This is an extract from Edufundi’s Annual Report 2018
Download full report here.
“In my classroom now my learners are disciplined, they listen, and the marks are increasing year after year.”
Great things are possible when mentors are well-equipped and mentees are willing and committed. One of the most significant changes in all Edufundi supported schools is the approach to discipline in the classroom.
“Before, I would howl and howl. My voice would go out, but my learners would not come in!” recalls Mr Phooko from Gauteng. “When I was howling I was losing control of the class. When Edufundi came I realised that I needed to employ new techniques to keep learners in order.”
By adopting the Teach Like a Champion principles and techniques, educators and learners are able to create a classroom culture together that leads to better learning and higher achievement.
Mrs G. Lehlokwa, principal of Lion Park Primary in Gauteng, explains: “Discipline has been the biggest, biggest change. Before we started the Edufundi Programme we had serious disciplinary problems; many learners come from homes that do not have rules. Our lessons are more efficient now – everyone knows what they are supposed to do. There are different discipline strategies for different needs. Teachers are more confident and less frustrated.”
Understanding the how of discipline, having opportunities to practice and master the relevant skills, and seeing positive results is particularly empowering for educators. The benefits are also far-reaching as every facet of the teaching and learning environment is positively impacted. Educators are less stressed, more confident and more motivated to prepare interactive lessons; learners feel more secure and respected and, therefore, co-operate and participate more readily. Increased engagement and a more positive environment leads to better learning – not just academic, but also social and emotional.
“Before it was like I was walking in the jungle with nowhere to go, but with the techniques it is easier to teach and discipline learners – especially in overcrowded classrooms,” says Ms N. Zungu from KwaZulu-Natal. “In my classroom now my learners are disciplined, they listen, and the marks are increasing year after year. They are also responsible for their work; they know what they are doing and why. Learners participate and they are not afraid to try. They understand what is expected from them and they get the work done on time.”