behaviour, will lead to an ferent and that there has to be great Next, the teacher should assist this process is that of being a guide. ards in class. Being adaptable will environment of good discipline. effort on the part of the teacher to pupils with the way in which they The teacher should not tell pupils assist teachers to come up with disci- The starting point towards devel- customise the rules according to the need to express their thoughts. the dos and don’ts. Their duty should pline strategies that are suited to the oping discipline is to teach your calibre and personalities of the cur- Helping them to know that hav- be to illuminate issues and to help nature and character of their present pupils good manners. Go back to the rent group of pupils in the class. ing a thought is not enough if that pupils to find their own behaviour class, not simply copying and pasting basics; revisit forms of behaviour I am not asking teachers to aban- thought cannot find proper channels path. rules from the previous years. that are acceptable and those that don any form of discipline or order of expression. The teacher should create a sce- Magic can be had when pupils are not. Have discussions with your in their classes. I am merely empha- It is important to instil in pupils nario during class discussions and know how to behave by them - pupils and hear what they have to sising the importance of consul- the importance of knowing when, help pupils to find their own voice selves without threat of force or say; understand why they hold par- tation and communication as a why, how and what to express. In and develop reasonable ways to find punishment. ticular views about their behaviour. way to improve on the concept of this way you will encourage the skill acceptable expression too. Self-discipline is what they must be self-discipline. of self-reflection so that pupils think Pupils, like the rest of human Xolani Majola is an education policy taught. Well-behaved pupils are not before they speak. beings, are likely to resist what they analyst 5 Heritage September 2012 theTeacher Celebrating our heritage

Our heritage is our nation’s wealth and we our ability to secure the rights to the circumstances that affects it in to plan, mobilise and implement host world major sporting events order to educate and influence the vibrant and uniform heritage pro- should teach our children to appreciate it such as the Fifa World Cup in 2010. course of mankind. Hence, the mean- grammes to maintain a healthy and Our efforts to have Table Mountain ing of our heritage is predicated on wealthy mind-set among pupils. Letlhage Mochadibane custodians of these monuments for declared as one of the wonders of the South African past of a polar- Consequently, we should explain our grandchildren and the world the world should continue to inspire ised political situation that imposed that Rome represents innovation s we bid winter good- at large. Our heritage is meant to us to preserve and promote our a divided society with emphasis on and superiority. bye, spring ushers in create wealth for us and to help us heritage. difference along racial and ethnic the beauty of greenery to respond to the challenges of the lines. Essentially, our heritage’s clear and flowers blooming. world. It can also be used as a bar- The nation’s heritage expression relies on critical com- Letlhage Mochadibane is a social Sleeping hours are get- gaining chip, for example, to enhance Every nation develops its heritage on munity and civil society discourse commentator Ating shorter and the early birds’ melodies suddenly let us know it is September. Heritage Month in the South Afri- can calendar is officially celebrated on the 24th Register now for North-West day. We celebrate our natural surroundings, the buildings that are University Educator Programmes physical monuments of our legacies as well as arts and culture.

Drawing from fam- ily and community National Professional Diploma in Education (NPDE) (NQF Level 5) Responding during a debate while arguing Advanced Certificate in Education (ACE) (NQF Level 6) innovative thinking, a pupil who deviated from Post Graduate Certificate in Education (PGCE) (NQF Level 6) the norm was aggrieved when a teacher said to Honours Baccalaureus Educationis (BEdHons) (NQF Level 7) him: “When in Rome, you should do as the Romans do.” The teacher Benefits of our tailored support to you: said this because he • the programmes are tailored for year-round access using the open distance learning believed the differences among pupils were the approach and there are no closing dates for applications; result of opportunity • the programmes are conducted utilising various modes of delivery, which and exposure that were likely to prevent other include paper-based learning and online support, as well as facilitation via pupils from understand- interactive SmartBoards at over 29 centres nationally; ing their peer’s influ- ence. But the pupil drew • SMS communication and excellent call centre support simplifies the his argument from a very insightful person learning experience for you the student; in his family as well as • with over 84 exam centres available throughout the country, a community member, which, to the teacher, you do not need to travel far for your exam sittings; and emphasised the duty of every pupil to interest • you can become part of our Facebook community. themselves in political and social developments through their families For more information: and communities — what they learn is part of SMS “Enquiries” to 39133 their heritage and forms important legacies wor- KwaZulu-Natal thy of preservation. Edward Bush Tel: 031 765 5131 Email: [email protected] Learning about Cell: 082 413 3685 monuments Accordingly, people Eastern Cape, North-West, Northern Cape, Western Cape should visit and see Paul Beselaar Tel: 021 930 2651 Email: [email protected] monuments such as Cell: 083 650 5565 Maropeng at the Cradle of Humankind to learn Gauteng, Limpopo, North-West about our ancestors, Gerrie Minnaar Tel: 011 972 7070 / 011 979 1962 or Gold Reef City to Email: [email protected] learn about and expe- rience mining, which Cell: 083 759 2226 is the bedrock of our economy. Robben Free State, Mpumalanga Island is also important Sakkie Manda Tel: 011 988 7044 Email: [email protected] because that is where Cell: 082 926 4427 / 082 927 7487 our political heroes were imprisoned by succes- sive apartheid govern- ments. Then, of course, there is the beauty of our land in such places as the Garden Route in the Western Cape and God’s Window in Mpumalanga, to name just a few.

Our heritage, our wealth At this stage, there must be a clear understand- ing that people are appointed by the period of their lives to be the 6 Science September 2012 theTeacher

Fulufhelo Nelwamondo has helped to develop a home-grown biometrics system, which can classify and match partial fingerprints. Photo: Lisa Skinner A passion for research

This young achiever uses his love of reason was that there were more that is mainly referred to as artifi- One person I can single out is funding opportunities for studying cial intelligence. I have successfully Professor Tshilidzi Marwala, who science to benefit South Africa electrical engineering than aeronau- supervised three doctoral students became my mentor and, ultimately, tical engineering, and my passion for and six master’s students. my doctoral degree supervisor. Electrical Engineers. He has received electrical engineering has grown by Thabo Mohlala the National Science and Technology the day. Science is great because … How can young people get ulufhelo Nelwamondo is an Forum award for outstanding When I was studying I noticed that It results in remarkable discover- involved in your area of electrical engineer by train- research. there were many unanswered ques- ies that lead to novel technologies, specialisation? ing. He holds a bachelor of Nelwamondo has interests in excit- tions, and my passion for research that can improve the quality of There are many ways to nurture science degree and a doc - ing emerging areas of software and grew so much that I pursued this life. skills that are relevant to this field. toral degree in electrical technology applications including a career path all the way to a doctoral Youngsters can study computer Fengineering in the field of computa- biometrics-based system, data min- degree and beyond. Today, my focus What sparked your interest in science, applied mathematics or tional intelligence from the Univer- ing, modelling of complex systems, is on computational intelligence and science in general and in partic- engineering (for example computer sity of the Witwatersrand. He has machine learning and mechanism pattern recognition. ular your current area of focus? engineering, electrical engineering, also been a postdoctoral fellow at the design. Even at high school I wanted to par- information engineering or bio- graduate school of arts and sciences He has presented his work in What does this entail? ticipate in solving unanswered prob- medical engineering). They can also at Harvard University. various countries, including South We conduct research and develop- lems and questions. follow scientific fields such as phys- Nelwamondo is currently a princi- Africa, the Czech Republic, Canada, ment in the area of information secu- In the CSIR, my passion was ics and applied mathematics. pal researcher and the competency Hungary, the United Kingdom, rity, focusing mainly on biometrics geared towards the mastery of sci- They need to develop a passion for area manager in information secu- Taiwan, China and the United States. (specifically fingerprint, iris, face and ence through purpose-driven and computing using mathematics and rity research in the modelling and Nelwamondo has also successfully signature verification), smart cards, directed research that is aimed computer programming. digital science unit of the Council co-supervised master’s and doctoral network security and pattern recog- at improving the lives of South for Scientific Industrial Research degrees in electrical engineering. nition (for instance, fraud detection). Africans. What do you do when you are (CSIR). He is a senior member of the He was featured in the M&G’s 200 One noteworthy achievement is I am focused on assisting South not working? Institute of Electrical and Electronic Young South Africans. the development of a fully home- Africa to gain strategic independence I spend time travelling with family. Engineers and a visiting profes- grown biometrics system that can in areas of national security. I help sor of electrical engineering at the Which school and university did classify and match fingerprints to develop home-grown informa- What is your message to sci- University of Johannesburg. you attend? that are only partially complete. We tion security technology that we fully ence teachers and pupils? At the young age of 29, I attended Mbilwi Secondary School developed algorithms that improve understand, and that is developed in Teachers need to stimulate pupils to Nelwamondo has research and prac- in Limpopo and Wits University. the speed, accuracy and security the sole interest of the country. think and ask the right questions to tical experience in software engi- of recognition. The research was This helps to solve South Africa’s generate their interest in careers in sci- neering and in computational intel- How did you get to know about developed into technology that is specific challenges in a unique way ence, engineering and technology in ligence in various applications. your current occupation? demonstrated to, and packaged for and has great potential in strength- ways that are geared towards meeting He is the youngest South African When I was young I wanted to be a the world of commerce through our ening our industries: not only will the challenges facing the world. to be awarded the Harvard-South teacher because they were the high- industrial partners. they sell new technology, but also Pupils need to work hard, Africa Fellowship and has received est status professionals in our village. My work also entails developing technology that meets the country’s knowing that productivity is like many national and international However, when I started high school post graduate researchers and stu- specific needs. compound interest. Of two individu- research accolades from organi- I changed my mind and wanted to dents in various research topics in als with the same ability, the one sations such as the Institute of be an aeronautical engineer. When I the field of electrical engineering Would you say there was a per- who works 15% harder will soon Electrical and Electronic Engineers was in matric, I switched my interest and areas of pattern recognition and son who persuaded you to pur- more than twice outperform the and the South African Institute of to electrical engineering. The main modelling. This includes the area sue a career in this field? other one. 7 Technology September 2012 theTeacher Stay ahead with technology

