Many of South Africa’s Matric learners are approaching their looming final examinations filled with dread and anxiety, in anticipation that they won’t do very well or, even worse, fail the most important assessment in their academic life so far.
The moment of truth has arrived for this year’s Grade 12s. With fewer than 100 days until the start of their final examinations, the Class of 2019 now has to pull out all the stops to ensure they achieve to their full potential, as their final results will play a decisive role in the options open to them in years to come.
Matric learners all over South Africa have the finish line in sight as the race to complete their schooling career nears its end. Cindy Glass, Director and Co-founder of Step Up Education Centres explains “There is no doubt that the upcoming Trial and Final exams can be a source of anxiety and stress for most, if not all, Grade 12 learners-and their parents! The task ahead can feel overwhelmingly challenging and the resulting fear-of-failure can and, too-often, does become counter-productive in the learning process.”
When your child turns 6 it usually means that it’s their last year in preschool. In a year, your child will need to start primary school, but how do you know that your child will cope with the formal demands of school? Or be able to function to his/her full potential? As a parent, you may have lots of questions about this new phase in your child’s life. You would want to know that your child is ready to start their learning journey. If your child is not ready, it could influence his/her academic performance.
After their first semester and first major university exams, many first years are sitting with an unenviable conundrum – the realisation that they may not have made the best choice about what to study for the next 3 years of their life.
Participation in university sports is highly regarded by future employers. In an increasingly competitive business world, progressive companies seek out young people with skills crafted both in the classroom and on the sporting field. Student athletes can gain corporate attention by showcasing their dedication to high performance and skills, this is often transferable in an office environment. “Whether a student is aiming to play a sport at a professional level or just play for fun during their university years, they can leverage their athletic abilities to land a top career after they graduate,” says Rebecca Pretorius, Country Manager for Crimson Education. The global education company assists young people to gain entry to universities in the United States and United Kingdom. Pretorius highlights some key skills that student athletes possess, which will benefit them in the working world: Resilience – businesses seek employees who can ride out the tough times and use failure as motivation to improve. Years of communicating effectively with coaches has seen athletes appreciate the benefits of constructive criticism. They understand the importance of effective communication and thrive on clear expectations. Team player – corporate recruiters look for young people who understand how to both take control and be effective followers. Athletes understand the importance of working together towards a common goal. Eye on the prize – athletes are achievement orientated. Most have practiced their sport since a young age and have developed a strong understanding of the psychological mindset of success. Efficiency – the time management and organisational skills learned by juggling academics and sporting practices translate into an employee who uses their time wisely, who performs well under stress and meets all required deadlines. Self-awareness – athletes are team members who bring their own set of skills to the table with an awareness of how their contribution compliments the input of others. This displays an understanding of how they will fit into company culture. “Success in sports boils down to finding the best fit university, having a good strategy and getting started early,” says Pretorius. With a specialised athletic division, Crimson Education assists learners by designing and helping to implement an admissions roadmap. This includes athletic campaigning to coaches, eligibility assessment, creating a recruitment video, and test preparation and tutoring to ensure that academic requirements are met. Helping applicants navigate admissions processes and campaign to coaches across all divisions has seen 100% of Crimson Education students gain access to universities on a sports scholarship. Students and parents who are inspired by the idea can attend one of the company’s information sessions by emailing [email protected].
Home education (or homeschooling) helps learners prepare for the real world as homeschool learners learn the art of self-study. Ravon Venter, an Impaq alumnus, says that studying through Impaq helped him develop better self-discipline. He also credits Impaq with giving him the qualifications he needed to find a job he is passionate about.
While most matrics are getting ready for the preliminary examinations, we thought we would look back at Impaq’s top achievers for 2018 to see if they have any advice for this year’s matrics.
How do we create the next generation of innovative artists? Through all our amazing art teachers across the globe! It’s not easy being a kid today; facing chunks of homework and a seemingly never-ending quest for achievement, it appears to be harder being a kid than a CEO of a large corporate company. It’s even harder for creative children; to discover and nurture their talent with different social pressures and numerous inconsistent daily requirements. Listed below are 3 key qualities every art teacher should have. Cultivating these principles assists our aspiring Picassos, aka your students, in finding their role in the creative world and how to play it. Curiosity Curiosity builds a desire for a greater understanding and learning more. Besides innovating your student’s creative talent by gaining more intel, curiosity develops awareness and attention to detail for their craft. It is of utmost importance to motivate them to consistently ask questions and to dig deeper. This fosters growth and matures their expertise. Passion Tony Wagner, a Senior Research Fellow at the Learning Policy Institute, states that one of the key principles to strengthen a student’s innovative framework, is the passion passed from the teacher to student. Wagner further explains how the best teachers always support what the student’s natural passion is, and make an effort to connect what needs to be learnt to satisfy the passion. This creates a sense of purpose with their craft and longing to better themselves. Purpose Having a purpose is imperative for any human being. Great art teachers know the importance of creating art that will add value to the world, rather than creating for the sake of creating. When students pick up this sentiment, it develops their creative problem-solving skills. Finding solutions is more urgent and pushes the student to take greater risks and look for new ways of solving challenging issues to fulfil their purpose. With these 3 principles implemented into your art class, who knows, you could be grooming the next Da Vinci.
