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A common refrain from teachers who bemoan the fact that children struggle to follow simple instructions, even moments after they’ve been given.
Rather spend a few extra minutes going over directions than wasting tons of precious time trying to unravel chaos!
Here are I’ve got 5 strategies that will, hopefully, end all this frustration and get your class back on track!
1. When I Say “Go”
Every single time you give directions, insert the magic phrase: “When I say ‘Go.’” Every.Single.Time.
When you’re giving a series of directions to children, they often hear just one part (usually the part that sounds most interesting) and forget the rest. As teachers are talking through the steps, they’re thinking about that one part and wanting to get started right away!
When kids are excited about what they’re going to do (or choosing their spot or finding their partner, etc.), they’ve switched into ACTION mode when we still want them in LISTENING mode.
Help students stay in listening mode longer by including the phrase “When I say ‘Go.’” This means that no one is moving or starting their work until I’ve said my magic word.
“In just a moment, I’ll send you off to get started on your monster story. When I say ‘Go’ I want you to grab your supplies, choose your smart spot, and get started quietly.“
2. Repeat to a Partner
Having students repeat the steps to a partner is a powerful way to improve the chances of everyone knowing and following directions.
As you give directions, many students lose track of the steps even though they were listening. Before moving into ACTION mode, have students turn to a partner and explain what they are about to do.
“In just a moment, we’ll get started. But let’s see who remembers what we’re going to do. Turn to your partner and tell them the five steps.“
If you notice any student/s who aren’t sure of the directions, ask for a volunteer who you think is confident enough to share the steps with the entire class. Then have everyone turn back to their partner and try again.
3. Post the Steps
I have discovered that one powerful way to help students understand and follow directions is to post simple reminders of the steps they’ll be taking.
After posting the reminder cards, jot down any additional reminders off to the side of each step. The cards simplify the steps and offer a visual reference for students, so if anyone has trouble remembering what to do, they know exactly where to look.
4. Mirror Modeling
Most teachers are already in the habit of modeling for students. You show the exact steps students will take and talk them through our actions. But, to make this even more powerful, have students copy what you are doing, acting out each part like little mimes.
When you add in movement, students can’t just zone out! You can easily see who is paying attention and who is missing the directions.
5. Guided Release
The idea with guided release is that you slow down the transition from listening to action and make sure that everyone knows exactly what to do.
After giving directions, ask for a few volunteers to go first and demonstrate what will happen next. For example, if you’re beginning math stations and you’d like students to walk quietly to their first spot and get started right away, choose a few students to model this for the rest of the class.
As the models begin, ask students to point out what they notice. (Cassie is walking. Jabu got started right away.) If you think the rest of the class is ready, then send them all off, or send another small group to continue modeling.
With this strategy, it’s easy to get the entire class started on their next activity without a single off-task student or missed step.
A Class That Follows Directions
The strategies above can be stacked and combined in various ways to ensure that everyone in your class knows exactly what to do and actually does it.
With simple changes to routines and language, you can help learners make better choices, engage in learning, and grow into their best selves.
Basic Education (DBE) Minister Angie Motshekga has called for investigations into the circumstances surrounding the death of the learners, Enoch Mpianzi and Keamohetswe Seboko.
Mpianzi, a Parktown Boys’ High learner, allegedly drowned during a river rafting exercise on a school orientation camp on Wednesday in Brits, North West.
Keamohetswe was found dead at Laerskool Bekker’s Hostel Swimming pool in Magaliesburg.
Motshekga said the circumstances surrounding the death of the learners must be thoroughly investigated in order to avoid similar occurrences in the future.
“We also appeal for patience and urge members of the public to refrain from speculating, as we await the outcome of the investigations into the drowning of Enoch Mpianzi and Keamohetswe Seboko. Our prayers are with the families of the deceased learners,” the Minister said Monday.
The education minister also seconded a team from the DBE’s school safety unit to help with the investigations.
“The team will also assist in ensuring that the affected families are supported in these difficult times,” she said.