This teacher has embraced his computer as an important educational tool

Thabo Mohlala context category of the prestigious 2012 Microsoft Partners in Learning echnology is no longer Forum held earlier this year in a nice-to-have teaching Durban. Dlodlo won a Galaxy tablet aid. It has become an and some software. important resource in The project was called “serving the classroom context water to save”. Dlodlo chose to focus Tbecause it offers a new medium of on water because he wanted to raise creative expression and communica- his pupils’ awareness about conserv- tion for teachers and pupils. ing water after seeing reports that The use of technology can also South Africa would face a severe affect the role of the teacher, who water shortage by 2020. becomes a facilitator and co-ordina- His pupils were asked to inves- tor rather than having to be the cen- tigate the possible causes of water tral know-it-all figure. shortages and to propose innovative Nkosilathi Dlodlo can vouch for solutions. the educational value of technology They interviewed people in their as a vital teaching tool in the class- community and representatives room in the 21st century. He teaches of the local mining industry. They grade nine and grade 10 mathemat- also conducted laboratory-based ics and computer application tech- research. nology to grade 9 and 10 pupils at Their findings were submitted to Batswana Commercial Secondary the office of the provincial MEC of School in Mahikeng. education for consideration. Nkosilathi Dlodlo (in black jacket) teaches mathematics and computer application technology Dlodlo has been passionate about computers since he was at high Technology must be comfort of their homes and I will Overcome your phobia “All teachers need to do is to con- school and now that he is a teacher relevant respond as soon as I can,” Dlodlo Dlodlo encourages teachers to quer their initial fear of technol- technology has become his most Dlodlo believes that technology said. embrace technology and says that ogy and to trust in their capability trusted teaching weapon. should be used as a means to an end Another exciting addition Dlodlo those who have not yet started to use to learn to use this new medium. He maintains that technology and not as an end in itself. has introduced is a press club. This this tool should not feel intimidated. They do not have to be geniuses. keeps him on top of his game because “I do not just use technology to enables members of the school com- Instead, he advised, teachers Technology can be enjoyable, rel- it can open seemingly endless and deliver the curriculum. Rather, I munity to interact with one another should accept technology as an inte- evant and cost-effective. Teachers innovative teaching and learning make sure it relates to the needs and and to include alumni in communi- gral element of the teaching and need to take one step at a time,” he possibilities. culture of my pupils. If I do not do cations as well. learning environment. said. this, it will have no meaning and they Using technology to save will lose interest,” he said. water He quoted Myles Munroe: “Where Because of his technical knowledge, purpose is not known, abuse is Dlodlo heads science projects at the inevitable.” school and he also helps to train his Dlodlo has also introduced other colleagues. technological innovations at the One of the projects he initiated school, such as a new website, with pupils had the blessing of both e-learning facilities and a mobi site the departments of water affairs and through which he interacts with mineral resources and energy. The maths pupils. project was awarded second prize “Using the net, pupils can ask me in the innovation in challenging any question, at any time, from the

Win a mini library Oxford’s world-renowned user- For adults, the range includes friendly dictionaries are suitable a variety of literary works for for a wide range of ages, lan- readers around the world. The list guages and requirements. People includes non-fiction and fiction, all over the world trust Oxford dic- short stories, poetry and plays. tionaries to help and inform them. Brush up on classics as well as local Oxford’s local range focuses on fiction by leading South African the particular needs of Southern authors like Zakes Mda. Africans and provides award- Visit oxford.co.za for more. winning bilingual dictionaries as well as monolingual, multilingual Answer this easy and subject dictionaries that have question: proved to be useful to schools. Question: Who is sponsoring The Oxford children’s list offers this mini library? picture books, reference titles and SMS the words The Teacher storybooks that children can read and then the answer to 35127. in the classroom and at home. SMSes will be charged at a nor- The teenagers’ list offers a mal rate of R1.50. range of the very best fiction Also, please remember to writers of today as well as award- send your preferred daytime winning titles. number. 8 Principals September 2012 theTeacher Beating the odds perfectly

Following best practice has ensured this Leadership occurs at different lev- els within a school; for instance, the leader succeeds under poor circumstances school management team plays a crucial role in ensuring that there is a Thembi Ndlovu school has taught me that no matter sound culture of learning and teach- here are many sources where your school is situated, you ing. We allocate management duties that offer advice about can achieve great things. to each team member to execute and the requirements for report on quarterly, with evidence becoming a successful It all begins with the leader provided. We also meet weekly to set leader. The bottom line is Being a principal is a leadership and objectives and share these with other Tthat leaders are measured on their management position that carries staff members. All plans and deci- capacity to influence, motivate and far-reaching responsibilities. The sions are documented for evidence affect people around them under department, community, parents, and reference. any circumstances. pupils and staff members all have varying expectations of a principal. Our pupils are our priority Our background I believed I could not influence Quality teaching and learning are Our school in Durban, Khanyanjalo people in a particular direction if central and our teachers are always Primary School, is based at Inanda I did not have a sense of direction punctual and use the available Mission and the working conditions myself. It seemed to me that if I did resources effectively in their class are very challenging. We accommo- not have a vision myself, it would be teaching. Good planning is essential date 1 465 pupils in only 30 class- difficult to develop and drive one for to the successful execution of les- rooms. To address the problem of the school. So I looked at my school Collective effort: Prinicpal Thembi Ndlovu. Photo: Rogan Ward 2012 sons. At our school, teachers remain limited office space, we divided a as it was at that time and then visual- behind after the end of the formal classroom into areas to accommo- ised it in 10 years to come. After this managers and more experienced attitudes, motives and expectations school day to plan their lessons for date an administration clerk, my I came up with a plan towards real- principals when I needed advice. to turn them around into common the next day. This is not negotiable. two deputies, four heads of depart- ising my vision. My intense desire to I became an active member of the thinking and vision. School rules and the code of conduct ments and myself. We do not have succeed and excel dictated my think- South African Principals Association. Interactive, consultative and par- for pupils are decided on and agreed a staff room. Our pupils come from ing and my actions. ticipative styles of management have with parents. These are also made families affected negatively by poor I allowed myself to be led, to be Working together worked positively for us. We work known to our pupils and each one socioeconomic conditions and some taught and to follow my leaders as I I have found that the ability to work as a collective and have established of them takes a copy home for ref- even come from child-headed fami- would like my subordinates to do to with individuals and groups of peo- teams who work together towards erence. We have a trained lay coun- lies. Our 58-year-old school build- me. I familiarised myself with edu- ple to achieve educational goals and achieving a common vision. These sellor among our teachers to assist ings need major repairs from roof cation-related legislation such as the create a sound culture of learning teams include the school governing and support our pupils, particularly to floor. Despite these challenges, South African Schools Act and the and teaching in a positive atmos- body and the staff as well as pupils. orphans and vulnerable children. I we are determined to provide a high Employment of Educators Act and I phere is crucial. One needs good Maintaining a high quality of teach- believe that acknowledging innova- quality of education. took care to follow these guidelines leadership skills, knowledge and ing and learning takes priority in tion and creativity and rewarding My 12-year-experience in this in all situations. I also consulted my techniques to deal with individual our planning and organisation and excellence motivates and inspires the execution of our duties. We all people to achieve their best. The uphold the principles of batho pele, pupils know that if they perform meaning “people first”. We have col- well, behave well or go the extra lectively developed and adopted our mile, they will be acknowledged school service commitment charter, and rewarded. Each year, a commit- 2012 Winter Warmers, pledging and committing ourselves tee sits to decide on the criteria and to fulfil each of the 11 batho pele prin- times for awarding excellence. ciples we have identified. choose your combo Parents and community Planning strategically involvement We start our planning the year We treat the parents who bring their before to ensure that all staff mem- children to our school as our cus- bers know what is expected of them tomers. This means we have com- when school starts in the new year. mitted ourselves to serve, recognise On the day that school opens, all and respect their rights at all times, our plans and allocated duties are make them feel welcome and impor- spelled out and job descriptions and tant and, above all, provide them the code of conduct for educators with services of the highest quality. are discussed and signed. Using a We have parent days twice a year. A participative style of management, I teacher-parent communication book make sure we go through our pledge is kept for daily communication with together and each staff member parents. We hold general meetings receives a copy of this signed docu- twice a year to plan for the following ment and the original is filed. Tasks year. such as planning together, organ- In addition, we train parents on ising ourselves, taking leadership basic teaching skills so that they roles where relevant, co-ordinating can become relief teachers. We also activities and monitoring and evalu- involve community members to run ating our progress throughout the our school garden projects. Various year has seen us achieve our goals. community groups make our school Governance and operational poli- uniforms, tracksuits, jerseys and cies are developed and shared to hats, creating jobs in the process. provide directions to all relevant We have forged partnerships with departments. Protocol is respected the South African Police Service, the and observed at all times. departments of health, transport, We have divided our activities into social development and child welfare six themes to ensure total quality to provide for our pupils. management. They are governance, The lesson I have learnt is that administration, financial resources, it is the quality of leadership and curriculum resources, human management that determines the resources and physical resources. success of a school. A situational Strategic planning teams for each leadership style according to which of these themes are formed from I have looked at a specific situation the student governing body and and dealt with it accordingly has staff members. Each of these teams worked for us. I have had to ensure plans the strategy for all activities that the tone and the ethos condu- in that specific area. The plans are cive to learning and teaching are of then documented. Openness and importance at school. It has paid off transparency are observed by all very well. stakeholders and evidence for all the activities that have been executed is Khanyanjalo Primary School won kept. the gold award in KwaZulu-Natal for service excellence in education School management team and was also awarded the premier on top of the game award in service excellence. Visit the A leader has the authority to make school’s website for more information: certain decisions and to ensure that khanyanjaloprimary.co.za or email: the policies are followed accordingly. [email protected]

