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KAREE LAPA

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Title: KAREE LAPA


1
TEAM BUILDING
KAREE LAPA
PRESENTATION BY H.MOTARA
2

A prayer for all
  • In the name of God, the Beneficent, the Merciful.
    All praises are due to God, The Cherisher and
    Sustainer of the Worlds. Master of the day of
    Judgment, Thee Alone do we worship and Thee Alone
    do we ask for help. Show us the straight path,
    the path of those on whom Thou has bestowed Thy
    Grace. Not the path of those who cause Thy
    anger, nor of those who go astray. Ameen.

3

"extrinsic motivation for intrinsic realisation"
Based on the concept of the philosopher
realist
HON.I.MUSTAND CANANDWILL
PROF.EDU.SPT.SERV.(N.W)B.A.(UNIV.WESTVILLE) EDU.
MAN.(RAU)PROJ.MANFIN.MANDJS(TCE).
PREPARED PRESENTED BY H.A.MOTARA
4
8 CRITICAL QUESTIONS
  • WHY ARE YOU HERE?
  • WHAT HAVE YOU SACRIFICED TO BE HERE?
  • WHAT DO YOU ENVISAGE TO ACHIEVE?
  • WHAT IS YOUR MINDSET FOR BEING HERE?
  • WHAT DO YOU WANT TO TAKE WITH YOU FROM HERE?
  • HOW DO YOU PLAN TO IMPLEMENT WHAT YOU TAKE WITH
    YOU?
  • DO YOU THINK YOU CAN HELP SUSTAIN WHAT YOU TAKE
    WITH YOU TO THE SCHOOL?
  • HOW WILL YOU EVALUATE THE WORKSHOP THROUGHOUT THE
    YEAR?

5
Mr.H.Motara
OH NO! NO WAYS! NEVER! IMPOSSIBLE!
To resolve the problems at our school, to draft
the vision,mission goals, to build a TEAM at
our school, to enhance collaboration between all
stakeholders, to ensure a short term
solution......
6
I AM HERE …
  • TO STRIP YOU OF ALL YOUR VAIN BELIEFS AND UNLOCK
    YOUR POTENTIAL
  • TO SUGGEST A NEW PARADIGM
  • TO INJECT A SENSE OF TEAMWORK
  • TO PRESCRIBE THE MEDICATIONS FOR TEAMBUILDING
  • TO ADVICE YOU ON SCHOOL MANAGEMENT AND LEADERSHIP
  • TO CHART THE POSSIBLE ROAD TO SUCCESS
  • TO OPEN THE COMMUNICATION LINES

7
LET US AGREE ON THE FOLLOWING 8 PRINCIPLES
  • Viewing God and spiritual principles as the
    grounding for moral decisions
  • Defining ourselves as having inherent values,
    greater than our roles, titles and possessions
  • Embodying spiritual values of integrity, honesty,
    love, kindness and respect
  • Emphasizing authenticity, inner wisdom,
    creativity and transformation

8
LET US AGREE ON THE FOLLOWING 8 PRINCIPLES
  • Having a servant's attitude towards work and
    leadership
  • Affirming meaning and purpose in spite of
    absurdity and chaos
  • Recognizing the immaterial, transcendental,
    sacred dimensions of reality
  • Emphasizing social responsibility toward the
    community, society and environment

9
OM MEE TE BEGIN
  • OP N SKOON VEL,IN DIE MIDDEL BO-OP DIE
    BLADSY,SKRYF DIE WOORD GOED EN LANGSAAN DIE
    WOORD GOED SKRYF U NAAM IN DRUKSKRIF.
  • OP DIE SYKANT VAN DIE BLAD (AGTERAAN),IN DIE
    MIDDEL,BO-OP DIE BLAD, SKRYF DIE WOORD SWAK.
  • NOU GEE DIE VEL AAN VIR DIE PERSOON OP JOU
    REGTERSY

10
  • ASSEBLIEF,OP N BAIE EERLIKE MANIER, SKRYF NET IN
    EEN KORT FRASE/ SINNETJIE N GOEIE
    WERKSKWALITEIT VAN DIE PERSOON AAN JOU LINKERSY
    EN DAARNA OP DIE AGTERBLAD SKRYF NET n SWAK
    WERKSKWALITEIT VAN DIE PERSOON EN STUUR DIE
    BLADSY AAN DIE VOLGENDE PERSOON OP JOU REGTERSY
  • STOP WANEER DIE BLADSY TERUGKEER AAN DIE PERSOON
    AAN WIE DIT BEHOORT.

11
JOU BLADSY IS NOU TERUG BY JOU.NOU KIES UIT DIE
VOLGENDE LYSTE NET EEN NAAM WAARMEE JY JOU
KARAKTER SOU ASSOSIEER EN SKRYF DIT IN DRUKSKRIF
IN DIE KANTYN OP DIE BLADSY WAAROP JY JOU NAAM
GESKRYF HET
  • lion, hippo, cat,
  • monkey, rabbit,
  • giraffe, elephant,
  • rhino, donkey,
  • fish, peacock, owl,
  • snake, tortoise,
  • mouse, ostrich,
  • frog, chameleon.