Of all the important learning activities we can do with young children, reading probably trumps the rest. The importance of elementary literacy skill development has been well documented. In reality, early literacy influences every aspect of learning and thinking. As the organization, ProLiteracy states, “Every important social issue is impacted by low literacy.” Decades of research shows the direct correlation between early literacy skills and long term student success. Shockingly it is said that “students not reading well in third grade are four times more likely to drop out” (Students First, Statistics about Education in America). In most curricula, children learn to read and receive reading instruction in the foundation phase. Hereafter they are expected to read to learn. Therefore, it is imperative that children be afforded every possible support to ensure early reading success.
In the previous articles I have spoken about the ADD/ADHD child but what about the parents? As the last of these articles, it is important to talk about parents of children with attention deficit disorder (ADD) and attention deficit hyperactivity disorder (ADHD). It is hard work having an ADHD child and few parents who do not have one understand and recognise this. ADHD children can impact hugely on family dynamics and the parental relationship.
Lifting students learning in a school is a collaborative effort. It requires team effort, both at school and at home. It has become evident that with the current economic demands, parents find themselves overcommitted, not by choice, but the need to provide for their families. Hence, social growth is neglected and thus the school environment becomes the essential feeder of the curious minds.
Irrational decisions are made when they are the result of a knee jerk reaction and when you are at your emotional peak. It is a choice you have made and decided to act upon based on your feelings and usually clouded by misinformation. Decisions made on the spur of the moment and under emotional conditions have almost always been the wrong decision, which leads to one feeling embarrassed and the need to apologise followed by the necessary mending of the relationship.
There have been many studies that focus on the importance of infant stimulation. It is a well-known fact that impoverished environments, under stimulation and the lack of rich and varied experiences can impair children’s development in all areas. Thus, there are many projects that focus on helping these communities and giving them the tools through training and equipping them to be able to change the cycle. But what about over stimulation? It has been shown that environments that overwhelm children with stimulation beyond their current capacities interfere with the brain’s potential, much in the same way that under stimulation does. Our society has become increasingly focused on stimulation. Expensive early learning programs, competitiveness and early achieving have become the norm. We have so over scheduled our children with activities that they do not have time to simply be kids and play. We do not expect a 5 month old to walk or run, why do we then expect a 5 year old to read and write? Many children have not developed or practiced their creativity one should through boredom, as they have not had the chance to be bored. There is actually no evidence that any of this has yielded smarter, better, super babies. In fact, priming infants with stimulation that they are not ready for may cause them to withdraw, thereby threatening their interest in learning and creating conditions much like stimulus deprivation. In addition to this parents may become disappointed when despite the excessive stimulation, their children do not become little geniuses. This creates the danger that parents may view their children as failures at an early age. This in turn could result in infants being robbed of a healthy psychological start while also depriving parents of pleasurable and relaxing interactions with and participation in their children early years. The question this leaves us with is, what would the best conditions be? Let kids be kids. Do not put too much pressure on them or expect them to do things that are not age appropriate. The ideal is to provide age-appropriate moderate stimulation in a loving environment with lots of social interactions. This has proven to be much more beneficial than expensive toys and gadgets. The Skidz Clever Activity boxes provides a program focusing on this exact finding. Each set contains all the equipment needed to complete over 100 activities in each box. The age ranges are as follows: 0-6 months 6-12 months 12-18 months 18-24 months 2-5 years. For more info or to purchase your box go to www.skidz.co.za or follow us on facebook at www.facebook.com/skidzsa
This time of the year Grade 9 learners need to make their subject selections for next year, but parents often do not know how to guide them. Educational psychologist, Lizette Erasmus, share some insightful guidelines on subject selections and how they will guide your child’s career choices in South Africa.
One need only watch a young child spending a day at the beach to realise how fundamental curiosity is as a core trait in natural learning. Feeding the desire to delve into discovering things should be at the centre of all of our planning as teachers of learners of all ages. In a constantly changing world, preparing individuals for future careers is a moot point so we re-focus our efforts on skill, creativity and versatility in a yet unknown landscape in which they will spend their lives.
As tourism is such an integral part of any country’s marketing strategy, it has become vital to offer it as part of our learning package. Not only do learners discover the “treasures” of our country, but also how to manage and use these “treasures” responsibly to the benefit of all. Tourism teaches learners to promote South Africa locally and internationally, and to ensure that tourists experience, appreciate and value our country.
Process art is all about the experience children have when they are creating. We encourage it at Toptots to enable the child to explore and be exposed to different mediums. Process art needs to be open ended and the child should be left alone to explore and create without any adult interference. Children learn through play and open-ended activities – this gives them the chance to explore and ask questions and see how things work. Process art is all about the actual process and not the end product.