Please check and fax signed copy Name: Company: Signature: Size: 20X4 Cost: Mail&Guardian cannot be held responsible for errors/omissions not noted by the client 9

WITS A WORLD-CLASS UNIVERSITY WITH THE EDGE

he University of the Witwatersrand, Johannesburg, celebrates Tits 90th anniversary this year. It remains a national asset committed to generating high level skills and knowledge for the 21st Century. Wits is a leading higher education institution in the world Wits is a leading higher education institution on the continent – in fact it is one of only two universities in Africa, and the only university in Gauteng, ranked in the top 400 in two separate international rankings (QS and Shanghai), from amongst 23,500 other universities worldwide. Wits attracts some of the best local and international talent Wits, one of the most diverse institutions in the country, continues to attract, develop and retain talented academics from local and international markets. It is home to 6,243 staff of whom about 3,874 are academic. Wits is committed to rewarding excellence This extends to awarding bursaries to talented students and to rewarding its staff on this basis of evidence of performance. A comparative analysis with four other research-intensive higher education institutions in South Africa suggests that Wits is one of the best paying institutions in the sector and offers competitive remuneration packages to its staff. Wits is a publicly engaged, social advocate An independent institution, committed to advancing the public good, Wits has taken the lead on a number of social issues ranging from protesting against xenophobia and violence in society to advocating for the higher education sector to be better resourced. The competition for scarce resources, the declining state subsidy, the poor global economic climate, and the increased costs associated with running world-class universities are all factors that make a case for universities to be better funded. Wits is a leading academic and research hub Wits continues to offer academic programmes of the highest standards that enjoy local and international accreditation. Wits accommodates seven research institutes, 20 research units and 10 research groups. It proudly hosts 15 prestigious South African Research Chairs, five Centres of Excellence and hundreds of rated scientists of which 16 are A-rated, international leaders in their disciplines. Wits is establishing six prestigious multidisciplinary 21st Century Research institutes in the following fields: Molecular Biosciences, Mining, Global Change and Sustainability, Evolutionary Studies, Development and Cities. www.wits.ac.za 10 Excellence September 2012 theTeacher A game changer for maths problems

Exposing children to chess can improve their mathematical skills dramatically

Thabo Mohlala and teachers in South African class- rooms. I started the programme in arisa van der Merwe my garage, teaching children from is the winner of the the community. Shoprite/Checkers I soon realised that it added much Women of the Year value for the youngsters, not only award for 2012 in the because it was a lot of fun or that Mteachers category. She is a teacher many of them achieved provincial at Hoërskool Waterkloof in Pretoria and national colours for chess as and also manages the school’s chess a sport, but more so because they centre. She is the developer of the excelled academically and showed ground-breaking MiniChess pro- significant improvement in their life gramme and a trustee of Moves for skills. Over time, it became my dream Life. to teach these children to think criti- The programme offers education cally, be able to analyse situations through chess-related games at foun- and solve problems. The MiniChess dation-phase level to assist pupils programme offers all of this. to develop thinking and life skills as well as to understand mathematical How effective is the and scientific concepts. programme, particularly in Van der Merwe, in partnership relation to teaching maths and with community and business lead- science? ers, launched the programme nation- Pupils experience the programme as ally as Moves for Life in 2010. At pre- playing a game, not as doing maths. sent, the programme reaches about This gives them a different mind-set. 20 000 pupils every week in class- The programme uses the chessboard rooms in most South African prov- as a number grid and illustrates inces and teachers receive regular abstract concepts concretely on the training and support in implement- board. This means that concepts ing the programmes. such as numbers, geometry, multi- Garry Kasparov endorsed the ini- plication, direction and symmetry tiative during his recent visit to South can be learned in colourful and fun- Africa, calling Moves for Life “the most filled ways. Also, many other mathe- scientific programme in the world matical concepts are illustrated con- Acknowledgement: Marisa van Since you founded the project, to use, effective and well struc - linking chess with education”. Two cretely through the games. Another der Merwe won the Shoprite/ are you beginning to see tured, with a strong support base. related projects are currently under advantage is that a teacher does not Checkers Women of the Year benefits or changes that you Schools that carry their own costs construction: the MiniChess computer need any previous chess knowledge award 2012 in the category for had hoped for and, if so, what can start the programme imme - programme and a new programme for to be able to teach the MiniChess teachers are they? diately. Those that need financial pupils in high school, which will link programme. Since the national roll-out of the support will need time to secure chess with the maths syllabus. Learning maths and pre-maths MiniChess programmes in 2011 we sponsorship. The programme is not concepts in fun ways helps young- have experienced amazing results expensive, but there are expenses You have just won the Shoprite/ sters to perform in maths from the — and much more quickly than we involved such as the cost of equip- Checkers Women of the Year very start. This builds their self- expected. The programme has a life- ment, training and workbooks. The award for 2012 in the teachers confidence and prepares them for changing impact on early childhood costs differ from school to school, category. What does it mean to ongoing learning in future. development and the school readi- depending on the number of pupils you? ness of grade R pupils. It teaches and teachers at the school. If the It is an absolute highlight of my life. I Briefly tell us how the these little ones spatial concepts, school is situated in a rural area, am very honoured and also humbled programme works in a typical numbers, fine motor skills, reasoning this may also impact the budget in at the same time. This award will classroom situation and problem-solving, for instance, in terms of delivery costs. encourage the programme teams to The MiniChess programme is struc- concrete, fun-filled and playful ways, put even more energy and heart into tured in age-specific lesson plans while building their self-confidence. How do you relax? programme development. It has also for the four levels of the founda- We believe that implementing this I love the simple things in life, like given the programmes enormous tion phase — grade R to grade three. programme at preschool level in spending time with my family and local and international media cover- Teachers receive a teachers manual, South Africa will turn around the friends, watching a movie together age and support. For example, the training for all four levels, teacher future of our children from “I don’t or eating out. My garden and home Kasparov Chess Foundation sent its aids and support to implement the understand” to “I can do it”. are my haven away from the busy accolades and a nine-page article on programme during one class a week Gauteng adrenalin-run life. I find the award was published on a world- throughout the year. Pupils complete How many schools are that it feeds my creative juices to class website (chessbase.com). What projects in their workbooks and also benefiting from the initiative? relax at home with my loved ones, is even more important is that this develop from doing pre-learning exer- It is being implemented in about 100 including my dogs and the cat. I also award helps to place South Africa at cises to playing simple MiniChess Concepts such schools with about 400 teachers and enjoy sleeping late, reading, listen- the forefront of education through games, such as Pawn Soccer and as numbers, about 20 000 pupils taking part, on ing to music or visiting an art mar- chess in the world. Hungry Horse, and gradually pro- geometry, a weekly basis, at foundation-phase ket, doing Sudoku and, do not forget, ceed to play proper tournament chess level during the school day. Older a quick chess game. I love long lazy When did you form MiniChess over time, all the while building their multiplication, pupils engage with the programme walks on the beach when on holi - and why? understanding and life skills. direction and as an extra curricular activity. day, with the sun on my skin and the MiniChess evolved over 20 years The programme is not syllabus- symmetry can be wind in my hair. or so from a hobby project into a driven but rather child-centred, How can schools be part of it? formalised and well-structured working towards achieving the learned in colourful Any school and teacher can use For more information on the educational programme, tried and generic educational outcomes for the and fun-filled ways the programme to benefit their programme visit: movesforlife.co.za or tested in a practical way by pupils various age groups. pupils. The programmes is easy minichess.co.za 11 Maths quiz September 2012 theTeacher Making sense of problems