12
What is a paradigm?
  • A framework of thought
  • A basic way of perceiving
  • A prototype, set patterns

What is a paradigm Shift?
  • A move to a new mindset
  • A new attitude
  • A new way of thinking
  • A new way of action

13
What are the negative reactions to paradigm
shifts?
  • YOU WILL NEVER EVER BUILD THE TEAM,MONEY
    WASTAGE, What is he trying to tell us?
  • We tried something like that before it didnt
    work
  • You dont know our principal /smt/teachers!!
  • Just listen to it now and forget about it later
  • Dont be idealistic, man, in reality its not
    that easy
  • Come to our school, and you will realise that
    what you are proposing wont work

14
(No Transcript)
15
TWO LOVERS KISSING?
OLD MAN'S FACE?
16
WHAT DO YOU SEE?
?
17
?
18
YOU SEE A HUGE BIRD WITH SOMETHING IN IT'S BEAK
NOW IN YOUR MIND...
TURN THE PICTURE UPSIDE DOWN...
19
ITS AN OLD MAN
catching a HUGE FISH
20
  • BY CHANGING YOUR THINKING YOU CHANGE YOUR
    CIRCUMSTANCES MOTARA
  • YOU MAY BE ENDOWED WITH THE GIFT TO TOUCH AND
    CHANGE PEOPLE YOU DISLIKE. BY SIMPLY REMOVING
    THEM FROM YOUR ENVIRONMENT, YOU ONLY SHIFT THE
    PROBLEM TO OTHERS WHO MAY NOT HAVE THE GIFT!
    MOTARA

21
Corporate Revival

The way people FEEL
The way people THINK
human-being
LEARNERS
ATTITUDES
CLIMATE
MAN.,STAFF SGB'S

CURRENT SCHOOL
DESIRED SCHOOL
CULTURE
SERVICE
LEARNERS
human-doing
The way people ACT
The way people INTERACT
HONEST CONVERSATION
What we should be doing What we
are actually doing
What can explain the difference
22
  • GABRIEL MEURIER
  • HE WHO
  • EXCUSES HIMSELF,
  • ACCUSES HIMSELF

23
As MANAGEMENTTick off the challenges you think
you are faced with when dealing with the
educators of the school) 8 Returns received
  • Absenteeism---------------------------63
  • Late coming------------------------------0
  • No preparation no year plan------0
  • Poor professional attitude (not timeously in
    class leaves class all alone)--------------------
    -----------------63
  • Indifference/disregard to authority-

  • 25
  • Not dedicated (laziness)-----------13
  • Poor learner discipline (class discipline)--------
    ---------------100
  • Too involved in union matters-----0
  • Cannot comply with deadlines--25
  • Dishonesty(lyinggossip-mong)-25
  • Poor self-esteem---------------------13
  • Negativity-------------------------------63
  • Wants to be treated special (comfort zone
    educators)-----------------------50
  • Lacks confidence----------------------0
  • Poor example to learners-----------0
  • Forms groups against manage--13
  • Always tension between educators
  • and educators and manag--------13
  • Poor professional performance (results
    teaching)-------------------25
  • Does not want to participate in
  • extra mural activities----------------75
  • Studies during school time--------0
  • Indifference to suggestions------25
  • Some managers conspire with teachers against
    manage--------25

24
As an educator(Tick off the challenges you think
you are faced with when dealing with the
management of the school)
  • No respect for educators ---------19
  • More of a show off-------------------30
  • Insensitive to our needs-----------52
  • Punitive / power based man.-----19
  • Shouts all the time not approachable very
    bossy--------37
  • No praises------------------------------41
  • Does not set an example (punctuality
    teaching)--------------7
  • Never apologises--------------------52
  • No consultation with us-----------48
  • Our suggestions are
  • considered irrelevant---------------59
  • When we are critical we are considered rude to
    man.--------------30
  • Has favourites (allows some
  • leave, others not)-----------------------48
  • Long drawn-out staff meetings-----41
  • Staff meetings are a monologue---11
  • Poor communication-------------------26
  • Poor relationships----------------------22
  • No feedback on control of work----29
  • Cannot be trustedconfidentiality- 22
  • No guidance on work / teaching / methodology /
    content----------------33
  • Gossip--------------------------------------37

As an educator(List three (3) areas you believe
management is faring exceptionally well) Good
staff meetingsgood planning for functionsgood
communication staff and smtrespect towards
educatorsunitypunctualitygood
managementfriendly, helpful and
understandinggood finanace managementdiscipline
good confidentialitygood feedbackschool
projectssome very kind………………………………………………..
25
TEACHERS STAFF
PRINCIPAL SMT
YES! YES! YES! WE ARE ROWING VERY HARD!!!
26
TEACHERS STAFF
PRINCIPAL SMT
SCHOOL LEARNERS
CONFUSED
SGB
ARE WE ROWING IN THE SAME ?DIRECTION?
27
SO WHILE YOU ALL ARE AT LOGGERHEADS…………….
  • THE FOLLOWING CHALLENGES ARE FAST BECOMING
    GREATER
  • SCHOOL DISCIPLINE IS DETERIORATING
  • TEENAGE PREGNANCY IS INCREASING
  • CLASSROOM LEARNING IS DECLINING
  • DRUG USAGE IS MORE PROBLEMATIC
  • GANGSTERISM IS UNCONTROLLABLE
  • PARENT INVOLVEMENT IS DIMINISHING
  • ETC…ETC…ETC…ETC…………

28
WHO IS SUFFERING?
  • SCHOOL CULTURE AND CLIMATE
  • SGB
  • COMMUNITY
  • DEPARTMENT
  • EDUCATORS AND MANAGEMENT
  • LEARNERS

