Posted by Hlengiwe Zwane on
24 June 2021, 17:30
SAST
With all the excitement and anticipation of being a first-year teacher, there’s often a sense of anxiety mixed in leading up to that first day. But have no fear! With these five essential resources for first-year teachers, you’ll have everything you need to put your mind at ease, build confidence, and be fully prepared for your teaching journey.
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Posted by Hlengiwe Zwane on
24 June 2021, 09:45
SAST
Why worry about self-care?
Being a teacher is a challenging job. With competing demands such as supporting students’ needs, creating new resources and worksheets, and communicating with colleagues and parents, keeping on top of everything can be exhausting.
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Posted by Hlengiwe Zwane on
23 June 2021, 17:05
SAST
Designing a successful project-based learning unit can seem like a daunting task. We want it to be innovative, full of 21st century learning skills, and so meaningful that our students proudly remember every detail for the rest of the year. How do we accomplish all this? These eight tips can keep you moving in the right direction:
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Posted by Hlengiwe Zwane on
23 June 2021, 16:55
SAST
Any education that deems itself "fit for the future" needs to meet the challenges of the changing nature of the workplace and develop the new skills associated with it, according to Lee Davis, deputy director of education at Cambridge International.
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Posted by Hlengiwe Zwane on
23 June 2021, 15:45
SAST
Project-Based Learning from TeacherVision
The vast majority of teachers will tell you they got into teaching to inspire their students and to change the world. They want to see their students succeed not only academically, but also out in the real world; to not only survive, but thrive in an ever-changing global environment. They aspire to inspire a new generation of leaders and changemakers so that they hep cultivate a better society as the generations progress.
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Posted by Hlengiwe Zwane on
23 June 2021, 12:30
SAST
We gave a quick example of project-based learning to illustrate the relationship between learning objectives and the products and artifacts produced by project-based learning.
“As the name implies, project-based learning is simply learning through projects. What is being learned and how that learning is being measured isn’t strictly dictated by the project and any products or artifacts within that project. Rather, the reverse should be true: the desired learning objectives should help dictate the products and artifacts within the project.
For example, instead of wanting students to plan a garden as the core of the project, then deciding which learning objectives and academic standards fit that idea, planning backward–looking first at the learning objectives and academic standards, then brainstorm project ideas and components of that project (audience, purpose, duration, etc.) This can be useful in making sure that in the course of completing the project, they are actually learning what you want them to learn.
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Posted by Hlengiwe Zwane on
23 June 2021, 11:05
SAST
How do we keep doing this, day after day, when so many of our students are hurting?
One of my students went missing a couple of weeks ago. He ran away, and was sleeping in abandoned apartment buildings. Even with help from the police and the kid’s friends, who were rightfully concerned, it took us a few days to find him. I don’t think I slept the whole time he was gone. When our local police found him and took him in, four teachers were waiting at the precinct with a smorgasbord of fast food, because we were afraid he’d been hungry.
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Posted by Hlengiwe Zwane on
23 June 2021, 10:45
SAST
By Love Teach
''You can’t pour from an empty cup.''
One morning, I woke up and couldn’t move my arm.It was a Sunday during early November of my second year of teaching. I had been told that the first year is the hardest, but this maxim was not proving true for me. I loved my kids. I loved teaching and watching myself and my students improve. But when it came to everything else, I was seriously struggling. Though I had barely any teaching experience, I took on several leadership roles, supervising and advising other teachers when I could barely keep my own head above water. Add to this situation a particular administrator (one I think I can legally describe using the word “tyrant” without it being libel) and, in a system where powers went wildly unchecked, I often felt powerless.
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Posted by Hlengiwe Zwane on
22 June 2021, 16:40
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By Cayleigh Bright at Mail and Gaurdian
Teachers must take care to not keep selflessly giving and learn to take care of their own emotional and physical needs. Teaching may not be considered a typical high-pressure job, but there are few who would deny that it’s an undertaking that requires a special set of skills and extraordinarily high levels of patience, empathy and communication.
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Posted by Hlengiwe Zwane on
22 June 2021, 14:55
SAST
We are now seeing the impact of this perfect storm on many teacher’s mental health and wellbeing. This is a far-reaching crisis which needs comprehensive action. Every day we support education professionals who are suffering the consequences of many factors causing severe pressure: budget cuts; fewer staff, bigger class sizes and localised recruitment and retention difficulties in some areas are adding to workload and increasing stress levels. Outside school, many are suffering financially.
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