Over the past few years, it has become clear that the path of transformation in schools since 1994 has not led South Africa’s education system to where we had hoped it could be. Through tweets, posts and recent protests in schools, it has become apparent that in former Model-C and private schools, children of colour and those who are ‘different’ don’t feel they belong.

Following the astonishing success of How To Fix South Africa’s Schools, the authors sat down with young people who attended former Model-C and private schools, as well as principals and teachers, to reflect on transformation and belonging in South African schools. These filmed reflections, included on DVD in this book, are honest and insightful.

Drawing on the authors’ experiences in supporting schools over the last twenty years, and the insight of those interviewed, A School Where I Belong outlines six areas where true transformation in South African classrooms and schools can begin.

Updated with new research and insights, the second edition of this foundational guide to the how of differentiation provides the thoughtful strategies teachers need to create and maintain classrooms where each student is recognized and respected and every student thrives. One of the most powerful lessons a teacher must learn is that classroom management is not about control; it's about delivering the support and facilitating the routines that will make the classroom work for each student, and thus, set all students free to be successful learners. In Leading and Managing a Differentiated Classroom, Carol Ann Tomlinson and Marcia B. Imbeau explore the central priorities and mindsets of differentiation and provide practical guidelines for making effective student-centered, academically responsive instruction a reality. Their classroom management approach is based on three critical understandings: 1. When students are engaged, they have no motivation to misbehave. 2. When students understand that their teacher sees them as worthwhile people with significant potential, it opens doors to learning. 3. The classroom can't work for anybody until it works for everybody. Written for K-12 teachers and instructional leaders, this book is packed with strategies for structuring and pacing lessons, organizing learning spaces and materials, starting and stopping class with purpose, setting up and managing routines, and shifting gears if something isn't going well. It also gives teachers the guidance they need to help students, colleagues, and parents understand the goals of differentiated instruction and contribute to its success. Along with examples of recommended practice drawn from real-life classrooms at a variety of grade levels, you will find answers to frequently asked questions and specific advice for balancing content requirements and the needs of learners. You'll gain confidence as a leader for and in your differentiated classroom and be better prepared to teach in a way that's more efficient and rewarding for you and more effective for every student in your care.

The increasing lack of discipline in South African schools and the impact thereof is well known. In most instances, existing punitive measures do not yield the required results. Yet, schools continue to scramble to find alternative punishments that will result in a disciplined environment conducive to teaching and learning. Albert Einstein rightly said: “Insanity is doing the same thing over and over again expecting different results.”

Restorative School Discipline: The Law and Practice seeks to provide an alternative approach to discipline. However, to implement this approach, a complete mind-shift is required. This mind set requires an understanding that to discipline learners is to teach socially acceptable behaviour. The restorative approach entails moving away from an approach that merely focuses on the ill-disciplined learner to an approach that focuses on preventing disciplinary problems, changing the culture of the school and restoring the harm done to those affected by the misconduct. The restorative approach involves focusing on finding solutions to address the needs and interests of all the role-players in the school community, rather than finding suitable punishments. Thus, focusing on the best interests of every learner as well as those of educators. Restorative discipline is a value-driven approach that respects the human rights of every stakeholder and also protects, promotes and fulfils everyone’s human rights.

This book explains the restorative approach to discipline in detail. The role of every stakeholder in the implementation of this approach also receives attention. Furthermore, it highlights the social justice implications as well as the impact of discipline on the neurological functioning and development of the child.

Restorative School Discipline: The Law and Practice provides practical advice for SGB’s, educators, school social workers and other role-players, such as the Department of Basic Education, on how to implement the restorative approach to discipline. It also examines the Constitutional imperatives and the legal framework related to school discipline. This ground-breaking book will provide guidance for school administrators, practitioners and academics on this innovative school discipline practice.