29
THE COST OF STRAINED RELATIONSHIPS
THE COST OF STRAINED RELATIONSHIPS
LEARNERS!
WHO SUFFERS???
WASTED PRODUCTIVITY TIME
REDUCED DECISION QUALITY
LOSS OF SKILLED EMPLOYEES
ERROR (unintentional)
LOWERED JOB MOTIVATION
SABOTAGE (intentional)
HEALTH COSTS
30
NATIONAL EDUCATION POLICY ACT 27 OF 1996
  • SEVEN ROLES OF THE EDUCATORS
  • 1)LEARNING MEDIATOR
  • 2)INTERPRETER AND DESIGNER OF LEARNING
  • PROGRAMMES AND MATERIALS
  • 3)LEADER,ADMINISTRATOR AND MANAGER
  • 4)SCHOLAR,RESEARCHER AND LIFELONG LEARNER
  • 5)COMMUNITY,CITIZENSHIP AND PASTORAL ROLE
  • 6)ASSESSOR
  • 7)LEARNING AREA/SUBJECT/DISCIPLINE/PHASE
    SPECIALIST

31
Below are traits of good teachers as expressed by
young people around the world
  • From Indonesia A great teacher smiles to his/her
    pupils even when they screw him up.
  • India One who helps his students in all
    respects. He makes his students able to live a
    better life. He teaches students to take
    decisions in all the conditions.
  • Chile A good teacher is someone who can learn
    from his students, who can learn with them, and
    for them.
  • EgyptTo win their confidence should be the
    teacher's first aim - though strictness has to be
    in its place.
  • ChadA good teacher should answer all questions,
    even if they are stupid.
  • NigeriaA good teacher must be prepared to be
    foolish if that will help his pupil attain
    wisdom.

32
Below are traits of good teachers as expressed by
young people around the world
  • From GermanyA good teacher, of course, has to be
    humorous. A teacher has to enjoy what she does!
    Has to remember how it was when he/she was a
    child
  • PakistanA guide. A real friend is someone who
    knows all about you and still he loves you. A
    good teacher is a good friend. Good teaching is
    keeping yourself in the shoes of your students.
  • MalaysiaOne who doesn't 'teach' but instead is
    willing to 'learn' with the child and from the
    child.
  • MexicoThe teacher is to the students what the
    rain is to the field.

33

HAIM GINOTTI HAVE COME TO A FRIGHTENING
CONCLUSION. I AM A DECISIVE ELEMENT IN THE
CLASSROOM. IT IS MY PERSONAL APPROACH THAT
CREATES THE CLIMATE. IT IS MY DAILY MOOD THAT
MAKES THE WEATHER.
  • AS A TEACHER I POSSESS TREMENDOUS POWER TO MAKE A
    CHILDS LIFE MISERABLE OR JOYOUS. I CAN BE A TOOL
    OF TORTURE OR AN INSTRUMENT OF INSPIRATION. I CAN
    HUMILIATE OR HUMOR,HURT OR HEAL. IN ALL
    SITUATIONS IT IS MY RESPONSE THAT DECIDES WHETHER
    A CRISES WILL BE ESCALATED OR DE-ESCALATED,A
    CHILD HUMANISED OR DE-HUMANISED

34
Teaching Abbatt and McMahon says Teaching
is helping other people to learn'. They go on to
say that the job of teaching has four elements
The teacher HAS to...
help the learners to learn
decide what students should learn
look after the welfare of her/ his
students.
make sure that the students have learnt
35
not just SOME of them, but ALL of them...
DEPEND ON YOU!!!
36
The TEACHER
  • Teacher-toilet trainer, teacher-disciplinarian,
    teacher-doctor, teacher-nurse, teacher
    taxi-driver, teacher-psychologist,
    teacher-guardian, teacher-unionist,
    teacher-comedian, teacher-motivator,
    teacher-policeman, teacher-sports trainer,
    teacher-cleaner, teacher-administrator,
    teacher-manager, teacher-parent, teacher-friend,
    teacher-teacher…

37
WE NEED TO ASK
Is there anyone in society Greater than a
TEACHER??? Is there any workforce with such

great RESPONSIBILITY?? Is there any profession
so NOBLE?
38
…BECOME GREAT
THE MEDIOCRE TEACHER TELLS, THE GOOD
TEACHER EXPLAINS, THE SUPERIOR TEACHER
DEMONSTRATES
BUT THE G R E A T TEACHER
INSPIRES"
39
Principals' reflections identified five main
themes around teacher excellence.
STUDENT CENTRED EFFECTIVENESS
SOUND JUDGEMENT
SHARING EXPERTISE
PASSION
COMMITMENT TO IMPROVEMENT
40
  • Received no more than 5 years of formal education
    throughout his lifetime. When he grew up, he
    joined politics and had 12 major failures before
    he was elected the 16th President of the United
    States of America.

ABRAHAM LINCOLN
41
  • Before the start of his career, his music teacher
    once said of him as a composer, he is hopeless.
    And during his career, he lost his hearing yet he
    managed to produce great music - a deaf man
    composing music, ironic isnt it?!
  • A German composer of classical music,he is widely
    regarded as one of historys supreme composers.
    His reputation has inspired composers,
    musicians, and audiences who were to come after
    him.

LUDWIG van BEETHOVEN
42
  • You are too stupid to learn anything, his
    teacher blurted at him.When he set out on his
    own, he tried more than 9,000 experiments before
    he created the first successful light bulb.He
    also invented the phonograph, the Kinetoscope
    (moving machine), and other useful things.
  • He developed many devices which greatly
    influenced life in the 20th century. He is
    considered one of the most prolific inventors in
    history, holding 1,093 U.S patents to his name.