What is art? Art is the “expression or application of human creative skill and imagination” thus may be brought through in a child in many forms: Music, Dance, Literature or Visual Creative Arts. Art is a fundamental; this could almost be considered part of a vital milestone in the pre-school child’s learning. In my experiences with visual arts, the atelier is a place of research and experimentation where the child can express themselves through the stimulation of their own creativity. The experience is one of enjoyment and plays a role in shaping their own sense of personal, social and cultural identity. The art activities set out are of great importance as: They help develop fine motor, gross motor and hand-eye co-ordination skills. Problem solving abilities develop as they explore a huge variety of new materials and tools around them. Art is one of the many languages of the world, discussions and conversations lead in different directions building on vocabulary and then where children of a limited vocabulary also have an outlet to express themselves. The stages of art from scribbling to consciously drawing shapes, form a foundation for school readiness. They teach children about cause and effect appealing to the child’s sense of curiosity. Therefore, open–ended art is essential as it helps children not to be afraid of change and allows for a higher order thinking. A sense of pride is developed, through the planning of an activity to the final outcome, it all has a purpose. The child’s self-esteem develops through activities where they can express their own thinking through the freedom of choice. Independence is encouraged and taking responsibility for an activity boosts self-confidence. Working in groups at times, spark collaboration, socialising and compromise, which are all life skills that are crucial for development. Cultural identity and differences are built on through the introduction of various artists and their art works. Art should no longer just take on the form of using only some or other mark-making tool onto paper. Art is the discovery of building, fitting, fixing, breaking and composing of loose parts, using old things to become new things. Thus, repurposing and upcycling. Our mind sets have been shifted from the traditional ridged and somewhat constricted views of what constitutes art or an artist. I think we as teachers are only scrapping the tip of the iceberg of the possibilities available worldwide. So, when teaching, we should then take on the opportunity to explore and expose our children to the wealth of resources available. Once we take on this ‘new age’ way of thinking we can then understand the full rich meaning of why art is so fundamental in learning, in the classroom and beyond. By Charlene Lang (Teacher at Maragon Ruimsig Pre-Primary)
Choosing a school for your little one should not be a last minute, hasty decision. Start looking at least three months before you need to enter your child, if you are looking to place a baby. If you want your child to join a good school when they turn three, you should start looking at birth. This may seem ludicrous but the top Pre-Primary schools have waiting lists several years long! The first decision is whether to place your child in a school near home or near your place of work. Small children suffer from many little illnesses and most schools want a sick child to go home as soon as possible. Choose a school that is close enough for someone to fetch them promptly if they fall ill. No matter how loving the care at school, a sick child just wants the comfort of home. Choose a school whose hours suit your schedule. If the school closes at 5.30pm, you must be able to reach it with time to spare, regardless of the traffic. Does the school open early enough for you to get to work? You cannot leave a small child outside the gate and assume that someone will take responsibility! There are so many places of care to choose from at the moment that you may be bewildered by the choice. Take the time to visit the school unannounced. Check the security first, it should not be possible for you just to drive in. Are there cameras at the door and an entrance procedure? Next, how are you greeted and dealt with by the receptionist? This should be efficient, friendly and with an offer to show you the school, either then or by appointment. An appointment does not mean they have anything to hide; good schools have to allocate time and staff to deal with parents effectively. Is the reception clutter free and efficiently run? Are the admittance forms neatly printed and requesting sufficient background detail on your child? When you look around, watch the children. Under-fives should be playing freely and busily with clean, unbroken toys that are well displayed to enable choice, or engaged in activities that are stimulating creativity or enhancing number or literacy skills. There should be no worksheets or cloned art work. Is the classroom clean and attractive, with good natural light and ventilation? Is there sufficient space for the children? Crowded rooms lead to fights and stress. Has the teacher (who should be SACE registered) an assistant to manage bathroom visits, messes and to support play? Is there evidence of an overall theme that the children are investigating? Are there good quality books in a comfy spot for reading? Are the carpets and floors clean? Beware of schools that are too tidy and immaculate as this could mean that the equipment is for display, not the children’s use. Children should be aware of your presence but not clamouring for your attention. What is your language policy for your child? If they are to attend Primary school in a specific language, they will be at an advantage if their early years are spent in the same language. This does not mean that you should forsake your home language. Bi-lingual children have a cognitive advantage, but do not confuse your child by subjecting him/her to a constant mixture of languages. Choose a school that will help your child enter grade 1 with a strong vocabulary and comprehension, as well as an ability to engage in their intellectual education with understanding. What do you require in the way of meals? Not all schools serve breakfast, lunch and snacks and the price should reflect what is provided. Check out the kitchen, the kitchen staff and the certificates from the local authority indicating that the school is licenced to provide meals. Look at the menus. Is there sufficient variety and fresh fruit and vegetables? Ask about who feeds the little ones and how meals are conducted for the older ones. Are the children forced to eat their meals? Can the school cater for genuine allergies, (Not fussy eaters!) If your child is still a baby, check the policies on formulas, nappies, wet wipes etc. If the school supplies everything, it may be a little more expensive but well worth your while in terms of convenience. Look at the nappy changing areas, where everything should be neatly labelled and the area safe and well ventilated, with proper disposal facilities. Potty training areas should be bright and welcoming, with small toilets for children aged two plus. Are the baby rooms warm enough for the babies to play and crawl on the floor and not be kept in a cot all day. Who provides the cot linen and how often is it washed? There should be a nursing sister available for very young babies, as well as well-trained carers who will talk to and stimulate your child. The outdoor area should have grass, sand, water, shade and wheeled toys, as well as safe climbing and swinging equipment, appropriate for the different age groups. Children are stimulated by their environment so the garden should be attractive, bright and well supervised. Gross motor development underlies all other development at this age so there should be a minimum of an hour per morning and afternoon set aside for active, outdoor play. Last but not least, the atmosphere of the school should be welcoming and child friendly. Do not be swayed by the latest technological devices and lessons if the staff seem aloof and uncaring. With proper research your child should be happy and well stimulated in the chosen environment until it is time for Big School. Written By: Barbara Eaton (Academic Development Co-ordinator of ADvTECH Pre-Primary Schools)
The world of work is changing more rapidly than ever before. Shifts in economies and the advent of the Fourth Industrial Revolution leave parents anxious about their child’s future. This anxiety can often lead to frustration and conflict in the parent-child relationship, which seems to exacerbate both party’s concerns. From a career counselling perspective, here are three reasons why I believe it may be unfair for your child to commit to a career in high school.
