Students perceptions of Good and Bad teachers

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Dr Kenneth Kaunda District Of The North West
Province Department of Education
Presented by Dr S.H Mvula
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Current Debates
Dress code for educators by SACE
Commitment
Value for money
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Students perceptions of Good and Bad teachers

• Good teachers
• Helpful and supportive
• Taking the time to explain material in depth
• Friendly and personable
• Understanding and know the subject well

• Bad teachers
• Mean and unfair
• Unwilling to help or explain material and ideas
  beyond instruction
• Judgemental of pupils sic parents and
  siblings.

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• Good teachers
• Using a variety of teaching style and innovative
  approaches
• Fair and having equal standards and expectations
  of pupils, regardless of their test scores.

• Bad teachers
• Routine and unchanging in their teaching styles
  and methods
• Inflexible and disrespectful of pupils sic
• Unaware of and unsympathetic to pupils personal
  problems
• Physical intimidating and verbally abusive.

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Explains things clearly
Helps us if we make mistakes
Treat us with respect And as individual
Gives interesting lessons
Has sense of humour
Knows our name
Believes in use
What makes a good teacher
Does not take the mickey If we get things wrong
Helps us with our Work even outside Lesson time
Shows an interest in us and What we do outside
school
Is approachable if We have a problem
Helps us feel Part of the class
Is prepared to acknowledge He does not know
everything
Is fair and consistent, Treating everyone equally
Protects our rights And prevents name calling
Is ready to be flexible and acknowledge Mistakes
if he makes any
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Seating arrangements
Organisation
Self Efficiency
Academic performance
motivation
Display
Administrator
Thinking
Stress coping
physical
Visual appearance
Potential Effects on student
Classroom Environment and atmosphere
Emotions
Self- worth
Layout
Anxiety
psychological
Behavior
Teacher behaviur
Relationships Between staff And student
Disruption
Expectancy
CLASSROOM ENVIRONMENT
Withdrawal
Group work
Support
Affiliation
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Classroom Environment

• How does it look and feel?
• Is it an inviting and stimulating environment?
• What do you think of the décor the materials on
  show, your desk, students desk and other
  furnisher?
• Do you think it is well laid out?
• Could it be improved?
• What is good about it?
• What is lacking?

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PERSON ENVIRONMENT FIT
Individual believes and values
Organisational culture
Match
Individual
Organisational climate
Quality of work
Personal strength And abilities
Organisational Demands and expectations
Job satisfaction
Level of stress
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Making first Impressions count
Modifying Routines to Suite changed Needs and
Nature of Relationship With class
Looking And Sounding confident
Adjusting Conditions For learning To
reflect Developing Relationship With class
Increasing Levels of Personal Responsibility Give
n to student
Making Clear what You expect
Providing a setting Where feedback From students
is encouraged
Setting rules
Early encounters
Ensuring Students know Who you are
Later stage
Increasing mutual trust
Deciding who Sits where
Encouraging Wider and Deeper Appreciation Of
subject And of Each other
Engaging in Formal whole Class lessons
Monitoring and Reinforcing rules
Establishing routines
Assessing Students Existing Knowledge Of the
subject
Extending Learning requirements
Engaging in More informal Teaching methods
Engaging In more Informal Teaching methods
Basic Learning activities
Establishing And expressing Your authority
Specifying The conditions For learning
Teacher emphasis

• Encouraging students to
• Reflect
• Itake on board increased
• responsibility for their action
• Appreciate

Making students feel Safe and secure Facilitating
teachers Confidence and security
Academic learning building Student confidence and
esteem Building classs social identity
Teacher control Of students at its highest
Students control Of selves increase
Students self Control at its highest
Teacher monitoring
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Problem Clarification
Tell the other party how to see the problem
Specify the actual behavior you are unhappy with.
State how you feel about this behavior in a firm
confident manner without getting emotional
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PROCESS
Focus on positive outcomes, not your irritation
with the other party
Tell them what you want them to stop doing and
what you expect in its place
Respect their needs and goals and negotiate a
fair settlement
Keep the discussion on task do not let the other
party change the subject to put you in a
defensive position
Do not make threats or promises you cannot or
will not carry through
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OUTCOMES
Have a contingency plan in case they refuse to
cooperate or agree to your request and then do
otherwise.
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LEADERSHIP
RIGHTS
RESPONSIBILITIES
DECREASE
CEO
LEADER
WORKER
CUSTOMER
INCREASE
The 360Leader JOHN C. MAXWELL
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Lead up, Lead across and Lead down
YOUR BOSS
THE 360 LEADER
YOUR Bosss PEERS
Your Bosss Peers
YOUR Boss's PEERS
YOUR Peers
YOUR PEERS
Your Peers Subordinates
YOUR Peers Subordinates
YOUR SUBORDINATES
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Thank You