You cannot teach Getting to grips with fractions 4 story sums if you Using story sums and diagrams to understand how they work do not understand Make up a story sum that would require you to do the calculation ⁄ –⁄ 1 them yourself If the rectangle below represents a sheet of paper that is ⁄ of a larger 5 sheet of paper, what would the larger piece of paper look like? Which of the following problems are story problems for ⁄ × ⁄ and which are not? Why?

a) Joe is making / of a recipe. The full recipe calls for ⁄ cup of water. Lynn Bowie & Hamsa How much water should Joe use? Venkatakrishnan b) There is ⁄ of a cake left but ⁄ of Mrs Watson’s class would like to have some e work with stu- cake. What fraction of the cake does each student who wants cake get? dents who are training to be pri- mary school math- ematics teachers. WIn the courses we teach, we try to make sure that student teachers develop a very deep conceptual 2 understanding of the maths they are going to teach. A learner says that ⁄ is clearly bigger than ⁄ and produces the following We have found that using story diagram to convince you: sums and diagrams are a very use- ful way to challenge and develop the student teachers’ (and our own) understanding of the mathematical ideas they are working with. At the moment we are working on frac- What would you say to the learner? tions and have found that getting 3 to grips with them in a deep way is not at all simple. I am making a recipe that calls for ⁄ of a cup of oil. I have a bottle that We thought you might find it contains ⁄ of a cup of oil. What fraction of the oil in the bottle should I use interesting to work through some for the recipe? Draw a diagram to help you solve the problem and explain of the tasks we give our students your answer. and see whether they challenge you or give you something to think about. We have found that moving between the words in story sums and diagrammatic representations of key features of the story pro- ACTIVITYTEACHERS MANUAL FOR ELEMENTARY MATHEMATICS BECKMANN: SYBILLA question ve: Source, vides us with windows into seeing and assessing the student teachers’ understanding of problems. We have also found that encouraging student teachers to draw diagrams representing story situations helps Graphic: JOHN McCANN them to develop their ability to make sense of the problem in ways that help them to decide what sum connections between problems and these sums with their pupils as avoid word problems or to present We all get good at the things that is needed to solve the problem, situations, but we also find this way well. Discussions about which dia- them with the procedure needed to we practise. Practising working rather than trying to guess and sim- of working useful for breaking the grams are correct, and which are get the answer. Either way, pupils with story sums and represent- ply hoping for the best. expectation that sums are simply helpful to answering problems, are do not gain experience in having to ing situations with diagrams is, We sometimes give our students a cues for unthinking operations likely to help to overcome the wide- figure out how to represent the sit- we believe, time well spent for the sum and ask them to create a story We would strongly encourage pri- spread complaint that pupils “can- uation, and how to go about select- learning of maths. that can go with it. Part of what mary maths teachers to share story not do word problems”. ing the procedure needed for find- we are trying to do here is to build sums and diagrams connected to A common response is either to ing the answer. Solutions on Page 16

CSIR Invitation

The Council for Scientific and Industrial Research (CSIR) invites interested individuals to its 4th Biennial Conference under the theme “Real Problems, Relevant Solutions”. Health Energy Defence and security Built environment Industry Natural environment This conference is an opportunity for key players in government, business, academia and the research community to find out about cutting-edge, world-class CSIR research and its contribution to national priorities for the benefit of all South Africans.

Attendance is free therefore registration is essential.

To register, kindly visit www.conference2012.csir.co.za/register

Real Problems Relevant Solutions 12 Opinion September 2012 theTeacher Self-teaching is the future

Doing things oneself is imperative of classrooms with floppy disks and pen drives. They project notes on in the knowledge-based economy screens, hoping students can read as fast as they change slides. They are Sazi Kunene 12 did not mean pupils in lower busy changing slides; whether we he 2010 industrial action grades were overlooked. However, can process information that fast is by public servants, par- as in many other countries, matric secondary.” ticularly teachers, was a performance is viewed as extremely Mohammed, an international stu- cause for great concern. important in South Africa and the dent in the United States, wrote an The frustrations of par- media devotes a great deal of time to article on the subject of self-regu- Tents, especially those with children reporting on it. lated learning with a very appropri- in grade 12, found expression in The unintended consequences ate title: Don’t Give Me a Fish: Teach all manner of criticism being lev- of the strike action may have long- Me how to Fish. We need to heed the elled at both the government and term implications for the quality of MEC’s call to upscale self-education the teachers on whom the success the class of 2010. The gaps in their in our school programme. This can of these pupils depended. Alleged knowledge and skills may, in cer- be done by ensuring, among other teacher militancy, intimidation and tain instances, take years to address. things, that didactic materials and violence received serious attention The objective of the department was textbooks are developed to promote from members of the government, to minimise the negative impact of independent work and self-educa- who described this behaviour as con- strike action on the quality of teach- tion skills, teachers work out peda- trary to the noble and ethical foun- ing and learning. The MEC for edu- Teacher strikes have a big impact on learning. Photo: Oupa Nkosi gogical recommendations to sup- dations underpinning the teaching cation in Gauteng, Barbara Creecy, port independent or team work, and profession. took the lead and was involved in things oneself, necessitated by the As part of preparing this article, an teachers use extracurricular lessons For many parents and other stake- the implementation of some of the information age, has seen responsi- informal snap survey was conducted. to help pupils to acquire general holders, the most pertinent question strike interventions initiated by her bility for one’s education, career and It involved three local universities methods and techniques of self-edu- was: If, as the government declares, department, for example, the dis- improvement being shifted away — Johannesburg, Witwatersrand cation and self-improvement. education is a national priority, why tribution of study guides to various from other people to oneself. There and Pretoria — and the Tshwane Pupils need the support of teach- is it that no firm action was taken to schools. She also visited a number is now common talk of self-capac- University of Technology. The testi- ers in the area of self-education skills deal with a desperate situation con- of schools to encourage pupils to itation, self-management of one’s monies of some first-year students to leave school prepared to face the cerning wage negotiations? take charge of their own learning by career development, self-improve- at university reinforce the idea that challenges of post-matric educa- The Gauteng department of educa- studying on their own, or forming ment strategies and so on. After all, this is a real challenge. For instance, tion and life in general. Although tion took decisive action to try to sus- themselves into study groups to con- the teacher-dependency syndrome there was a perception that “all pro- this sounds noble and desirable, tain some degree of learning activ- tinue active learning in the absence that has until now characterised the fessors do is read out from chapters one needs to ask whether it is imple- ity, especially for grade 12 pupils. of teachers. schooling sector is replaced by self- and finish bulk amounts at one go. It mentable and, if so, how? The most pressing difficulty was The new knowledge-based econ- dependency at tertiary level. does not matter to them whether we that grade 12 pupils faced an almost omy imposes new demands on We need to teach our pupils self- understand concepts or not.” Dr Sazi Kunene is college director for simultaneous challenge because education and training. It requires education skills in preparation for Another student lamented that Fernwood Business College, run by the they had to sit for preparatory exams pupils who can demonstrate a capac- their future learning endeavours as students struggled to keep pace with Aspire Education Group, and head of and a final exam within a time frame ity for thinking. The new phenom- life-long pupils as well as to ensure a the speed at which lectures were quality and regulatory compliance for of one month. The focus on grade enon of “self-initiative”’, of doing productive citizenry. delivered. “Professors zip in and out the group

Celebrating Readathon is a literacy awareness online handbook which encourages teachers by providing During the 2011 Readathon campaign, book clubs were campaign which focuses on exciting literacy activities, and gives them a terrific selection of stories, formed as a pilot in Gauteng. They proved to be very successful. activities and encourages the quotations, slogans, competitions and posters. It includes Children throughout the country are being encouraged to appreciation of the joy of reading. The a variety of writing frames, examples and illustrations — introduce book clubs within their communities and schools. theme for the 2012 campaign is, appropriately, “The more you invaluable for the workshops that will be held over the three Stemming from the creation of the book clubs in Gauteng, read, the more you know”. months. The handbook can be downloaded from the READ the Reading Starz Book Club Forum Adhering to tradition, the 2012 campaign will be built website. has been introduced as a part of the 2012 around a number of literacy activities, central to which is an campaign. Download the handbook from www.read.org.za Contents Readathon Handbook Reading for fun Fun reading and writing activities Book Club Forum 2012 – the joy of reading * The joy of reading to make and do READ would like to introduce the Reading * Making reading fun * Make book clubs fun Starz Book Club Forum to book lovers across South Africa. Pleasure is at the very heart and essence of * Books! Books! Books! * Make journals fun This is a forum for learners, parents and educators to come what reading is about. Pleasure is a strong * The power of books * Make a Magic Reading Tree together and learn more about the joy of reading. driving force in all of us. Remember that if * TenTen top top tips tips to to make make reading reading fun fun poster we find pleasure in reading we will read * Ten top tips for reading to * Make reading record cards fun Members will have access to book reviews, fun games, more and the more we read, the better we learners * Make novelty little books for fun information and guidance from people that share their love ~ Make a little shape book will be at it. Reading for pleasure has more * Stories to read aloud with of reading. A Reading Starz forum meeting takes place independent reading cards ~ Make a talking book impact on our chances in life than anything every first Saturday of the month at READ’s head office in * ExcitingExciting non-fiction non-fiction to to read read aloud aloud * Jokes and riddles Gauteng. If you do not live in Gauteng you can still join else we do. Learners want to have fun. If with independent reading cards reading is fun they will want to do it. the Reading Starz Forum and participate on-line in all the activities. Reading for pleasure is more important for educational success than a family’s At every gathering there is a guest speaker ranging from economic or social status (Krashen). It The more you read, authors and street poets to our Readathon Ambassadors is never too late or too early to read for and their celebrity friends. pleasure. the more you know. Above all Reading Starz members are encouraged to The Readathon Handbook for 2012 is all participate in forum activities by submitting their book about the joy of reading. Inside you will Contact us on 011 496 3322 reviews, by entering the competitions – where they fifindnd information on how to make reading will be able to win great prizes – by using the special fun, short stories to read to children and a OR offers available only to Reading Starz members and by number of fun reading and writing activities. visit our website encouraging other book clubs to join the forum. www.read.org.za Please register with Thando via email: [email protected] if you would like to receive a membership form or visit the read website: www.read.org.za and click on the Reading Starz Forum button.