There is a lot of talk in South Africa about the Fourth Industrial Revolution (4IR) and the need for education in the country to start preparing learners for the future world of work from a young age. Unfortunately in South Africa, resources are often lacking and many teachers are not yet equipped to teach coding. However this shouldn’t stop parents from encouraging their children to start with the basics of coding from a young age, an expert says. “As we teach our children to read and speak our mother tongue language so we should start with coding at an early age,” says John Luis, Head of Academics at ADvTECH Schools, a division of South Africa’s largest private education provider. “Parents who are not tech savvy may find this daunting, so the easiest way to start the children off will be to download some apps to their mobile devices which will use games to kick off the coding thought processes. Learning to code is like learning how to speak, read and write in a different language. Children are very good at learning a variety of languages from a young age so teaching them coding will be no different,” he says. Luis says that the importance of preparing children for a technologically-enabled future cannot be overstated. “Technology changes rapidly and our children must be able to adapt, be agile minded and most importantly prepared for the future working world. The 4IR should not be dismissed as a buzzword – it is real, and it is here where our lives will become intertwined with technology, the edges between reality and virtual worlds will blur and we need to ensure our children will be effective workers in this rapidly changing environment. “This means that in the future world of work, coding will be a fundamental digital skill which our children will need to be literate in much the same way we prepare our children with language, numeracy and physical skills. Coding is no longer a skill reserved for scientists, engineers and IT geeks.” Luis explains that the fourth industrial revolution is characterised by a rapidly developing technological environment in which disruptive technologies, the Internet of Things, virtual and augmented reality, robotics and artificial intelligence are changing the way we exercise, play, study, live and work. “Behind this technology, functionality is achieved using code. It is how we communicate with computers, build websites, mobile apps, computer games and instruct robots. The Internet of Things (IoT) is already becoming more integrated into our homes. Smart TVs and watches, automated home management and security are only some of the examples where IoT is already used.” Like mathematics, becoming competent in the language of coding has many advantages beyond the obvious, he says. “Coding also helps with maths skills, it fosters creativity, improves problem solving abilities and can improve language and writing skills,” he says. Internationally coding has long been recognised as a future life skill and is offered as part of the normal primary school curriculum. In South Africa, high schools have had the subject from Grade 10 to 12 as a subject choice (Information Technology) for many years, but it was mostly offered to select learners based on their mathematics marks. Still, only a small percentage of schools have been able to offer the subject as it requires dedicated infrastructure and highly competent teachers. The situation looks better at progressive private schools, where coding has been introduced as part of the mainstream offering, from as early as pre-prep, where children are introduced via simple techniques and readily available software. “While many schools are still in the starting blocks, and most haven’t even arrived for the race yet, parents must realise that academic excellence and individual competitiveness in future will require a solid grasp of the language of technology. So the question of a school’s offering in this regard should be one they take very seriously before enrolling their child. “And where they do not yet have the option of enrolling their child in a school that incorporates coding as part of the mainstream offering – which is the reality for the majority of the country – they should ensure that their child isn’t left behind, by assisting them independently,” says Luis. One of the options available to these parents, is to search for holiday camps in their area. And where those are not offered, parents can start by helping their child download some of the various free mobile applications and software (listed below) which help young children to start coding, he says. * Scratch (https://scratch.mit.edu/educators) is a very effective free coding language that is designed specifically for ages 8 to 16 but can be used by people of all ages. * Alice (https://www.alice.org/) is a block-based programming environment that makes it easy to create animations, build interactive narratives, or program simple games in 3D. *Microsoft Minecraft Education an educational version of Minecraft, the game popular with children all over the world. (https://education.minecraft.net/) . * Roblox (https://developer.roblox.com/resources/education/Resources) caters for children from the ages of 8 to 14.