Motshekga expressed her condolences to the families and school communities of the deceased learners and that of the principal who was shot dead last week.
Motshekga also strongly condemned the torching of schools and theft of school property.
“We have full confidence that law enforcement agencies will find and bring to book, those responsible for damages to school infrastructure.
We urge communities to take back control of schools by safeguarding educational facilities and reporting any suspicious activity at the nearest police station.”
The SA Human Rights Commission (SAHRC) has offered legal assistance to the family of the 13-year-old Parktown Boys’ High School learner who drowned at a Grade 8 orientation camp in the North West last week.
Enoch Mpianzi went missing at the Nyati Bush and Riverbreak Lodge last Wednesday. His body was found on Friday.
Mpianzi was last seen when a makeshift raft which he and other boys were using overturned on the first day of camp on the Crocodile River.
In another incident, Keamohetswe Shaun Seboko of the Magaliesburg’s Laerskool in Johannesburg drowned in the school’s swimming pool on Wednesday, 13 January 2020.
The SAHRC’s Buang Jones said the Commission stepped in after the Mpianzi family indicated that it would like the Chapter 9 body to help.
The SAHRC is to meet with the family Monday.
“The meeting is to give them an opportunity to ventilate their concerns and give them an opportunity to explore the remedies they are seeking. But we stand ready to provide legal support to the family,” Jones said.
Parktown Boys’ High School and the lodge have come under fire after the incident and has been widely criticised for the way it handled the case.
The criticisms relate to questions about why it took the school several hours to report the disappearance of the boy – both to his parents and to other parents whose children were on the camp.
Questions have also been raised about whether the boys were wearing life jackets at the time they took part in the “water activity.”
Parliament’s Select Committee on Education said it was “devastated” by the high number of the recent incidents of tragic deaths of learners around the country.
Tributes are pouring in for a missing 13-year-old Grade 8 pupil whose death was confirmed Friday following an orientation camp outing that went horribly wrong.
Shocked and teary-eyed parents and pupils at Parktown Boys’ High School in Johannesburg were seen walking out of the school gates, as Gauteng Education MEC Panyaza Lesufi informed that Enoch Mpianzi’s body had been found.
The Gauteng Education MEC said the boy’s death will be investigated.
“I am here with the parents and the leadership of the school. We hoped and wished [that he would be found alive], but police retrieved the body. It was difficult to brief the family,” a visibly upset Lesufi said.
Such a Tragedy. Enoch Mpianzi, May your soul rest in peace🙏🏻 The teachers who accompanied the kids on camp should be held accountable. Why didn’t they do a head count immediately after the raft capsized?
Danie van der Merwe, marketing manager at Nyati Bush and Riverbreak, where the camp took place, referred all media queries to the education department, News24 reported.
Devastating. Horrific incompetence demonstrated by this school and the camp organizers. Heartbreaking, devastating consequences. #EnochMpianzi 💔
Quality, relevant and targeted education is one of the most pressing issues of our times. In this fast and ever changing world, parents the world over are anxious over the kind of education models on offer which would remain relevant in their children’s lives with the onset of the Fourth Industrial Revolution (4IR).
In today’s world of seemingly unlimited opportunities, the excess of options have also create confusion for parents.
In addition, policy makers are grappling and scrambling to institute appropriate educational system which will meet the demands of tomorrow.
What is relevant today may be irrelevant tomorrow. The skills which were considered job oriented a decade back are now outdated. Automation and AI have put humans in competition with machines.
“As globalization and rapid advancements in technology continue to transform civic space and the world of work, education systems have grown increasingly disconnected from the realities and needs of global economies and societies.”
Automated Pepper during the National Senior Certificate (NSC) 2019 Ministerial Announcement at the Vodacom Dome in Midrand. 07/01/20 Photo: Oupa Nkosi
“Education models must adapt to equip children with the skills to create a more inclusive, cohesive and productive world,” the report states.
The WEF believes that these models and school systems would “serve as the inspiration for driving a holistic and transformative action on this important agenda.”