Packed with practical strategies you can use to create a culture of self-motivation in your school!Teachers use traditional incentive and reward systems with the best of intentions. We're trying to support students' positive behavior and learning. We're hoping to motivate and inspire students to work hard and do well in school. If everyone behaves, we'll have a pizza party. The more books you read, the more stickers you'll receive. On the surface, these systems seem to make sense. They may even seem to work. But in the long term, they do not foster intrinsic motivation or a love of learning. In fact, they often have the opposite effect. In Tackling the Motivation Crisis: How to Activate Student Learning Without Behavior Charts, Pizza Parties, or Other Hard-to-Quit Incentive Systems, award-winning educator and best-selling author Mike Anderson explains * The damage done by extrinsic motivation systems and why they are so hard for us to give up. * What intrinsic motivation looks like and the six high-impact motivators-autonomy, belonging, competence, purpose, fun, and curiosity-that foster it. * How to teach the self-management and self-motivation skills that can make a difference for kids. * How to use intrinsic motivation in curricula and instructional strategies, feedback and assessment, and discipline and classroom management. Ultimately, our job as teachers is not to motivate our students. It's to make sure that our classrooms and schools are places that inspire their intrinsic motivation and allow it to flourish. Anderson shows how you can better do that right away-no matter what grade level or subject area you teach.

Are you picking up all your students' work is trying to tell you? In this book, assessment expert Susan M. Brookhart and instructional coach Alice Oakley walk teachers through a better and more illuminating way to approach student work across grade levels and content areas. You'll learn to view students' assignments not as a verdict on right or wrong but as a window into what students "got" and how they are thinking about it. The insight you'll gain will help you * Infer what students are thinking, * Provide effective feedback, * Decide on next instructional moves, and * Grow as a professional. Brookhart and Oakley then guide teachers through the next steps: clarify learning goals, increase the quality of classroom assessments, deepen your content and pedagogical knowledge, study student work with colleagues, and involve students in the formative learning cycle. The book's many authentic examples of student work and teacher insights, coaching tips, and reflection questions will help readers move from looking at student work for correctness to looking at student work as evidence of student thinking.

Barack Rosenshine's Principles of Instruction are widely recognised for their clarity and simplicity and their potential to support teachers seeking to engage with cognitive science and the wider world of education research. In this concise new guide, Rosenshine fan Tom Sherrington amplifies and augments the principles and further demonstrates how they can be put into practice in everyday classrooms.The second half of the book contain Rosenshine's original paper Principles of Instruction, as published in 2010 by the International Academy of Education (IAE) - a paper with a superb worldwide reputation for relating research findings to classroom practice.

15 Steps to Effective Prayers a " Knowing how to Pray with Results! will teach you how you can pray effectively and get results by doing so. Our walk and spiritual growth depends on our prayer life! This book aims to show every Christian the importance of such a prayer life from the viewpoint of an experienced Prayer Intercessor, Sharon Downer. The author will teach you the importance of praying continually, praying for others, praying for miracles and communicating with the Lord, which will help you build a closer relationship with Him through prayer. Ita s a must read for every Christian as prayer moves mountains.

Firmly rooted in research evidence of what works within the classroom for our most disadvantaged students, Disciplinary Literacy and Explicit Vocabulary Teaching offers teachers and school leaders practical ways in which those students who are behind in their literacy capabilities can make excellent progress. Building on the work of Geoff Barton in his influential book Don't Call it Literacy, Kathrine Mortimore outlines the unique literacy challenges posed by specific subject areas for those with weaker literacy skills, and more importantly how these challenges can be addressed and overcome. A student's GCSE results are vital in giving them the choices they deserve in order to go on to the next stage of their academic careers. This book draws on the success stories of schools and subjects that have made significant improvements in the outcomes of the children they teach, regardless of their starting points. From the inevitable success of Michaela Community school, to the gains made by the English department at Torquay Academy and the rapid reading improvements at Henley Bank, this book draws on both whole school initiatives and subject-specific strategies which have had proven success. This book places a wide and balanced knowledge-rich curriculum at the centre of any school improvement strategy designed to improve literacy, and illustrates the role that all subjects must combine to play in building the vital background knowledge and vocabulary that young people need in order to read independently. This curriculum must then be delivered using those teaching methods that have had the greatest impact on disadvantaged learners, and this book sets out how the methodology of direct and explicit instruction can be adopted within each subject area. Alongside this is a useful summary of staff development and inset which offers practical ways in which teachers' adoption of these effective strategies can be facilitated. There are also useful sections on creating a whole school dictionary of essential vocabulary, creating a culture of reading and writing, and also those key literacy barriers experienced by those students with some of the most common special educational needs.