So far, I have written about some of the difficulties experienced in raising and parenting one’s ADHD/ADD (attention deficit hyperactivity disorder/attention deficit disorder) child. Right now, it’s time to look at the many positives that ADHD children have – but please bear in mind that every child is different – they may all have the same diagnosis but they are all still their own people with their own temperaments, characteristics, personalities, etc. so the list that follows is a generalisation, and not necessarily applicable to all. Firstly, the ADHD symptom of hyperfocus is incredibly useful. When our children are interested in something, we all know how difficult it is to tear them away. When this is something important for their wellbeing and development such as a wonderful hobby, a subject they are incredibly interested in or learning a new skill, this hyperfocus is a total gift and keeps them on track for hours on end. Secondly, we often hear how adventurous, curious and hyperactive the ADHD child is – these are very positive qualities when channelled constructively. If one reads any book about entrepreneurs, successful businesspeople, etc. these are the qualities that are often used to describe them. Being curious means wanting to find out about things and pushing for more knowledge, the sense of adventure will direct the curiosity to exploration and experimentation and the busyness means that the person has the energy to do so. Within the context of work and life, these are very positive qualities when used effectively. Thirdly, the resourcefulness, innovativeness and inventiveness of these kids can be incredible. I have watched my one son use his artistic talent to sell his works online, get commissions from others and therefore earn money on the side (this was at 16 years old). This is a good example of using these characteristics to think out of the box, in a lateral way. And lastly, our children are often incredibly forgiving, good-hearted and gregarious. I believe that this stands them in good stead in their dealings with others. I can only be grateful for these qualities when I think back to my early struggles with my eldest son and how awful I was at times, and how close and connected we are today. Thank goodness for his forgiving, good-hearted nature! It’s important to be aware of the positives of these ADHD/ADD symptoms when we are caught in the morass of frustration and sometimes despair. We only need to think of Albert Einstein who was repeatedly seen as a poor student by his teachers and who only began to talk after the age of two. Today, he is recognised as having been ADHD. One of my favourite quotes by him is, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid”. This is often what happens with the ADD child in the school environment and it is often only after school that all of the so-called negative characteristics of ADHD are viewed in the positive light I have described above. Remember too Richard Branson, Walt Disney, Justin Timberlake, Michael Phelps as beautiful examples of ADHD people, and then go and give your child a big hug!
Grade Nine learners will soon have the exciting task of selecting the subjects they want to pursue for the next 3 years, on which they will be tested during the final exams. Because of the withdrawal of the designated subject list by the Department of Basic Education last year, they are truly spoilt for choice, but this also means they need to be more focused than ever, because their decision now can have far-reaching and even life-altering consequences, an education expert says. “It’s a tough ask of teenagers to make a commitment now which will affect their ability to gain access to higher education and potentially their qualification of choice in four years’ time, when many are not even yet sure what they want to study after school,” says Dr Gillian Mooney, Dean: Academic Development and Support at The Independent Institute of Education, SA’s largest private higher education provider. “It is therefore very important for them to firstly realise the gravity of the potential consequences of the choices they make now, and then, to really consider the strategy which will keep as many doors as possible open down the line,” she says. Mooney explains that Grade Nines are required to select at least seven subjects on which they will be tested in Matric, four of which are compulsory: Home Language, Second Language, Maths or Maths Literacy, and Life Orientation. The balance then, are elective subjects, and should be chosen carefully. “Because there are no longer so-called designated subjects, learners may be tempted to choose subjects they envision will be comparatively easier than others, in order to gain the best possible Matric marks,” she says. “However they need to consider not only which subjects will ensure they get admission to higher education, but also which subjects will allow them admission into their chosen qualification. If they don’t yet know what they want to do, they need to make sure that their choice positions them well to access a wide range of qualifications. Their selection must also ensure they can claim a well-rounded education upon completion of their schooling.” Mooney says Grade Nines – with the help of their parents or guardians, and ideally even with the help of career and student counsellors from a respected higher education institution – need to carefully weigh up their various options, and the various combinations of subjects that are suitable for them. “The aim is to choose those subjects that will leave you with a wide range of options, while at the same time also positioning you optimally to perform well in your last three years of school,” she says. “Your subject choice must enable you to demonstrate proficiency in critical thinking and numeracy, and particularly important is the choice between Maths and Maths Literacy, as many university courses still require core maths,” she says. Choosing three relatively easy subjects as electives might help a learner achieve good aggregate marks, but their options will be limited if their education doesn’t incorporate those subjects that teach logic and argumentation, and scientific and reasoning skills as found in for instance History, Accountancy and Maths, and Physical and Life Sciences, says Mooney. “So it would not be wise to go for the short-term gain of spectacular marks, instead of implementing a long-term vision which will support an holistic academic development, as the impact on the future student’s studies – which require higher reasoning than what is expected at school – will be significant, even if they do qualify for study,” she says. “The best way to future-proof your study options and therefore career choices, as well as your ability to be resilient and adapt to currently unpredictable changes in the world of work – is to get as solid a grounding during your last three years of school as possible, even if it is going to be more challenging. “Before making your choice, make an effort to gain as much information about admission requirements for potential career paths from a wide range of higher education institutions, and then to work back to ensure that your subjects will enable you to enter those fields. Very importantly however, ensure that your choices reflect a wide enough range to develop an extended skills base which will serve you well into the future.”