43
  • When he was young, he did very poorly in grade
    school, so poor that his teachers became clueless
    in improving his grades.
  • The greatest English mathematician of his
    generation. His work on optics and gravitation
    made him one of the greatest scientists the world
    has ever known. Many thought that he was born a
    genius, but he wasnt!

ISAAC NEWTON
44
  • When he was young, his parents thought he was
    mentally retarded. His grades in school were so
    poor that a teacher asked him to quit, saying,
    You will never amount to anything!He had a hard
    time learning languages.
  • He was a theoretical physicist widely regarded as
    the most important scientist of the 20th century.
    He was awarded the 1921 Nobel Prize for Physics
    for his explanation of the photoelectric effect
    in 1905 and for his services to Theoretical
    Physics.

ALBERT EINSTEIN
45
She had a lot of difficulty in school, but it was
not until she was an adult did she learn that she
had dyslexia. When she was growing up, she
remembers being called dumb and stupid because
she had a lot of problems reading. It was clear
to her teachers and family that she was neither
slow nor dumb, but had some problem that had not
yet been well defined. Despite her dyslexia, she
has gone on to have a successful film and
television career. Born as Carolyn Johnson, she
is an outstanding American entertainer, having
acted in major motion picture hits like Ghost,
Sister Act I and II, Made in America, Jumping
Jack Flash, The Color Purple, and Star Trek
Generations.(South African film )
WHOOPI
GOLDBERG
46
He was born fighting. He grew up poor and never
spent a lot of time at any one school because the
family moved around a lot as a result of his
father looking for work. He, like his mother,
suffered from dyslexia and was put into the
remedial classes at school. Right handed when
writing, but does most things left handed. Whilst
not an academic success, he focused on athletics
and competed in many sports. A knee injury
derailed his hopes of a promising athletic
career. He then spent a year in a Franciscan
monastery, but the priesthood was not for him.
While in high school, he appeared in a number of
plays, and with his mothers encouragement and
support, pursued a career in acting. He focused
all his energy on developing his acting career,
once again revealing his drive and dogged
determination. 
TOM CRUISE
47
  • Before joining NBA,he was just an ordinary
    person, so ordinary that he was cut off from high
    school basketball team because of his lack of
    skill. By acclamation, he is the greatest
    basketball player of all time. A phenomenal
    athlete with a unique combination of grace,
    speed, power, artistry, improvisational ability
    and an unquenchable competitive desire.He
    single-handedly redefined the NBA superstar.

MICHAEL JORDON
48
As SMT CAN WE HONESTLY SAY
  • WE GUIDED OUR TEACHERS
  • WE EMPOWERED OUR STAFF
  • WE CONTROLLED THE TEACHERS AND LEARNERS WRITTEN
    WORK
  • WE SUPPLIED THEM WITH THE RELATED RESOURCES

49
THE BLAMING………. EDUCATIONAL LOADSHEDDING!
  • BAD PLANNING
  • ON YOUR PART
  • DOES NOT CAUSE AN AUTOMATIC EMERGENCY
  • ON MY PART!!!

50
PLANNING/
PREPARATION
If I had four hours to chop down a tree,

I would spend three of them sharpening my axe.
Abraham Lincoln.
51
Striving for Excellence in Rural Education
INTERVIEW WITH A TEACHER
Thabani Mhlongo is a teacher at Ngungwini H/S
50kms
north of Dbn in Indwendwe Circuit, in the
KwaShangase tribal authority.
EDITED BY H.MOTARA
52
INTERVIEW WITH A TEACHER
What drives you as a person? I think its
determination and hard work. As a hard worker I
have gone extra miles in order to achieve this.
When did you start teaching? I started there in
1994, teaching geogra- phy in grades 10,11,12 and
social sciences in grade 8.
Tell us about the circumstances of the learners
and the challenges. Its difficult working in
rural areas. The area is underdeveloped, poor
transport, gravel road, no clean water.
Learners travel long distances from home to
school, maybe walking a distance of three or
even five kilometres to school. So they
arrive late and because they travel long
distances sometimes they fall asleep in class.
Why did you decide to take up teaching as
career? Truly speaking, teaching was not my first
choice. I wanted to do some other things but
because of the financial impli- cations I had to
take education.
You have enjoyed it since then? Yes, although we
are working under dif- ficult conditions.
What support are you getting, and
chal- lenges? Principal and ward managers come
to school and give motivational talks to learners
and staff and encourage us to work hard to
achieve good results at the end of the year.
School facilities? Facilities are poor,
classrooms dont have doors, windows are
vandalised. Facilities are not good, but we are
still working under these conditions and
achieving something.
53
Are you proud of your achievements so far? Of
course I am proud of my achieve- ments because
this thing will stay with me for the rest of my
life. At least I have achieved something against
all the odds.
As someone who has received some recognition and
awards, what would be your advice to others
working in similar rural situations? My advice to
colleagues is they must have determination to
find solutions to the challenges. They must also
be cre- ative to explore all the opportunities
and possibilities, and they must have the
per- severance to achieve certain goals.
What is your ambition? I would like to see myself
being a direc- tor or doing something else in
the department
What inspires you? I always strive for excellence
in every- thing that I do.
What should government do about teachers leaving
the profession? People want money that is the
motiva- tion. Everyone wants to send money back
to their family. If they can pay teachers good
salaries then I think people can stay in the
department. In the indus- tries people are being
attracted by better offers. Everyone wants to go
and graze in greener pastures
Is there any specific person who has inspired
you, an influence in your life? My high school
principal Mr PM Myeza, who is now one of the
directors in the department. He used to encourage
us to work hard, to participate in all the
school activities, and to learn more. He
even told us that he was not clever but the only
way to achieve is to work hard.
54
What about parents involvement
and support? Limited because if I call a meeting
with the parents, maybe 10 will attend.
So attendance is very poor. Some learners are
also parents themselves.
Is that becoming a problem, child-head- ed
households? Yes it depends, some of them are
good and mature, some of them are still
prob- lematic. Like in my grade 12 class
this year I have got a boy whose father
passed away some years ago and his mother
is serving a 10-year imprisonment in Durban
Westville. So the boy is on his own.
Tell us about some of your achievements. I am
working at Indwendwe circuit. We have got 41 high
schools in Indwendwe Circuit where I work. Since
2001 we have had a teacher awards ceremony with
two categories 100 pass rate and best
distribution of symbols. I have been a recipient
in both categories.
How do you achieve 100 pass rate in those
conditions? Everything lies in the planning, I
plan at the beginning what I want to achieve and
how I am going to achieve it. I con- duct extra
classes in the afternoon. I also conduct the
Saturday classes and winter schools.
55
Inkamana High School From Wikipedia, the free
encyclopedia
27 consecutive years
100 pass rate
56
Think through this…
  • Simple little test
  • If you overtake the last runner, what position
    are you now in?
  • Take 1000. Add 40. Add another 1000. Add 30. Add
    1000 again. Plus 20. Plus 1000. And plus 10. What
    is the total?
  • Marys father has five daughters
  • Chacha
  • Cheche
  • Chichi
  • Chocho
  • ?????? What is the 5th daughters name?