Teacher quality is widely reputed to be the key determinant of educational success for students. Teachers at the beginning of their career need support and guidance in providing a sustained, high quality experience for their learners. The role of continuing professional development (CPD) is crucial in honing and refining the knowledge, understanding and skills of teachers. Effective CPD can also provide teachers with the self-efficacy needed, particularly when they start teaching, to stay in the profession. With teacher shortages reported across the globe, and up to one third of teachers in England leaving the profession by their fifth year in teaching, CPD is an attractive solution to retain teachers. The Department for Education have established a mandatory CPD framework for all early career teachers (ECTs) teaching in schools in England - The Early Career Framework (ECF). Tanya Ovenden-Hope (Editor) brings together insights from those most closely connected to the ECF; the training providers, school leaders and academics involved in understanding the efficacy of professional development and learning in schools. Ovenden-Hope offers an historical record of the ECF, showing where it came from, what it offers now for schools and early career teachers (ECTs) and the challenges and opportunities for development in the future.

We have a serious problem with the image of teaching in this country. In the eyes of many, teaching is not truly a profession akin to other professions. In the popular imagination, it is not on a par with medicine, law or accountancy, engineering, architecture or business. It is not held in the same esteem as careers which are of equivalent importance to society. Must do better challenges this damaging and pernicious status quo. It examines the origins of our problem with teaching, it shines a light on the exciting reality of teaching in the 21st century, and it charts a new course for the image of the modern teaching profession. The book is written to be easily read by the general reader, because ultimately it is with the general reader - the parent, the employer, the politician - that lies the power to effect the change that society needs. We can and we must change the image of teaching for the better.

This isn't your average book about pastoral care - it is a no-nonsense exploration of the knowledge base that excellent pastoral practitioners, be they aspiring, new, or experienced, need to excel in their roles. Written for teaching and non-teaching pastoral leaders alike, this book combines theory, evidence, and research with best practice and on-the-job experience to help you on the way to becoming the very best pastoral leader that you can be. It is written for pastoral leaders by a current pastoral leader, reflecting the reality of our roles - the extraordinary pressures and challenges that we face, sometimes in just getting through the day.

Today's school principals face unprecedented challenges that can overwhelm even the most dedicated among them. What can they do when their initial enthusiasm for the job begins to deflate, when the demands of the job seem to outnumber the rewards? How can they regain the energy that propelled them early in their career? The Principal Reboot answers these questions with specific advice on how to reignite passion in addressing the many aspects of the principalship, including: Defining a school's values and mission through rebranding. Strengthening relationships with staff, students, and communit. Leading renewed efforts to improve instruction. Developing teacher leadership. Using data effectively and innovatively. Improving operational procedures and processes. Sharing the wisdom gained from colleagues and her own experience as a principal, author Jen Schwanke offers an engaging, accessible account of the ups and downs of the job, along with helpful, step-by-step suggestions for how to reinvigorate a flagging career and restore the joy that comes with making a school the best that it can be.

Have you ever wondered why your students don't revise? Or why they revise ineffectively? Often, they simply don't know how. This is where The Revision Revolution comes in. What if, instead of just telling students to revise, we taught them explicit study skills from Year 7? What if we made revision enjoyable, even irresistible? The aim is not just to help students pass exams, but to embed their learning and help them grow into knowledgeable and informed young adults. In this book, Helen Howell and Ross Morrison McGill guide you step by step through how to start and sustain a revision revolution in your school, building a culture of effective study that flows through all aspects of school life.

Developing effective schools which provide relevant, meaning-filled, quality education in South Africa today is a daunting task. Since apartheid was dismantled, the educational environment of many schools is still rife with the structural inequalities and challenges that form part of apartheid's legacy. And in the current South African educational system, enabling policy frameworks only go so far in creating a meaningful school environment. This updated edition of The Learning School offers educators insights, guidelines and a holistic perspective on how to engage with the development of a school, using a psycho-social approach. It emphasises the importance of teachers having a sense of purpose and belonging in education; that teaching and learning can make a difference; and the crucial role teaching and learning can play as a healing force in society. It stresses that real and lasting change in schools can only happen through the passion and commitment of educators over a sustained period of time.