The report is the result of a widely consultative process with educators, policy and business leaders, education technology developers, and experts curated by the Platform for Shaping the Future of the New Economy and Society, the WEF said.
The eight models for future schools to prepare for 4IR have been dubbed: ‘Education 4.0.’
The 8 models were picked from 70 submissions from across the globe after analysis based on four criteria: – alignment with the education 4.0 framework; – potential for scaling up; – a multitask holder approach to design and implementation; – demonstrated improvement in student outcomes, access to learning and learning outcomes.
They are summarized as:
1. Global citizenship skills: Content that focuses on building awareness about the wider world, sustainability and playing an active role in the global community. Examples: Green School of Indonesia and Ka Kuma Project of Kenya. The Green Schools of Indonesia focus on environment while Ka Kuma model has devised a curriculum based on the on 17SDGs (Sustainable Development Goals) of the United Nations for the year 2020.
2. Innovation and creativity skills: Content that fosters skills required for innovation, including complex problem-solving, analytical thinking, creativity and systems analysis. Examples: The Knowledge Society of Canada and Kabakoo Academics of Mali.
4. Interpersonal skills: Content that focuses on interpersonal emotional intelligence, including empathy,cooperation, negotiation, leadership and social awareness. Examples: iEarn of Spain and South Tapiola High School of Finland.
5. Personalized and self-paced learning: Shifting from a system where learning is standardized, to one based on the diverse individual needs of each learner, and flexible enough to enable each learner to progress at their own pace. Examples: Pratham of India and Anji Pay of China.
6. Accessible and inclusive learning: Migrating from a system where learning is confined to those with access to school buildings to one in which everyone has access to learning and is therefore inclusive. Examples: Prospect Charter Schools of the US and Tallahassee Community College (TCC) of the US.
7. Problem-based and collaborative learning: Moving away from process-based to project and problem-based content delivery, requiring peer collaboration and more closely mirroring the future of work. Examples: Innovative Schools of Peru and British School Muscat of Oman.
8. Lifelong and student-driven learning: Move away from a system where learning and skilling decrease over one’s lifespan to one where everyone continuously improves on existing skills and acquires new ones based on their individual needs. Examples: Skill Builder Partnership of the UK and Skilling for Sustainable Tourism of Ecuador.
“Activating Education 4.0 will require greater alignment between actors on defining and assessing the skills of the future, preparing the teaching workforce to lead this transition, and enhancing connectivity across schools and school systems,” the WEF report said.
The WEF said it’s engaging academic and political leaders from across the world to discuss these models and to adopt them as “per their needs” in their respective countries.
The @wef Annual Meeting 2020🌏will take place 21-24 January. Join in the conversation using #wef20, tag us in your posts and find out more about the event themes here: https://t.co/omHTOTN4fz
South Africa’s Higher Education Minister says he’s concerned with the numbers which show that fewer matriculants achieved more than 40% for mathematics in the 2019 matric examinations.
A record 81.3% of matrics passed in 2019, with over 180,000 achieving bachelor passes.
However, Blade Nzimande said, fewer pupils would be allowed to study programmes in mathematics and science compared to the previous year.
Nzimande pointed out that most bachelor degree programmes that required mathematics would not accept candidates who achieved lower than 40%.
“The actual number who passed with 40% or above in mathematics was lower than the number in 2018. The number in 2018 was 86,874. In 2019, the number was 77,751, which means it’s a drop.”
The minister was speaking on the implications of matric results on the post-school education and training sector.
Analysing the application statistics, he noted that more students opted for universities rather than TVET colleges.
Statistics showed that 453 157 students preferred admission at universities, while 90 111 chose colleges, said Nzimande, adding that more than 212 000 returning university students have been declared eligible for funding from the National Student Financial Aid Scheme (NSFAS) funding for the 2020 academic year.
NSFAS received more than 500 000 applications for the 2020 academic year.
Nzimande said applicants included those who were writing their 2019 NSC examinations, grades 10 and 11 pupils intending to further their studies at TVET colleges and returning pupils.
The student financial aid scheme has so far approved 430 000 applications, he said.