READ-Teacher-Ad.indd 1 2012/09/05 4:41 PM DST Supporting talent search for SET careers through Olympiads and competitions – Part 2

n the August issue, the Teacher showcased the National Science Olympiad (hosted by the South African Agency Olympiads and Competitions (FESTOC) is supported by the Department of Science and Technology (DST) as part for Science and Technology Advancement) and the Computer Olympiad (hosted by the Computer Society of of their Youth into Science initiative that encourages interest in scienti c disciplines. In this issue, the Teacher takes ISouth Africa) that reside under the FESTOC umbrella. The Federation of Engineering, Science and Technology a closer look at Mintek Minquiz® and the South African Natural, Life and Physical Science Olympiad. MINTEK MINQUIZ® SCIENCE COMPETITIONS

ubbed as one of South Africa’s premier annual national Dscience competitions for Grade 12 learners, Minquiz® is a fun and informative curriculum-aligned competition. As an initiative of Mintek, it is aimed at stimulating interest in careers in Science, Technology, Engineering, Mathematics and Innovation (STEMI), with its main focus on the minerals and metallurgy industry. Mintek hosts the Minquiz® Science Competition annually for top Grade 12 learners in Physical Science and Mathematics, at a Provincial and National level with participation at over 2000 and 50 learners respectively. Over 750 schools are represented from across South Africa. National Minquiz 2012 winners at the Nelson Mandela Metropolitan University in National Minquiz 2012 3rd Place team at Mintek in Gauteng with Mintek’s Mintek started hosting the the Eastern Cape with Candice from Advanced Laboratory Solutions - Left to right, General Manager: Corporate Services - from Left to right Zanele Mahlangu competition in 1988, when entrants Tabiso Busani from Lungisa High School in PE, Ricardo Swanepoel from Framesby (Tembisa High School, Johannesburg), Janelle Jade Maistry (The Hill High were drawn from senior schools within High School in PE, Febin Korula from Selbourne College in East London and Mbasa School, Johannesburg), Tinus Ferreira (Crawford College, Pretoria) and a few kilometres of the Gauteng based Kunge from Masiphatisane Senior Secondary School in PE. Christian Parschau (De la Salle Holy Cross College, Johannesburg) company. Several years later the geographical footprint was expanded to come on board in 2010. Training College), Nelspruit (Tshwane participating in teams of four, the While conveying the importance by popular demand to include over In the intervening years, Provincial University of Technology Campus), learners take part in an individual of Mathematics and Science as 100 senior schools, including those in centres emerged across the country Potchefstroom (University of North written test, followed by a team foundational subjects to a career in the the residential areas of Alexandra and in Port Elizabeth (Nelson Mandela West), Kathu (Kathu High School) and building activity that encourages minerals and metallurgy industry, the Soweto. Metropolitan University), Umtata Cape Town (Cape Peninsula University teamwork and enables participants Minquiz® competition is entertaining Between 1993 and 2010 Minquiz (Walter Sisulu University), Alice of Technology / University of Cape to assess individual strengths and for the learners participating, the became a National event as additional (University of Fort Hare), Bloemfontein Town / Stellenbosch University). weaknesses. The team building activity accompanying educators and the centres were recruited to host (University of Free State), Sasolburg The participating learners progress is followed by a live on-stage quiz audience alike. Provincial legs of the competition in (Sasol Boitjhorisong Resource Centre), to the national competition following where teams compete head-on in a Registrations for the 2013 Mintek other provinces within South Africa. Johannesburg, Newtown (Sci- rigorous provincial competitions challenging Science and Mathematics Minquiz® Science Competition will The University of Pretoria (Pretoria) was Bono Discovery Centre), KwaZulu- which take place at the thirteen competition. Prizes include Netbooks; open in January 2012 and the nal the rst to host the event in 1993 while Natal (University of Kwazulu Natal centres throughout the nine provinces telescopes; popular magazine closing date is 20 April 2013. Osizweni Education and Development - Edgewood Campus), Polokwane in the country. subscriptions; monetary prizes to E-mail: [email protected] for Centre (Secunda) was the most recent (Capricorn Further Education and At the National Competition, mention a few. more information SOUTH AFRICAN NATURAL, LIFE AND PHYSICAL SCIENCE OLYMPIAD

n 1997, a group of Life and co-exist for millions of years” says Mr at the individual schools. This year over (IJSO), International Physics Olympiad with their performance noted as Physical Science lecturers at the Robin Naidoo, Chief Executive Ocer 30 000 learners, from government, (IPHO) and International Biology credible. Spring eld College of Education in and Organiser of the Olympiad. independent and private schools Olympiad (IBO). Registrations for the 2013 South I th Durban recognised the need for an The Olympiad focuses on learners from have entered for the nal round. Top In 2011, the 8 International Junior African Science Olympiad will open on Olympiad competition that identi es Grades 4 to 9 for Natural Science and performers in the Olympiad are awarded Science Olympiad (IJSO) was hosted in 01 February 2013 and the nal closing gifted learners on both a secondary Grades 10 to 11 for both Life Sciences with oating trophies, certi cates and Durban in collaboration with the City date is 31 July 2013. and primary level. The Olympiad and Physical Sciences. It consists of two gurines. of Durban and DST. At this event, junior Visit www.scienceolympiad.co.za or competition was to be initiated as a rounds. The rst round, also known as Learners with talent are identi ed learners representing South Africa were contact Mr Robin Naidoo on 0832677055 means to improve teaching and learning the practice round, is scheduled for through participation in the rst awarded with ve bronze medals in a / [email protected] for more abilities of the sciences at all levels and March annually and is accessible on the and nal round. Selected learners team of six learners. This year, selected information. to nurture talent from a younger age. Olympiad website. Historically over 100 are then given the opportunity to learners will participate in the 9th IJSO Based on this need, the South African 000 learners have participated annually attend a training programme where in Iran. In 2011, selected senior learners Don’t miss the next issue of the Natural, Life and Physical Science in the rst round. The nal round is some become eligible to represent participated in both the Senior Physics Teacher for Part 3 – SAIMechE Olympiad was born with the support scheduled for September annually and the country in the global arena at the Olympiad and Senior Biology Olympiad Technology Olympiad and Eskom of the South African Association of consists of a written exam conducted International Junior Science Olympiad in Estonia and Singapore respectively Expo for Young Scientists Science and Technology Educators (SAASTE) in Kwazulu-Natal. In 2007, The Department of Science and Technology (DST) recognised and oered support to the Olympiad as their objective was in line with the national goals of youth development. The Olympiad strives to instil in learners creative thinking, the application of scienti c knowledge and the development of skills for solving problems in innovative ways. “Our ultimate goal would be achieved when our top Olympiad students become recognised scientists and engineers who contribute to a sustainable environment in which man, plants and animals can

The Honourable Mrs Naledi Pandor (Minister of Science and Technology) Dr Premee Naidoo (Coordinator of The South African Olympiads) With Star College presents a medal to a learner at the 8th IJSO Awards Ceremony in Durban with Students (Winners Of The Grade 10 Physical Science Olympiads In 2012) – From Mr Robin Naidoo (LOC Chair for the IJSO) in the background Left: Divyan Moodley, Lloyd Mahadeo, Muhammed Suleman And Thiolan Naidoo 14 Teaching support September 2012 theTeacher Show me the quality