57
(Mismanaged managers managing management?)
  • In management when a manager manages another
    manager, the managing manager who manages the
    managed manager must manage the managed manager
    according to management principles and not as the
    managing manager who is managing the managed
    manager likes to manage or the managed manager
    who is being managed wants to be managed.

QuotationH.Motara
58
  • How do you look when you manage?

59
(No Transcript)
60
Inspired and informed leadership is critical to
the success of schools
  • Successful school improvement requires
    establishing a clear educational vision and a
    shared institutional mission, knowing how well
    the school is accomplishing that mission,
    identifying areas for improvement, developing
    plans to change educational activities and
    programs, and implementing those plans or new
    programs effectively.
  • Principals and other key school leaders should
    help teachers and other stakeholders build
    effective teams. (Newmann, 1993 Maeroff, 1993).

61
Answer honestly
  • What is the school mission?
  • What is the school vision?
  • What are the school values?
  • How is the staff working towards the vision?
  • How do you as managers live the vision?
  • Have you inducted the new teachers?
  • What about your SGB, AAs, GAs?
  • Do the learners recognise the vision?

62
PROMOSA PRIMÊRE SKOOL……………….
  • VISION
  • TO USE EVERY AVAILABLE OPPORTUNITY TO EDUCATE THE
    LEARNERS SO THAT THEY CAN DEVELOP INTO WELL
    BALANCED ADULTS.
  • MISSION
  • TO CREATE OPPORTUNITIES WHEREBY EACH LEARNER CAN
    AND MUST LEARN.TO ACHIEVE WITHIN HIS/HER ABILITY
    AND DEVELOP TO HIS/HER FULL POTENTIAL.
  • VALUES
  • HONESTY, CONFIDENCE,SELF DISCIPLINE, RESPECT AND
    PRIDE, CONSIDERATE AND RESPONSIBLE BEHAVIOUR.

63
C
TEACHERS
CLEAR GOALS
SGB,SMT
SHARED VALUES BELIEFS
INSTRUCTIONAL LEADERSHIP
PARENTAL INVOLVEMENT
FREQUENT MONITORING OF LEARNERS PROGRESS
COMMON VISION
RECOGNITION INCENTIVES
EMPHASIS ON LEARNING
CONDUCIVE CLIMATE
HIGH EXPECTATIONS
LEARNER INVOLVEMENT
TEACHER COLLEGIALITY DEVELOPMENT
PHYSICAL ENVIRONMENT
LEARNER BEHAVIOUR
HODs TEACHERS
LEARNERS PARENTS
CURRICULUM FOCUS
64
IN A RESEARCH ON EDUCATION
  • The responses of teachers, SGBs and principals
    were categorized in order to determine the
    aspects of effectiveness perceived to be most
    important by each group. Seven characteristics of
    effective principals/smts emerged. These, in
    order of overall importance, were
  • 1. Human relations skills
  • 2. Leadership skills
  • 3. Organizational skills
  • 4. Communication skills
  • 5. Understanding, empathy and patience
  • 6. Consistency and objectivity
  • 7. Academic background.

65
5 top Leadership failure/ why leaders fail/cutter
consortium
  • Poor interpersonal skills 58
  • Self centredness 56
  • Failure to acknowledge problems 55
  • Untrustworthiness 54
  • Weak management skills 52
  • Cio africa-31march 2006

66
TEACHERS VIEWS OF MANAGERS
  • "The principal should act as a catalyst -
    stimulating people to work together to question,
    to strive for learning experiences which work for
    children."
  • "Should know what we are doing, our strengths
    and weaknessesWise, judicious, firm and yet
    tolerant. Ability and ambition to go with
    training and knowledge.. God knows, it's a tough
    job!"
  • "An effective principal is firm but flexible.
    Ability to be as professional as need be for an
    administrator, but not to lose the human aspect
    needed to be a caring teacher."
  • "Principals should establish the atmosphere for
    the school - he should endeavor to exert a
    positive influence, especially on the staff - too
    often the principal is a negative force in the
    school (a reminder of everything that is going
    wrong)."