President Cyril Ramaphosa told key stakeholders in the basic education sector immediate task as government is to improve the foundational skills of literacy and numeracy, especially reading.
“It is for this reason that reading for meaning has now been declared an apex priority,” Ramaphosa told delegates at the Annual Basic Education Sector Lekgotla in Kempton Park, Ekurhuleni.
The President said that by 2030, “South Africans must have access to education and training of the highest quality, leading to significantly improved learning outcomes.”
He added that skills such as literacy, numeracy and science must be complemented by team work, critical thinking, communication, persistence, and creativity. “All these skills are interconnected,” he said.
“They are part and parcel of the skills set necessary to meet the demands of a changing economy and the future of work.”
#2020DBESectorLekgotla Ramaphosa: Education resides at the centre of what is the future of work. Globalisation, 4IR, climate change and we have found the future of work revolves around lifelong learning. pic.twitter.com/NynIgghsDC
“The main thrust of our plan is to ensure reading for meaning across the curriculum, in all grades, and in all schools throughout the country. Our plan is to ensure that we teach all our learners to read well.”
He said society needs to play its part so that all learners and young people becoming lifelong readers.
“Today, we say to all South Africans that reading is not a portion of education, it is education.”
President Ramaphosa called for a collaborative approach.
“We cannot succeed on our own as government to get the nation reading. That is because the first real teacher of any child is the parent. What is taught at home must be reinforced at school. Similarly, what is taught at school must be reinforced at home.”
He said government has moved to strengthen the capacity of the sector, especially teachers, through the wall-to-wall capacity building of anyone in the reading ‘supply chain.’ “All teachers are going back to school to be taught the latest how-to-teach reading methodologies.”
Ramaphosa also spoke of the “value and importance” of partnerships in meeting the developmental needs of our country.
#Ramaphosa: Our challenges in the basic education are still immense. Judging by the recent progress, it shows that we are capable of achieving greatness as a nation. #DBE2020SecotorLekgotla
“Our collective task as a nation is to move South Africa to the next frontier of economic development, in which basic education plays a key role,” said Ramaphosa.
Hector Peterson Primary School principal Mmabatho Mahapa is hoping a contractor who has been building a block of classrooms at her school since 2017 could finish the work soon so they can improve on the 89% pass rate they scored last year.
The school located in Phagameng township in Modimolle, Limpopo has 1068 learners some of whom sit for their lessons in shipping containers because of the delays.
The school was one of two in the area toured by Minister of Basic Education Angie Motshekga on the first day of the 2020 schooling calendar Wednesday.
Motshekga visited the school as part of the national educations department’s school readiness and back to school oversight and monitoring visits.
The Department of Basic Education (DBE) said its officials assess the readiness of schools at the beginning of the academic calendar “in order to advance any form of assistance from the earliest possible point in the year.”
The visits also focus on among other aspects, such as the delivery of learner and teacher support materials and adherence to teaching and learning from the first day of school.
These include a meeting with school management teams to assess challenges and entrench the school improvement programs from the outset.
During a meeting with staff and the SGB late morning Motshekga commended them for their good work at the school and revealed that the department would be focusing as much on Early Childhood Development (ECD) as it will be on matrics.
President Cyril Ramaphosa has made repeated calls for emphasis and intervention in ECD, with responsibility now migrated from the social development to Motshekga’s ministry.
It’s estimated that over 700 000 children are currently accessing ECD services across the country. Although Limpopo registered a 3.8% increase in the 2019 matric pass rate it scored the lowest among the nine provinces with a 73.2% average.
Limpopo MEC for education Polly Boshielo is not fazed by the fact that her province scored the lowest in the 2019 Matric…
Limpopo education MEC Polly Boshielo pointed to a lack of development and poverty levels as some of the contributing factors to the poor results.
Her views are backed by findings of the 2018 General Household Survey by Stats SA which found that at least 91,2% of learners in Limpopo benefitted from school feeding schemes.
Hector Peterson Primary is the beneficiary of such a scheme which begins with a breakfast at 07h30 before classes commence.