Matrics who want to study in the United States and United Kingdom next year need to start preparing for their applications now. According to a study conducted by the Institute of International Education, 90% of employers believe that students with international accreditation possess desirable traits and skills, such as maturity, superior communication skills, flexibility, cross-cultural awareness and independence. “When it comes to applying to study in the US or UK you should ideally give your application an 18-month lead time,” says Rebecca Pretorius, Country Manager for Crimson Education. The global company offers a plan of assistance and mentorship to students who wish to gain admission into top-ranked universities. “Matrics still have a chance of gaining admission, but they haven’t left much room for error.” On top of juggling Grade 12, making decisions on future careers and universities and managing deadlines, the application process for studying abroad takes up a lot of time. “With high expectations and low acceptance rates, applications can’t be left to the night before,” says Pretorius. “While applications for international universities open in October, you need to plan well in advance to make sure that you’ve got all the areas of your application covered, not just academics. The earlier you start preparing, the better”. Pretorius breaks down the admissions roadmap for US/UK admissions in 2020,for those who haven’t started yet: May 2019 to September 2019 – Familiarise yourself with the application process and the universities you want to apply to. You should have a good idea of the various financing, accommodation and deadline requirements for each of your shortlisted universities. June 2019 to December 2019 – Start preparing for the required admission tests like the Scholastic Aptitude Test, more commonly known as the SAT, for the US, this is throughout the year. Programme and / or university admission tests for the UK run from July to October. July 2019 to September 2019 – Prepare for October/November applications. Contact teachers and counsellors for reference letters. Give yourself enough time to write, edit and proofread your application and essays before sending them through. November 2019 to January 2020 – Prepare for personal/video interviews which take place between January and March. You should start hearing back from universities during this time. Make your decision as soon as possible. May 2020 to July 2020 – Search for possible scholarships and student loan options if necessary. Gather your paperwork for a student visa and apply as soon as you can. July 2020 to August 2020 – Book your flights, arrange for an international debit/credit card and photocopy all important documentation before you set off! Pretorius and her South African team regularly host information evenings for parents and learners interested in studying overseas. For more information, visit www.crimsoneducation.org, email [email protected]. or join the Crimson Education Facebook community.
The school report can elicit many feelings among parents and students; feelings of failure or feelings of achievement. As an educational psychologist, I often get asked the question: “How should I respond to my child’s school report?”. Carol Dweck’s work on how praise impacts a child’s academic performance has a fascinating answer to this question: Don’t tell your kids they are smart! The way we praise our children about their academic achievements shapes the way they view intelligence, which impacts their performance. Let me elaborate. In their study Blackwell, Trzesniewski and Dweck[1] studied Grade 7 learners and measured their school marks for two years. The students that believed that intelligence is malleable showed an upward trajectory in their marks going into high school. Contrastingly, the students that thought intelligence is fixed showed a flat trajectory. In other words, the students that believed their intelligence is something that is flexible and that can be developed were able to improve their marks. Those that believed their intelligence is unchangeable did not increase their scores. Therefore, it is essential to make our children believe that they can raise their intelligence and that intelligence is malleable. So, what role does praise have? Mueller and Dweck[2] discuss this and points out that the way you praise your child impacts their attribution and goals about their performance. Stated differently, the way you praise your child affects what they want to get out of an activity and the reasons they provide for their success. For instance, if you praise your child’s ability or intelligence (telling them they are smart), they may want to continue to prove that they are smart by receiving high marks. In the short term, this may be useful but becomes unsustainable as the workload and academic demands increase. As the work difficulty increases students that were praised for their ability will often not take on challenging learning opportunities in fear of not looking smart. This limits their learning opportunities which make the marks go down and affects their self-confidence. Furthermore, praising intelligence after your child gets good marks will make them believe that intelligence is a stable or fixed trait determined by genetics. They will believe their success is directly related to an attribute that is outside of their control. If you think about this carefully, when you praise your child for being smart, then you take their control away. Their successes and failures will be linked to something outside of their control, which in the long run can cause a sense of helplessness. I see this often in my practice where parents tell me, “I don’t know what happened. My child is so smart and is struggling to pass Mathematics. In Grade 6 his/her mark was in the eighties, and now he/she is barely passing”. By this time, I find that their child is already in the cycle of believing they are not smart enough and avoids any reminder of it, in the form of tests and homework activities, which logically will make the marks go down. So, what should parents do? Praise effort, persistence and the process of learning. Make the goal of their schoolwork to learn and not to achieve. Make your child believe their brain is a muscle that can be exercised by seeking out challenges. Don’t tell your child they are smart, instead say, “I am so proud of you for demonstrating the ability to learn, reflect and persevere this year, I can’t wait to see what challenges next year will bring”. ——- Hannes is an educational psychologist that provides therapy, assessments and career counselling in Johannesburg. He aims to enable his clients to make their highest contribution despite the obstacles and pain they might experience. Therefore, he works closely with his clients and applies life design counselling, cognitive behavioural therapy, and acceptance and commitment therapy principles to help his clients live productive and meaningful lives. Sources: [1] Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development, 78(1), 246–263. https://doi.org/10.1111/j.1467-8624.2007.00995.x [2] Mueller, C. M., & Dweck, C. S. (1998). Praise for Intelligence Can Undermine Children’s Motivation and Performance (Vol. 75). Psychological Association, Inc. Retrieved from https://pdfs.semanticscholar.org/25ab/297c17a87c8a0f79e109be531fe9c7da97b8.pdf