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TEACHERS VIEWS OF MANAGERS
  • "Organizer (putting the right person in charge of
    less important things so (he, she) can have the
    time to be available to smooth. out problems.."
  • "Must be good at identifying problems and solving
    them - not running a central office. A man or
    woman of good judgment
  • "Must care for the student and his or her family
    as a prime consideration in all school
    activities.
  • "Has the ability to get the best out of staff
    members and have them happy to do their best.
  • "Must be presentable, efficient and concerned
    with school, community and administrative duties
    and able to correlate all in a well planned
    matter of fact way."

68
…………….
  • . "Ability to work as part of a team, to work
    through others and to engender these abilities in
    others - not a loner or one who must always have
    things done in his own way
  • "Perceived leadership lead not dictate
  • "Expects high degree of commitment from teachers,
    students, parents - and is leading the war in
    this regard."
  • "A person who sees kids, not paper.
  • Principals should establish the atmosphere for
    the school - he should endeavor to exert a
    positive influence, especially on the staff - too
    often the principal is a negative force in the
    school (a reminder of everything that is going
    wrong)."

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Are you aware that……….. ?
  • THE MOST IMPORTANT
  • SINGLE INGREDIENT IN THE FORMULA OF SUCCESS IS
    KNOWING HOW TO GET ALONG WITH PEOPLE

  • THEODORE ROOOSEVELT
  • WORK DOES NOT GENERATE PEOPLE
  • PEOPLE GENERATE WORK!-MOTARA

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EK HET 'N HUISIE BY DIE SEE
H.A.FAGIN
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Ek het 'n huisie by die see.Dis nag. Ek hoor
aaneen,aaneen die golwe slaan teenaan die rots
waarop my huisie staan met al die oseaan se
woeste krag.
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Ek hoor die winde huil-'n kreun,'n klag, soos van
verlore siele in hul nood al dwalend,al klaend
wat in graf en dood geen rus kon vind nie,maar
nog soek en smag.
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My vuurtjie brand ,my kersie gee sy lig. Ek hoor
dan maar hoe loei die storm daar buite, ek hoor
hoe ruk die winde aan my ruite hier binne is dit
veilig, warm en dig.

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Kom nag,kom weer en wind,kom oseaan- dit is 'n
rots waarop my huisie staan.
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  • INSUFFICIENT RESOURCES
  • HOSTILE ATTITUDES OF
  • MANAGERS/TEACHERS
  • UNACCEPTABLE DISCIPLINE
  • LARGE CLASSES
  • DEPARTMENTAL DELAYS
  • POOR LEARNER AND PARENTAL
  • INVOLVEMENT AND A HOST OF
  • OTHER ISSUES!

76
WHERE DO I FIT IN?
  • THERE ARE 3 KINDS OF WORKERS
  • THOSE WHO MAKE THINGS HAPPEN
  • THOSE WHO WATCH THINGS HAPPEN
  • THOSE WHO WONDER WHAT HAPPENED

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  • IF TWO PEOPLE ON THE SAME JOB AGREE ALL THE
    TIME, THEN
    ONE IS
  • USELESS.
  • IF THEY DISAGREE ALL THE TIME, THEN
  • BOTH ARE USELESS
  • DARRYL F ZANUCK




78
FAILURE
  • Failure can be divided
  • into those who
  • thought and never did,
  • and those who
  • did and never thought
  • W.A.Nance

79
(No Transcript)
80
REASONS FOR NOT WANTING TO WORK TOGETHER
  • IM IN CHARGE SYNDROME (IT IS MY JOB)
  • IM AFRAID SYNDROME (THEY WONT MANAGE)
  • THE SPOTLIGHT SYNDROME (THEY WILL TAKE

  • THE CREDIT)
  • THE PRESSURE SYNDROME (I DO NOT HAVE

  • TIME TO DELEGATE)
  • YOU CAN NEVER SPELL SUCCESS
  • WITHOUT THE U
    AND
  • IT CAN NEVER BE SPELT WITH
    AN I

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PRINCIPAL
DEPUTY/HOD
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Who should be the boss of the team?
  • WHEN THE BODY WAS FIRST MADE,ALL THE PARTS WANTED
    TO BE BOSS.
  • THE BRAIN SAID,SINCE I CONTROL EVERYTHING AND
    DO ALL THE THINKING, I SHOULD BE THE BOSS!
  • THE FEET SAID,SINCE I CARRY MAN WHEREVER HE
    WANTS TO GO AND GET HIM IN POSITION TO DO WHAT
    THE BRAINS WANTS, THEN I SHOULD BE THE BOSS!
  • THE HANDS SAID,SINCE I MUST DO ALL THE WORK AND
    EARN ALL THE MONEY TO KEEP THE REST OF YOU GOING,
    I SHOULD BE THE BOSS.