Mahapa said learners at the school are still struggling with reading and spelling. A 2016 report of the Progress in International Reading Literacy Study found that 78% of grade pupils in SA could not read for meaning.
This means children did not understand what they are reading.
SA was placed last out of 50 countries that participated in the study, with Limpopo and Eastern Cape the poorest performers with scores below 300 points.
Mahapa said they have made a number of interventions which include enrolling in internationally recognised reading and literacy programmes.
These include the Partners for Possibilities programme which has been described as a co- action, co-learning partnership between school principals and business leaders to enable social cohesion through partnerships and empower principals to become change leaders in their schools and communities.
Mahapa said they have begun seeing “light at the end” since joining the programme and received donations of books for English reading from a private funder.
She said the main challenge facing the school was the lengthy project to build an additional block of classrooms. The project started in late 2017 and remains incomplete.
Learners at the Hector Peterson Primary School in Phagameng, Limpopo are forced to study in shipping containers due to a building project that has dragged for over two years. Photo: Lucas Ledwaba/Mukurukuru Media
This has forced a large part of learners to study in mobile classrooms in the form of shipping containers which presents challenges. “When it’s hot, they [containers] are hot. When it’s cold then we are also cold,” she said, adding that this affects learners’ ability to concentrate.
She said the containers need constant repairs as a result of wear and tear and this exhausts their meagre resources financial resources.
The school, located in a small rural farming town faces a unique challenge. Farm schools are being forced to shut down due to low enrolment caused by among others the agriculture sector shedding jobs due to mechanisation and former workers having to relocate to townships.
The Hector Peterson Primary School has now absorbed scores of learners who were previously enrolled at farming schools and this has added to the number of pupils.
The school doesn’t have a library or laboratory but still managed to produce a 89% pass rate last year. “It’s our wish to have those things. Infrastructure is very important. We know that if this improves then we can do even better,” said Mahapa.
She added that stationery was delivered on time last year which enabled teachers to commence with teaching on the first day.
Limpopo premier Chupu Mathabatha, education MEC Boshielo, and other members of the executive followed the national trend and were out in force across the province early Wednesday visiting schools.
There was no mistaking the carnival-like atmosphere in Noordgesig, located on the fringes of Soweto, where parents and learners took charge of their new school, refurbished to the tune of R110 mil by the Gauteng Department of Education (GDE).
“This a major project for them as they aim to make a change in the education sector.
“Everything we were deprived off back then at school, our children will get, said Education MEC Panyaza Lesufi after being handed the keys to the school by Infrastructure and Development MEC Tasneem Motara.
Noordgesig Primary School was one of the schools identified by the GDE to be revamped as it moves to improve the quality of education in townships.
The Noordgesig community has been patiently waiting nearly 5 years for the old asbestos school to be demolished and rebuilt with a brick and a mortar structure.
Premier David Makhura recalled when he first came to Noordgesig in 2015, the community complained about crumbling school infrastructure in the area.
“Today I return a happy man as the provincial government has delivered on their promise to the people.”
The school boasts state of the art facilities, 6 classrooms per grade, a Grade R block with 4 classrooms, 2 smart science labs, 2 smart multi-purpose rooms and a dining hall.
Over 1800 learners from Grade R to Grade 7 will be accommodated in the newly built school.
Parents entered the school hall singing and dancing as they expressed their gratitude to the GDE for acting on their concerns and demands for enhanced education facilities.
Motara said this is but one example of a project delivered in record time. The school took 72 weeks to build and the Department highlighted that 42 local subcontractors were enlisted in the facility’s construction which aligns with the criteria as outlined in President Cyrils Ramaphosa’s Kawuleza programme.
Lesufi said primary education is an important phase as it lays the foundation for learners, adding GDE will be releasing results of all primary schools this year.
“This is to keep track and to make sure pupils understand the importance of education.”
Johannesburg Mayor Geoff Makhubo was also present and said the City will support the GDE to protect the school’s infrastructure to ensure it’s kept clean.