The LEGO Foundation and Sesame Workshop Highlights the Importance of Learning through Play in Parent-Child Relationships in South Africa in Celebration of World Play Day The ‘Play Every Day’ program empowered caregivers to effectively guide children in learning through play in South Africa In celebration of World Play Day, the LEGO Foundation and Sesame Workshop, the nonprofit organisation behind Takalani Sesame, announced the results of a multi-country research evaluation of Play Every Day, a program designed to shift parent and caregiver perceptions about the educational value of play and to encourage play that contributes to children’s early development and learning outcomes. The impact evaluation, conducted by an external evaluator, found significant changes in parents and caregivers’ perceptions of play and play-related behaviour, as well as improved confidence of parents and caregivers as play mentors for their children. Over the course of a 12-week intervention in low-resource communities in South Africa, India and Mexico, Sesame Workshop conducted weekly in-person play workshops or home visits, in addition to reminders utilising WhatsApp and other digital platforms and community events. The research in South Africa was conducted in IsiZulu, IsiXhosa and Sesotho in the communities of Orange Farm, Alexandra, Diepsloot and Braamfontein. Caregivers participating in the Play Every Day program in South Africa reported: Increased frequency of play by 15% Increased confidence as “play mentors” for their children through quality play time, with an increase of 18% Increased confidence using recycled materials such as plastic bottles, cans, and cardboard rolls as play objects, with an increase of 19% in South Africa An increase of 19% in the ability to make everyday activities playful An 11% increase in the link between pretend play as a foundation for academic learning The research findings will inform the upcoming Takalani Sesame ‘Learning Through Play’ Initiative, which will reach millions of children and caregivers across South Africa through television, digital media, and targeted community engagement. The findings will also inform a USD $100 Million Humanitarian Play Programto support children affected by the Rohingya and Syrian refugee crises. The Play Every Day program empowered caregivers and children to learn together, rather than in parallel, providing valuable insights for the development of caregiver-child programming. “With such a large portion of the South African population being in low-resource settings, this research is invaluable and will guide Takalani Sesame programs in South Africa. We continue to educate caregivers and teachers on the benefits that Learning through Play provides, as one of the most powerful ways for children to learn, develop and overcome setbacks,” said Innocent Nkata, Managing Director of Sesame Workshop South Africa. The facilitated workshops, implemented through local community partners, provided primary caregivers with content that is easy to replicate at home to improve caregiver confidence in playful learning techniques and provide new ideas for engagement with children, such as building toys with recycled materials and playing pretend using everyday household items. To ensure culturally relevant and effective interventions, the 12-week intervention was preceded by three pilot phases between November 2016 and May 2018 that tested a variety of play activities, materials, and methods of facilitation for each country. “The LEGO Foundation is working to build a future in which learning through play helps all children grow into creative, engaged, life-long learners. Parents and other primary caregivers are fundamental to this aim as they are children’s first teachers and playmates. We are excited about the positive results from the Play Every Day program. We hope that these insights will inspire and empower primary caregivers in in South Africa to harness the power of learning through play,” said Kerry Kassen, LEGO Foundation Initiatives Lead for South Africa. The findings have been announced as we celebrate World Play Day on 28 May. To mark this important day, Sesame Workshop and the LEGO Foundation are partnering with Cotlands and Kagiso Trust to host an event at the Multipurpose Centre in Sasolburg on 1 June 2019. Takalani Sesame Muppets Zuzu and Kami will join over 300 children to highlight this year’s World Play Day theme, “Play is a right.” The event will feature songs, dancing, and play activities for children. “We’re deeply committed to bringing learning experiences to children across South Africa through Takalani Sesame, and we too believe that play is a right for all children,” adds Mr. Nkata. “This World Play Day, we have a lot to celebrate; with the new research findings, we will be able to build upon our work to ensure that every child has access to positive, playful experiences.” Additional highlights from the Play Every Day impact evaluation can be found online here.
One of the first lessons every teacher learns is that, in every classroom there is a kaleidoscope of different personalities present. At any one moment, the teacher is navigating a minefield of different characters, each of which requires specific attention and handling. No two students are the same, and a good teacher is skilled enough to bounce from one student to the next, to tailor their delivery and approach to suit individual character types while remaining uniform and neutral across the board. It is not easy to accomplish and requires a lot of patience. While the individual personalities can fall anywhere on a broad scale, there are a few traits that are bound to be in every classroom. You will not fail to pick out the naturally gifted child in a classroom, or the popular kid, the shy one, the bully, the attention seeker. In this regard, teaching becomes a lot like diplomacy; it calls for a skilled and patient juggling of complex personalities that must somehow coexist together in one setting. For most teachers, dealing with most students is easy enough. There is often no need to even single out specific personalities as you teach, however there are a few personalities that are especially challenging to handle. These test the teacher, push them to the limit. The question now is, how do you deal with the bully who says mean things about other children and even to you? How can you reach that little girl who never wants to be called upon to answer a question? Here are a few tips on how to survive and indeed master the complex characters in your classroom. Put yourself in their shoes It is a universally accepted truth that interpersonal relationships are important, especially between a teacher and their student. Once a good relationship is established, barriers are broken down. Not only can the personal touch help in teaching, but it allows for the relationship to go beyond the classroom. Getting to know your students will help reveal their character to you. Subsequently, you will be able to determine what works for them. Knowing you have a genius on your hands for example, you will know to tweak the material so that they, too, feel challenged and not bored. This is why