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AND SO IT WENT WITH THE EYES, HEART, THE
LUNGS,AND ALL THE OTHER PARTS OF THE BODY,EACH
GIVING THE REASON WHY THEY SHOULD BE THE BOSS!!!
  • FINALLY, THE EXCRETORY HOLE SPOKE UP AND SAID IT
    WAS GOING TO BE THE BOSS.
  • ALL THE OTHER PARTS BURST INTO A THUNDEROUS
    REPEATED LAUGHTER AT THE IDEA OF THE EXCRETORY
    HOLE BEING THE BOSS!....
  • THE EXCRETORY HOLE GOT SO ANGRY THAT HE BLOCKED
    HIMSELF OFF AND REFUSED TO FUNCTION……………………..

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SOON THE BRAIN WAS FEVERISH AND COULD BARELY
THINK, THE FEET FELT LIKE LEAD WEIGHTS AND WAS
ALMOST TO WEAK TO DRAG THE BODY ANYWHERE, THE
EYES GREW BLEARY, AND THE HANDS HUNG USELESS ON
THE SIDES. ALL PLEADED WITH EACH OTHER TO LET THE
EXCRETORY HOLE TO BE DECLARED THE BOSS.
  • AND SO IT HAPPENEDALL THE OTHER PARTS DID ALL
    THE WORK AND THE EXCRETORY HOLE JUST BOSSED AND
    PASSED OUT A LOT OF CRAP.

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MORALS TO BE LEARNT
  • YOU DONT HAVE TO BE A BRAIN TO BE A BOSS, JUST
    AN OLD OR YOUNG FUNCTIONARY! (EXCRETORY HOLE)
  • NO MATTER HOW WELL THINGS ARE GOING, IT CAN ALL
    BE SHUT DOWN BY A SINGLE, SIMPLE SUBORDINATE!
    (EXCRETORY HOLE)

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Remember YOU chose ONE (1) of the following YOU
associated with YOUR OWN CHARACTER. NOW READ OUT
ALOUD THE ANIMAL YOU CHOSE TO BE ASSOCIATED WITH
  • lion, elephant,
  • monkey, rabbit,
  • giraffe, rhino, fish,
  • hippo, donkey.
  • cat, peacock, owl,
  • snake, tortoise,
  • mouse, ostrich,
  • frog, chameleon.

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THE LION Who gets in and fights whenever others
disagree with his/her plans or interferes with
his/her desires
88
THE ELEPHANT Who simply blocks the way
and stubbornly prevents the group from continuing
along the road to their desired goal
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THE MONKEY Who fools around, chatters a lot and
prevents the group from concentrating on any
serious business.
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THE RABBIT Who runs away as soon as s/he senses
tension, conflict or an unpleasant job. This may
mean quickly switching to another topic(Flight
Behavior)
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THE GIRAFFE Who looks down on the others and the
programme in general, feeling "I am above all of
this childish nonsense".
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THE RHINO Who charges around 'putting her/his
foot into it' and upsetting people unnecessarily.
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THE FISH Who sits with a cold glassy stare, not
responding to anyone or anything.
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THE HIPPO Who sleeps all the time and never puts
up his/her head except to yawn.
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THE HIPPO Who sleeps all the time and never puts
up his/her head except to yawn.
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__ __ ____ ________ ____ ___ ______
___ ___ _____ __ ____
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THE CAT Who is always looking for
sympathy, complaining "It is so difficult for
me..."
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__ __ ______ _______ ___ _________
___ _________ ______ __ ____ _ ____ ______
__
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__ _____ ______ ___ ________ __ __ ____
____ ______ _______ __ ____ _____ ___
___________ _________
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T H E S N A K E W h o h i d e
s i n t h e g r a s s and s t r i k e s
u n e x p e c t e d l y .
101
THE TORTOISE Who withdraws from the
group, refusing to give her/his ideas or opinions.
102
THE MOUSE WHO IS TOO TIMID TO
SPEAK UP ON ANY SUBJECT.
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The ostrich who buries his/her head in the
sand and refuses to face reality or admit there
is any problem
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The frog who croaks on and on about the same
subject in a monotonous tone
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__ _________ ___ _______ _________ __ __
______ ___ ____ ____ __ ______ ___ _____ __ ___
_____ ___ _________ ____ __ _______
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"ITS AMAZING WHAT CAN BE ACHIEVED
WHEN NO ONE CARES WHO GETS THE CREDIT"
in a team...
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TEAM APPROACH BENEFITS
  • COLLABORATION support each other because of

  • identification. Greater results.
  • OWNERSHIP generating ideas, finding solutions,
  • making decisions,
    implementing
  • actions, shared
    identity, member
  • empowerment and
    ownership of success and
  • failure.
  • EFFICIENT APPLICATION share info, apply
    resources,

  • talents, strengths optimally
  • IMPROVED QUALITY AND PRODUCTIVITY higher
    standard

  • output
  • QUALITY OF DECISION MAKING Shared knowledge and

  • more information

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TEAM LEADERSHIP IN SCHOOLS
  • RESPONSIBILITY FOR GROUP
  • EFFECTIVENESS IS SHARED BY THE GROUP
  • CONTROL OVER FINAL DECISION IS BEST LEFT TO THE
    GROUP
  • POSITION AND POWER ARE DE-EMPHASISED IN TEAM
    LEADERSHIP
  • THE LEADER PERCEIVES THE GROUP AS INTERACTING
    AND COLLECTIVE AND NOT AS INDIVIDUALS IN A GROUP