Teachers and pupils should advertise their achievements with righteous pride

Richard Hayward

he teacher was angry and rightly so. She asked me: “Why should we all be tarred with the same brush?” TThe day before, this teacher had been talking to someone who stated that all South African schools were in a total mess. To prove his point, he referred to the state of Eastern Cape public schools, the “pawpaws of Limpopo” responsible for the textbook deliv- ery saga and that in 2012 there are still schools that use pit toilets. Yes, there are very many schools in a dire state. However, there are also thousands of public and private schools that give millions of pupils an education that ranges in quality from good to world-class. Many of these schools have few resources and some of them do not World Quality Day can be used an excellent reputation. She loves were a delight to teach. were photos of all their teachers with charge fees or, if parents do pay, the for special projects such as teaching and described her pupils Mistaken belief a banner stating “Our Quality Pupils fees are a few hundred rand a year. cleaning classrooms or reaching as happy, highly motivated and well There is a mistaken belief that the have Quality Teachers”. The angry teacher was teaching out to poorer schools. Photo: disciplined. good name of a school will simply A poster competition was held in at a Gauteng16829_bic public ad schoolM&G.pdf with 1 2012/08/15Delwyn Verasamy 4:05 PM She commented that 99% of them spread by word of mouth: parents which entrants were asked to cre- will talk about the school to each ate a quality slogan. The art teach- other and their children will talk to ers focused on teaching pupils how their peers from other schools. to create eye-catching posters. In the That is true, but it is not enough to language lessons, the pupils were change perceptions about the state taught how to use a few words for pod16829 of education in South Africa. A bit of maximum effect. “hard selling” is sometimes needed One primary school has an annual to change the attitude of people such secret ballot in every class to vote as the person who made the ignorant for the “quality kid of the class”. The comment to the angry teacher. pupils choose someone who has Where there is quality education, it lived the core values of the school. needs to be advertised to make oth- From the list of class winners, the ers aware of it. In the world outside teachers then select an onverall win- education, this is done all the time. ner for the school. This idea could be Advertisers use the actual word “qual- adapted to give awards in different ity” to describe products and services. sport and cultural activities. If the claims of quality in the adver- Life orientation lessons have been tisements are true, sales soar. used for developing introspection, self-esteem and respect. Pupils were Attracting quality pupils asked to write about themselves A quality school usually attracts starting with the words: “I’m a more “quality” children and a wait- Quality Kid/ Person because ...” ing list to get into the school devel- At a school assembly there was a ops. Most parents will do their best discussion of what the word “quality” to support the school and be commit- means. Pupils spoke about icons of ted to helping the school to become exceptional quality such as Mahatma even better. Gandhi, Nelson Mandela and Mother We should not be shy to tell the Teresa. They also spoke about quality world of the quality to be found in people in their own lives. our classrooms and schools. There is Two of the core values at one a wonderful chance for this to hap- school were caring and compassion. pen on Thursday November 8. That Every grade was involved in a project is World Quality Day, the focus day that reached out to the local commu- of World Quality Week, on which nity. It took a variety of forms such thousands of schools and organisa- as a litter clean-up of a nearby park, tions worldwide will celebrate qual- collecting and delivering food to ity achievements and efforts. an animal welfare society as well as In previous years schools have cel- singing songs and having a singalong ebrated World Quality Day in ways at a retirement home. that have been academic, creative, So, do not let anyone trash your exciting and a great deal of fun. For good name as a professional teacher example, a team of pupils festooned and that of your school. Show them their school entrance foyer with the quality. Remember World green and white balloons, the official Quality Day on Thursday November colours of World Quality Day. They 8. The day is a time for celebration. put up displays of quality achieve- ments by pupils and teachers. There Richard Hayward is a former prin- cipal of two Gauteng public schools. Total Quality Education programmes Every grade was are carried out under the aegis of the South African Quality Institute. involved in an Poor schools are sponsored. If you outreach project: would like more details, please con- cleaning a park, tact Vanessa du Toit at 012 349 5006 or [email protected]; Richard having a singalong Hayward at 011 888 3262 or rpdhay- at an old-age home [email protected] 15 Parenting September 2012 theTeacher

It is convenient to keep young children busy with tablets and cellphones, but experts warn that technology should not supersede ‘real’ play. Photo: Marcus Donner/Reuters Real versus virtual play

Parents need to manage their children’s Ramon Thomas, an independent Thomas blames parents for not confiscate your child’s cellphone; online behaviour expert has identi- imposing limits on their children’s • Switch off the television set and relationship with technology carefully fied warning signs of addiction: use of technology. shut down computer games; • Once engaged with online activi- “Parents limit their children’s • Designate one day a week as a Sameerah Karolia different types of play and also to ties or playing computer games, does access to alcohol and drugs from technology-free day. Lead by exam- teach children the traditional games your child refuse to leave his or her a young age. However, they do not ple. Do not use technology that day. n our modern world, tele- they played during their childhood.” room? apply the same rules to the use of Make this a family day; vision is no longer the only Steve Vosloo, a programme spe- • Does your child have a bal- online technologies and smart- • Familiarise yourself with the medium stealing attention cialist in mobile learning at Unesco, anced life? For example, is your child phones. This can lead to addiction to technological devices being used in away from precious time believes that introducing children still doing exercise, eating well and technology,” he said. your household. together as a family. Cell - to technology at a young age is vital engaging in face-to-face social inter- The experts advise parents to: • Secure your child’s online safety Iphones, tablets, iPods, laptops, and agrees that this process needs actions? and • Take control before technology by visiting sites such as itu.int/cop computers and gaming devices are to be managed carefully because too • Does your child prefer to be takes controls of your family; and fpbprochild.org.za. Keep inter- absorbing the time and attention of much screen time at a young age is left alone with access to technology • Plan a variety of outdoor and net access centralised and ensure children. Some children are becom- not healthy. rather than interact with people? indoor family activities; that, as a parent, you have access ing addicted to technology and can Parents must take responsibility Home and school are closely • Encourage your child to have a at any time. Discuss internet safety spend more than 31 hours a week for helping their children to find a linked. Arkeldien proposes that the hobby; with your children on a regular “connected”. healthy balance between real and school governing body, in combina- • Avoid placing a television set, basis; “We live in a technological era virtual play. Soraya Modan, head tion with parents, should formulate computer, tablet or phone in your • Ensure that you have access to and therefore children need to be of remedial education at the Star a policy for the use of technology and child’s bedroom; your child’s cellphone at any time; familiar with technology,” said International Primary School in include this in the code of conduct. • If your child is on social net- and Charlene Arkeldien, a social worker Cape Town, believes that technol- Technology is advancing all the works, monitor to whom they are • Cultivate and nurture an open and parent education facilitator at ogy is a supplementary activity that time, said Modan, and parents speaking; relationship with your child and the Parent Centre in Wynberg, Cape should never replace valuable child- should exercise their power to decide • Allow a fixed time for media use, always be approachable. Town. hood activities such as art work, on the timing and the amount of for example, an hour each day; “However, the challenge for par- playing sport, dramatic play and exposure their children will have to • Set boundaries but be rea- Information provided by Arkeldien, ents is to design a schedule for time together as a family. the digital world. sonable. For example, after 8pm, Thomas, Modan and Vosloo.

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Faculty of Education www.up.ac.za 16 Maths Quiz Solutions September 2012 theTeacher

Maths solutions 3 What I need: What I have: 5 Getting to grips with fractions ⁄ of a cup of oil ⁄ of a cup of oil a) This does lead to ⁄ × ⁄. Because you want to make ⁄ of the 1 recipe you’ll need ⁄ of all the ingredients, so you’ll need ⁄ of ⁄ of a cup of water. The rectangles shown are four equal-sized pieces taken from b) This is not a story sum for ⁄ × ⁄. the original sheet of paper, which was made up of ve of those pieces. So we can divide the rectangle into four pieces ... The ⁄ tells us how much cake we have:

Use a shape like ⁄ this to represent As shown above, rst draw the amount of oil a cup measure. I need and then the amount of oil I have ... and so I can see that the amount I need is one part out of the four parts I have. That means the amount I need for the recipe is ⁄ of the oil I have in the bottle. and then add an extra piece to make up the original sheet of paper. 4 The ⁄ tells us what proportion There are of course many story sums that will work here. of Mrs Watson’s class want cake: One could be: I have ⁄ litres of milk in my fridge. I use ⁄ litre to make pancakes. How much milk (in litres) do I have left? A common error students make is coming up with a story that actually leads to the calculation ⁄ –⁄ "of" ⁄. For example, I have ⁄ of a packet of Smarties and I eat ⁄ of them. How many do I have left? 2 You cannot compare fractions if the “wholes” you are Correction We can’t combine the ⁄⁄ and the ⁄⁄ because they are fractions comparing are dierent. Clearly ⁄ of a huge bar of chocolate Last month we provided a link to a website that is a source of of two totally dierent things (the class and the cake). To nd will be more than ⁄ of a small bar of chocolate. You need to good maths problems organised by age group and topic. out what fraction of the cake each student would get, we compare fractions of the same thing. We apologise but there was an error in the address we provided. would need to know how many children are in Mrs Watson’s So to compare ⁄ and ⁄ you need to take the same thing and It should have read: http://nrich.maths.org. class so we can nd out how many children want cake. divide it into two pieces and shade one. Then take the same thing and divide it into four pieces and shade two of them. For primary maths teachers we have an email discussion group We do this by calculating ⁄ of the total number of children. in which teachers can share information about events, activities Then we can divide the ¼ of the cake by that number of that work in class plus questions and answers about primary children to work out what fraction of cake they would each get. maths teaching and learning. If you would like to be part of the In this case, we cannot actually answer the question because discussion group please email us at [email protected] we do not have all the information we need because they don’t or visit our website http://tinyurl.com/witsprimarymaths. tell us how many children are in Mrs Watson’s class. Graphic: JOHN McCANN

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Themba Mola believes good teachers deserve proper incentives

Thabo Mohlala

n April last year the Kagiso Trust, in partnership with the University of Johannes- burg, launched the Education Conversations series aimed Iat encouraging our nation to dis - cuss issues and developments in the education arena. Last month’s topic was Evaluating and Incentivising Teacher Performance and Kagiso Trust delivered a paper on the sub- ject. theTeacher spoke to Themba Mola, its chief operating officer, to expand on some of the points raised in the presentation.