Abbotts college relies so much on the mentoring system. This enables teachers to give their own personal touch in getting to know students as individuals and to know what their future aspirations are and how we can help with them achieving their goals. If a student is acting out, the immediate reaction is anger and resentment. They are interrupting your class after all and making your life more difficult. But try and think about what it must be like for them. Put yourself in their shoes. Maybe they have problems at home and are lashing out at school. Maybe the reason Mary is not participating is because she is being bullied. Take the time to understand your students. It will help you deal better with their behavior. Master your poker face When dealing with a difficult student, try and keep a cool head. Put away the extreme emotions you are undoubtedly experiencing like frustration and anger. This will help you see the situation clearly, helping you handle it effectively. Students are very smart; they will pick up subtle indicators of your response to their actions. Often, they are testing you and pushing your buttons. They will do so until they determine your breaking point. You must therefore remain composed throughout. Speak in a soft voice that reflects your demeanor but communicate clearly and firmly. Focus on dealing with the issue at hand, and when it’s done, move on. Do not linger over it or hold a grudge. This way, your students learn a thing or two about handling conflict which will be an attitude they themselves will apply in future. Be firm, but fair Always remember that you are their teacher and guardian first, never their friend. It is a fine line to walk, having them respect you but letting them know they can approach you if they need anything. In case of doubt, it is better to stumble on the side of certainty. Your students understand that there are rules, which you must enforce. Do not let anyone get away with rule breaking, no matter how insignificant it seems. If you let just one slip, you lose control over the classroom, and you become infinitely less effective. This will not endear you to them, but they will respect you, and they will do what is right. This does not mean, however, that you adopt a hard, unyielding stance. To err is human. Let your students know that it is okay to make a mistake, because it is a learning opportunity. This way, the punishment won’t feel like a personal slight. You should expect manipulation and bargaining and know how to deal with it. In return, reward good behavior. Be fair in your application of the rules. If you must, enlist the help of another teacher or even their parent. At the end of the day, the objective is to teach them to be responsible adults. It is important to remember that with students, no shoe fits all, so approach each student as a unique individual. Listen to them, empathize with them, and you can discipline them. Written by: James Messian, Life Sciences teacher at Abbotts Colleges Centurion
Learn@Home, our school’s arts inspired online learning programme, has been specially devised to facilitate and integrate the holistic development of pre-school learners through a unique Play & Learn approach that mimics our school’s fun-filled arts powered curriculum presented on site.
A school is not a quiet place. In my experience children constantly talk and more often than not they talk at the same time. Keeping everyone quiet in class can be a big challenge. Then there have been a few occasions where I have taught a child who doesn’t talk at all. The silent one. They were not only quiet and shy but did not talk at all! This is how I have learned about and experienced ‘Selective Mutism.’ According to Dr. Elisa Shipon-Blum Selective Mutism is an anxiety disorder. These children prefer not to talk in social settings as a result of the extreme anxiety they feel. It is important to know that many children with Selective Mutism were early speakers without any speech delays/disorders. Parents are often confused and surprised when they get feedback that their child never communicates at school as these children are often loud and boisterous at home and extremely verbal. Proving that they are able to selectively speak and communicate in settings where they are comfortable and relaxed. These children become mute in any setting where they are expected to talk. This can be experienced in public places such as a restaurant, family gatherings and then of course the school environment where social interaction is constantly required. According to Dr. Elisa Shipon-Blumi it is common for a child with selective mutism to have a blank facial expression. In my own classroom I have found that they tend to ‘disappear’. They do not want anyone to notice them and are fearful of being put ‘on the spot.’ So how do you as a teacher handle a child with Selective Mutism? The most important thing to focus on is dealing with the anxiety. Be aware of the child’s tendency to ‘disappear’ in class of their quietness. Remove all pressure and expectations for the child to speak. Try to treat the child as normal as all the other children in your class. Do not make an issue of the fact that the child does not want to talk. As a teacher there is a tendency to talk for the child or to only give them yes or no questions. Your job as teacher is not to make the child speak but rather to minimise the anxiety in the classroom activities for the child. In some instances, these children develop one or a few friendships and will whisper or even speak to a few children in school especially on the playground. They do experience the need for social interaction. They might also communicate nonverbally in class by nodding their heads or pointing if they need to answer a question. Nonverbal communication is acceptable when the child is new to the classroom environment. However, strategies and interventions need to be put in place to help the child to progress from nonverbal to verbal communication. Seat the child to the side of the classroom, preferably not in front or in the centre where everyone can see them. Avoid eye contact at first. In my own experience it is better to gain the child’s trust by not putting any kind of pressure on them, but also not by excluding them from the classroom activities. I have found that sometimes it works to create spontaneous opportunities for the child to speak. For example, if we do counting on the carpet I will go around and throw a ball randomly to each child. That child must then give the next number. The children enjoy this and get very excited. I have experienced that the children with selective mutism get so involved and excited with the other children that when they catch the ball they sometimes give the answer as there is not enough time to register the anxiety around talking. That can be a big moment for you as a teacher, but it is very important to not make a big deal out of it. Just continue with the game and act as if this is normal behaviour for the child. It is important to know as a teacher that these children can be referred to specialists that can assist with medical treatments and advice in order to reduce anxiety, the main culprit behind selective mutism. By: Wilma du Toit, Grade 2 teacher, The Bridge Assisted Learning School