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WHICH ONE OF THE BONES ARE YOU???
  • A TEAM IS MADE UP OF 4 BONES
  • THERE ARE THE WISH BONES, WHO SPEND THEIR TIME
    WISHING SOMEONE ELSE WILL DO THE WORK
  • THEN THERE ARE THE JAW BONES WHO DO A LOT OF
    TALKING,BUT VERY LITTLE ELSE
  • THIRDLY, THE KNUCKLE BONES,WHO KNOCK EVERYTHING
    THAT ANYBODY TRIES TO DO
  • FINALLY, THERE ARE THE BACK BONES, WHO GET UNDER
    THE LOAD AND DO THE WORK…

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TEAM LEADERSHIP IN SCHOOLS
  • TASK ORIENTATED FUNCTIONS ARE SHARED BY ENTIRE
    GROUP
  • EXPRESSIONS OF MEMBERS FEELINGS AND NEEDS ARE
    ENCOURAGED AND DEALT WITH OPENLY IN MEETINGS
  • LEADER SUSTAINS TEAM BY RESOLVING CONFLICTS WITH
    THE HELP OF THE TEAM
  • DELEGATION IS AGREED UPON AND RESPONSIBILITY IS
    FREELY ACCEPTED

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Problem solving the questions
  • What is the real problem to be solved?
  • What is the ideal solution?
  • What options do WE have?
  • What might happen if WE put these options into
    practice?
  • What is OUR decision?
  • Now do it!
  • JUST DO IT!!!!

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???? SOLUTIONS ???? WAY FORWARD…
  • LET US DECIDE TO WORK TOGETHER
  • IF WE ATTEMPT WE CAN MAKE IT HAPPEN
  • CHANGE THE SITUATION-LEAVE THE PERSONS
  • WORK AND LET WORK
  • DECIDE ON A TIMEFRAME TO
  • EVALUATE THE SITUATION…
  • MOVE ON TO HIGHER IDEALS.

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AS FROM 2009,THE PRINCIPAL AND STAFF….
  • WILL CONDUCT MEETINGS NOT LONGER THAN ONE AND A
    HALF HOURS
  • NO ABSENTEEISM WITHOUT VALID REASONS
  • ON TIME, IN TIME, OVERTIME!!!!
  • WILL CONSIDER DECISIONS OF STAFF, BUT WILL
    ULTIMATELY MAKE THE FINAL DECISION
  • WILL DISCUSS TEACHER SHORTCOMINGS IN THE OFFICE
  • RESPECT THE POST
  • WILL BE FRIENDLY BUT NOT BEFRIEND ANYONE

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AS FROM 09, THE SCHOOL WILL DRAFT AGREED UPON
  • DEPUTY,HOD,TEACHER ROLES RESPONSIBILITIES,
  • LEAVE SCHEDULE
  • SCHOOL PROGRAMME-ACTIVITY, RESPONSIBLE
    PERSON,TIME FRAME, REPORTING, CONTROL
  • PROFESSIONAL DEVELOPMENT
  • SCHOOL OPERATIONAL PLANS
  • ADMINISTRATION
  • ORGANISATION

115
IF YOU FAIL TO SEE
  • THE PERSONS ATTEMPTS BUT ONLY THEIR FAULTS THEN
    WHO IS …

BLIND???
116
IF YOU CANNOT HEAR
  • THE CRIES FOR HELP OF YOUR LEARNERS
    COLLEAGUES BUT ONLY THEIR COMPLAINTS,THEN WHO IS…





117
IF YOU DO NOT STAND UP
  • FOR THE EDUCATION OF LEARNERS, BUT CONTINUALLY
    BLAME EVERYONE ELSE, THEN WHO IS

CRIPPLED???
118
IF YOUR HEART OR MIND
  • DOES NOT REACH OUT TO YOUR WORK, AND YOU VIEW
    YOUR WORK A BURDEN, THEN WHO HAS AN

ATTITUDE
PROBLEM???
119
IF YOU DO NOT COMMUNICATE WITH YOUR LEARNERS AND
COLLEAGUES
BUT STAY ALOOF FROM THEM,






120
WHO IS DISABLED?
WHO IS DISABLED? OUR ATTITUDES TOWARDS OUR WORK
AND PEOPLE MAY BE OUR
BIGGEST
BARRIER
NEVER LET IT BECOME YOURS TOO!
121
WE MUST, CAN, AND WILL.
ATTITIDES(develop positive ones)
COMMITMENT(to do)
DETERMINATION (to work hard)
WILL POWER(to succeed)
MOTIVATION(what is given to us,but it is up to
us to fire the cannonballs)
122
REMEMBER
  • WE HAVENT FAILED.
  • WE NOW KNOW A THOUSAND THINGS THAT WONT WORK,
  • SO WE ARE MUCH CLOSER
  • TO FINDING WHAT WILL

  • THOMAS EDISON

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I hope that my achievements in life shall be
these that I will have fought for what was
right and fair, that I will have risked for
that which mattered,
and that I will have given help to those who were
in need that I will have left the earth a better
place for what I've done and who I've been."
Hoppe
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  • IF FOR THIS PRESENTATION YOU PRAISE ME-ITS A
    USELESS PRAISE!
  • IF YOU WISH TO REWARD ME MATERIALLY-IT WILL BE A
    BRIBE!
  • IF,HOWEVER,YOU REALLY WANT TO SHOW
    APPRECIATION-THAN IMPLEMENT WHAT YOU HAVE LEARNT
    AND THEREBY ENSURE SUCCESS-THIS WILL BE THE
    GREATEST ACCOLADE I WILL RECEIVE!!!

THANK YOU
125
END
H.MOTARA
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