Why is it necessary to incentiv- ise or reward teachers for dis- charging their responsibilities? The conversation on incentives acknowledges the systemic chal- lenges the education system is fac- ing and the negative media reports about the poor performance of teach- ers. The conversation is also about the fact that the profession has lost its former status. In addition, there is the problem of chronically under- performing teachers who continue to earn a salary regardless of their Themba Mola, chief operating officer of Kagiso Trust, says good teachers often have to leave the job for better money. Photo: Delwyn Verasamy poor performance and yet the teach- ers who make the system function teachers who do not perform on to intrinsic and extrinsic Another significant problem is low to find a way of retaining those who receive no acknowledgement. We a consistent basis. Why penal- incentives? morale and a complete disregard wish to remain in the classroom by believe these teachers’ good efforts ise them instead of addressing We do concede that there is little evi- for accountability. Others are lack rewarding them well. need to be recognised and incentiv- their weaknesses? dence to support a direct correlation of resources, socioeconomic issues ised. As for the chronically underper- This is a tricky question, and yes between extrinsic incentive and the and the poor profile of the teaching Do you think the current forming teachers, we think that pay- indeed, the issue of support is improvement of pupil performance. profession. Very few pupils wish to reward model that your organi- ing them for not doing what they are paramount. This was the argu - In fact, there is an argument that if be teachers! sation uses in some schools in supposed to do amounts to an incen- ment made by the South African incentives are introduced in a mal- the Free State could work if it tive, because they get the same salary Democratic Teachers’ Union at the functioning system they may lead Please elaborate more on was to be adopted nationally? as good teachers. conversation. But we should be care- to abuse. There seems to be support ‘rewarding qualifications ver- Yes, absolutely. Our reward sys- ful not to allow every teacher who is for a dual approach that must have sus rewarding performance’ tem starts by making people take In your view, what format performing poorly to hide behind a functional support system. Private and ‘promotions versus reward- responsibility. What follows is an should rewards or incentives poor support. There are teachers schools have systems that recognise ing educator performance’. appreciation of excellence through take? Should they be mone- who are dismally misrepresenting incentives and maybe there is a les- A strong sentiment was expressed rewarding the school and the indi- tary only, or do you have other the teaching profession. Perhaps son or two that the public education at the conversation that if you are a vidual. It places a lot of empha - suggestions? a way must be found to boost their system could learn from them. good teacher you have to exit teach- sis on support and community or The incentive should be both extrin- morale, but the employer must also ing to get a higher salary, because parent involvement. We have de- sic, that is monetary, and intrinsic, be willing to take decisive action As you interact with schools promotion takes one to a position of monstrated in several schools that which means the professionalisa- when such effort is in vain. In most on a regular basis, what seems administrative responsibility, such pupil performance can be improved tion of teaching; in other words, cases, the employer has failed to rid to be the primary factors that as a district post. The system does and sustained. The trick is to bring enabling teaching to regain its for- the system of such people. contribute to poor teacher not encourage teachers to remain back the excitement of teaching and mer status. performance? in the classroom by rewarding them learning. Celebrate the effort and Which assessment tool do The factors are varied and mainly highly. Good teachers end up doing support schools that fail to achieve You think that rewards or incen- you think would yield the systemic. The main issue is align- administrative chores as circuit the benchmark until they, too, tives should be withdrawn from desired outcomes with regard ment and support by the system. managers. The department needs have improved.

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vintage M&G.indd 1 2012/09/03 11:04 AM 18 Health September 2012 theTeacher It is never too early to learn

Give your preschooler a positive start and talk about HIV

Vivian Perry

arents and guardians always strive to do the best for our children. We often work hard to achieve and be successful in order to give Pthem the best possible start in life. Most parents do not take a breather to really think about their own hap- piness and dreams.

Who should teach your child about HIV? My journey of being involved in HIV education for children started from the need to find a solution for an uncomfortable situation: my domes- tic worker had to betray her best friend’s trust. What would you do? It is a moral A friend of hers had told her a dilemma! Would you go and ask for few of years ago that she was HIV- help, knowing that you are betraying positive. She had made her promise a friendship? Would you stand by to keep this a secret and not to tell and do nothing? Some of the cartoons used to teach preschool children about HIV. Graphics: The Goody Glove foundation anybody else. However, when she What if your friend died because saw her friend lying ill in her room she was too terrified to let anyone The consequences were far-reach- meant the end of our friendship too. towards our fellow human beings and needing help, she was faced know she was living with Aids? ing: the friendship was broken and I never expected this type of reac- and neighbours who are living with with an extremely tough decision. Would you be able to live with the the friend opened a case at the police tion. It showed me that we can HIV. She had two choices. One was to guilt? station against my domestic helper never know how people will react, Have you given thought to how get help for her friend and the other After much deliberation, we for disclosing her HIV status. owing to their indifference or lack of you are going to arm your child with was to stand by and do nothing. She decided that the friend’s life was From my side, her employer (a knowledge. the correct knowledge about this knew the first choice might mean more important than her being friend of mine) made it clear that the Suddenly, uncomfortable ques- condition — and ensure that their that her friend would never speak to upset. I went to ask if she needed situation had nothing to do with me. tions were being raised and, quite views are not based on fear? her again. help. How dare we get involved! Thus, it unexpectedly, I found myself having As a parent, I hope that, one day, to deal with an issue I certainly knew my child will feel we can talk about about but to which I had never been anything, no matter how difficult the exposed in a personal way. situation. We have an opportunity And yes, I would be the first to to start building that quality of rela- admit that my initial questions tionship now. were based on fear because my child Let us get talking about matters often played at the house where the most people want to steer away woman who was ill worked. So, there from. As parents we can get together, I was, thinking that I know enough, share our experiences and offer sup- but somehow I still found myself ill- port. We all have something valuable equipped to deal with the situation to contribute. on hand. Please join our Facebook page, This brings me to the question I Goody Glove, and share your com- have to pose to myself as a parent. ments with us. Does my child even know about A better tomorrow HIV? What will she do when she Ten Goody Glove tips for A better tomorrow comes into contact with blood? Is preschool children it part of the school’s curriculum to ● Start by teaching them not to teach her about something like this? touch each other’s blood when they Is it my duty as a parent to discuss get hurt. these matters with her? ● Show them a first-aid box and Do you have a child or know some- explain the contents. one who is HIV positive? In your ● Let them try on or feel the gloves experience, what are the general and explain that we should always reactions when people find out? I wear gloves when someone else gets had no idea the stigma was so severe hurt. It is like being a doctor, a den- even though HIV is an infection that tist or a nurse — they always wear you can live with and it is not nec- gloves. essarily a death sentence. I started ● Make sure children know where to reading more and discovered that find the gloves in case someone gets some people living with HIV were hurt. being shunned and driven out of ● Children love plasters, so pretend their communities. This raised a they have been hurt and show them question for me: What had hap- what to do. pened to our capacity to love and ● Explain that we can touch our own care for one another? blood but not someone else’s. What can we, as parents, do to ● Be careful not to give blood a “bad” alleviate the stigma associated with name: it is very important that we HIV? Can we make a difference early make sure our blood stays healthy. on by ensuring our children will be Blood is very important to our supportive, understanding and well bodies. informed? ● If children want to know what Maybe you know someone who HIV is tell them it is like a germ in has been through hell and you the blood. Germs can make us sick, offered support. If you are HIV posi- for example, when someone has tive, perhaps you may be willing flu. This is why it is very important to share your experiences with us to keep our bodies and our blood and tell us how your life has been healthy. affected. Or are you too afraid to say anything purely because of your fear Vivian Perry is the founder of the of rejection and the negative way Goody Glove Foundation. The foun- people might react? dation offers HIV and health educa- Although it may be too late for us, tion for schools with the help of spon- as adults, to change our mind-sets sors. Armed with Goody Glove books, completely, it is not too late for our gloves, a first-aid box and their mas- children. cot, the team visits schools to teach From an early age, we can instil in important topics in a fun and non- them a right and loving approach threatening way 19 News September 2012 theTeacher Flying high on a successful strategy

A school got turned around for the better after the new principal took charge firmly Both boys and girls at Iqhayiya Secondary School in Khaelitsha excel at rugby. Photo: Langley Kirkwood Marilyn Honikman there were factions. A school without a principal has everyone quarrelling schoolwork at this school. If children excel at sport here, to the point choose to stay at school until five.” he school govern - and no one has the authority to stop think they have no talent for school where we have girls and boys play- Abongile Ngxono added: “We ing body gives me them. In the September holiday we work , they can discover skills in ing at provincial level. Rugby play- have study groups. We work here on wings!” said Ayanda held a strategy and planning meet- another area and then their school ers from Wales and other countries Saturdays and even in March, July Mbava, principal of ing. This was not easy, but it was very work improves too. For the mind travel to our school to teach us rugby and September holidays. We don’t Iqhayiya Secondary useful. It set the tone and we began of a child to function well, the child tactics.” have holidays. Our teachers show us School,‘T when she was asked how the building a working culture. We asked needs cultural and social activities as When grade 12 pupils were asked we have potential. They think we can school’s matric pass rate had been everyone to apply their minds to well. At our school, we now offer tra- why they think Iqhayiya was getting do it and so we do it.” able to double in two years, from a their priorities and to ask themselves ditional dance and sport and drama.” such good results, Abongile Mtsotso, Botes said: “Miss Mbava calls her dismal 33% in 2009 to 63% in 2011. questions like: “What is my role as former head of the pupils’ repre- pupils her eagles and she lets them Iqhayiya Secondary is a modest, a teacher, or head of department, or Excellence sentative council, put up her hand fly.” haphazard group of buildings off deputy principal?” We also brought Thembani Ngubelanga is the grade and offered her opinion: “This school After all, it seems, it is Mbava who a narrow road that winds through in a facilitator for a therapeutic ses- 12 isiXhosa teacher and also the has management. And we have extra gives wings to her staff, their pupils RDP houses with backyard shacks sion so that we could work as one school rugby coach. He said: “We classes for every subject. We allA101697 and C-a-C the 80x68pupils’ Enviro parents. Ad 2 fa.pdf 1 2012/08/08 4:42 PM in Khayelitsha, Cape Town. It was staff with no factions. At the meet- built as a primary school in 1985 and ing, a year-long programme for the has limited resources: a staffroom school was planned. Every person’s too small for the staff, no library, no skills were acknowledged. Each per- hall for the 1 200 pupils and a play- son had a role to play.” ing field on Cape Flats sand. And yet, in the June exams the matric class Parents also participate had a 97% pass rate for maths lit- Mbava brought in parents to help eracy and 82% for physics. Now the and everyone had to meet outside school’s principal is persuading more on a Sunday afternoon because there pupils to do “pure” maths. was no room big enough to accom- Mbava credits almost everyone at modate such a large crowd. the school with the turnaround — “I told the parents that I needed from her deputies, “who back me up their support. For instance, some all the way”, to the school governing pupils were afraid of walking to body, the support staff who come in school because of the gangsters, so at weekends to open up for meet- they were staying home. How could ings, extra tuition, sport and cultural we deal with this situation? And how events as well as the teachers who were we going to find the money to work over weekends, during school give pupils a meal during Saturday holidays and every weekday until tutorials?” Mbava said. 5pm. With the parents’ involvement, she “The Western Cape education started to put in place new policies department sends the kind of people and a code of conduct. But she did who listen and give us support,” she not stop there. “At a parent-teachers said. meeting in January 2011, 85% of “For example, Robin Botes, a dis- parents attended. I phoned the par- trict circuit team manager, set up ents who did not attend and told after-school tutorials for teachers them that their children were fail- in subjects such as maths, physical ing accounts or some other subject. science and accounting.” I explained that I could not ask their child’s teacher to come to a meeting WIRELESS FAX MACHINE Pupils arrive on time on a Sunday if they did not come. I R5800 Botes told theTeacher that when invited these parents to come and No landline needed Mbava started at Iqhayiya, 300 talk to their child’s teacher and grad- Sends and receives pupils regularly arrived late for ually more and more parents started faxes school. When he heard about this, he to attend these meetings,” she said. rushed there at 7.45am to help her Mbava does not believe education Makes and receives address the latecomers. “Sir! Leave should be restricted to academic calls this in my hands. Give me this task!” study. “We do not focus only on Using only a simcard she said, and within a few weeks she had sorted it out. FINGER ATTENDANCE MACHINE “She got the department to secure R3500 the classrooms. She contacted public We have study groups. Uses fi nger prints to works herself to put in strong doors We work here on clock in and out with locks and to build a hut for the security guard, who is there to keep Saturdays and even Prints timebooks, easy to use out local gangsters. She has a special in March, July and way of making everyone her friend. September holidays. No more signing in Even public works. I put in a request for each other for R1-million so she could do more We don’t have Prints records for upgrading. Penny Vinjevold, head holidays. Our teachers individual teachers of education, decided to double that show us we have We deliver all over South Africa amount,” said Botes. “I arrived at the school in mid-year potential. They think Email: [email protected] 2010. The school had been without a we can do it and so we Tel: Lavert Raphela 082 710 0158 / 072 679 5991 principal since 2007,” Mbava said. “It Web: www.laverttechnologist.co.za helped that I was an outsider because do it te00021 20 School sport September 2012 theTeacher Medallist makes a splash

After winning gold at the Olympics, Cameron van der Burgh is on a mission to help young blacks to learn to swim

Lesego Mogale silver medal in the men’s 50m free- style final at the London Olympics, ameron van der Burgh, that he has been inspired to help Thabang Moeketsane the University of Preto- previously disadvantaged children (above) and Cameron van ria commerce student in South Africa to learn to swim and der Burgh (right) Photos: Lee who won gold in the win medals. Warren/Gallo Images and Mark 100m breaststroke at “Everywhere I go people ask why Kolbe/Getty Images Cthe London Olympics, has started don’t we have black people swim- a campaign to teach previously dis- ming at major international compe- advantaged children at primary titions in South Africa. We just have schools to swim. to expose black children to the sport There is enough talent He is convinced that black people at a very early age,” said Van der He will be visiting schools over the can swim and win medals if exposed Burgh. next few months to introduce pupils to the sport from a very early age. Van der Burgh believes that South to swimming. The lack of facilities Van der Burgh was so impressed Africa has an abundance of sporting is a major challenge but the pro- by the United States’s Cullen Jones, talent, and that this includes young- gramme will use swimming pools an African-American who won a sters who will excel in swimming. close to the pupils’ homes. Van der

Burgh will also donate swimming people doing well in swimming. equipment. Van den Burgh’s project to teach He has no doubt that the pro- young black children how to swim gramme will produce top swimmers has impressed Mbalula, especially who will contribute to the success because it complements the pool- of South Africa at major continental refurbishing project in areas like and global competitions. Gugulethu and other townships. He is so determined to make his Mbalula is upset that the campaign a reality that he has taken Gugulethu swimming pool is cur- it to Minister of Sport and Recreation rently being used as a facility to host Fikile Mbalula, who has promised to parties at which people consume a secure funds to develop swimming, lot of alcohol. acknowledging that South Africa will The department of sport and recre- not win more medals at the Olympics ation is encouraging municipalities unless more money is invested in to look after their swimming pools sports. and to stop equipment from being stolen on a daily basis. More resources into schools Mbalula suggests hiring security To succeed, more resources need to guards to ensure the pools are safe 24 be channelled into schools, particu- hours a day. larly those in previously disadvan- taged communities. ‘My dream is to see swim- Thabang Moeketsane, one of the ming in schools’ most successful black South African Jace Naidoo, Swimming South Africa swimmers, said he was encouraged (SSA) president, said the support for to hear that Van der Burgh wants the development of swimming from to help in the development of swim- Mbalula’s office has encouraged SSA. ming in black residential areas. Naidoo’s dream is to see swim- “Anybody who talks about help- ming introduced at schools in ing black people learn to swim will Soweto, Seshego, Mahikeng, Mhluzi, always get my support. We have to Katlehong and other previously dis- get rid of the myth that black people advantaged areas. can’t swim. The problem is that we “We have been knocking on doors do not have facilities in black resi- from one office to the other in search dential areas but that does not mean of sponsorship without any joy, but we can’t compete in the sport. the successes of Cameron and Chad “There are gyms in the suburbs have definitely opened doors for us. with Olympic-sized swimming pools It was good to hear Cameron say he that top swimmers like Cameron and wants to help develop the sport,” said Chad le Clos use to prepare for big Naidoo. competitions,” said Moeketsane, who SSA has a development pro - started as a life guard at Moletsane gramme, “learn to swim”. In part- swimming pool in Soweto. nership with the Gauteng MEC of Mbalula is working on a project sport, arts, culture and recreation, to refurbish pools in the townships Lebogang Maile, SSA is gradually because he wants to see more black introducing swimming to pupils in the province. We have to get rid of With Van der Burgh’s involvement in the learn to swim project South the myth that black Africa will hopefully soon start pro- people cannot swim ducing top swimmers in the villages and townships.