'It's a tough gig to write a book that is both academic and accessible. And yet Stuart and Amy have pulled this off. It is a brilliant boon to the English teaching community.' - Mary Myatt Ready to Teach: A Christmas Carol brings together the deep subject knowledge, resources and classroom strategies needed to teach Dickens's most famous Christmas story, as well as the pedagogical theory behind why these ideas work, helping teachers to deliver a knowledge-rich curriculum with impact. With fresh approaches building on the success of Ready to Teach: Macbeth, each chapter contains lesson-by-lesson essays and commentaries that enhance subject knowledge on key areas of the text alongside fully resourced lessons reflecting current and dynamic best practice. The book also offers an introduction to the key pedagogical concepts which underpin the lessons and why they are proven to help students develop powerful knowledge and key skills. Whether you are new to teaching or looking for different ways into the text, Ready to Teach: A Christmas Carol is the ideal companion to the study of this 19th century classic. With a foreword by Mary Myatt.

The genesis for this book, and the strategy within it, is a longstanding commitment from Essex County Council to improve the life chances and life choices of disadvantaged pupils being educated in Essex. The purpose of the book is to set out a strategic, evidence-informed approach with pupils, families, teachers, leaders, system leaders and wider agencies which puts learners first. This approach is rooted in best practice. It centres on improving the day to day learning experiences of disadvantaged pupils, leading to better long term choice and opportunity. Unity Research School and Essex County Council hope it will support efforts to address the impact of socio-economic disadvantage on learning in schools and colleges nationally.

The Extended Mind by award-winning science writer, Annie Murphy Paul, is not an out-and-out education book. But it is entirely focused on how learning and thinking happen, illustrating how a multi-modal approach to cognition can widen points of access to intellectual activity. Using evidence from cognitive science, neuroscience, and psychology, The Extended Mind might broaden your understanding of human cognition. The findings of Annie Murphy Paul parallel those of cognitive load theorists: memory is at the core of cognition, and the body, the environment and other people enrich learning. In this book, Emma Turner, David Goodwin, and Oliver Caviglioli demonstrate how teachers can help their students augment their thinking with their bodies (embodied cognition), external tools (situated cognition) and the people around them (distributed cognition). To ease your concerns, you will read how the works of several eminent researchers validate claims put forward. Teachers and leaders of all education phases will find this book enlightening; using practical strategies and cases studies, the authors highlight opportunities to enrich students' learning by widening points of access to intellectual activity.

This book looks at the sensible and meaningful role of self-review in creating sustainable improvement in all areas across secondary schools. It outlines a self-review approach focussed on key principles which ensure this approach is transparent, purposeful, does not negatively impact on workload, that does not use the same approach for all teams and that does actually result in clear ideas for school improvement. It discusses claims of effective self-review including that it challenges thinking, leads to improvement, incorporates a range of stakeholders, skills people up, and helps build professional communities. The book is full of examples and case studies so that the reader can transfer some of these ideas to their context, discuss them at meetings and help generate new ideas. It challenges the 'deep dive' approach as something that should be left to Ofsted and instead suggests that leaders should know daily what is happening in their schools, and instead work with staff to design self-review activities that are bespoke and fit for purpose. The main theme is around 'improve not prove', where stakeholders feel involved, valued and empowered to be change-makers at a range of scales. It examines how effective self-review can reduce workload and support improvements in wellbeing.

A Pedagogy of Purpose offers a completely fresh take on key problems in the education system. Gary Keogh argues that the education system has lost its way; it has become mechanistic, vapid, driven by an obsession with dubious measurements and led by a very narrow understanding of what it means to succeed. It has lost its sense of purpose. Using many real classroom examples, Keogh provides a new way forward, demonstrating how insights from classical philosophy can have a positive influence on crucial issues in education like student behaviour, assessment, attendance, the quality of teaching and learning, and perhaps most importantly, the mental health of students and teachers.

Hands up if you've ever been given lesson observation feedback that you didn't understand, didn't agree with, or just thought was plain rubbish. If your hand is in the air, you're in good company! When it comes to teachers receiving high-quality feedback that helps them improve their teaching, we have a serious issue in our schools. Teachers want to improve their teaching. They embrace any opportunity to learn. They want other professionals to watch them teach and to get into conversations about developing their practice. What they don't want is to be criticised, patronised, sent down blind alleys, or left utterly confused. Those who've been giving feedback telling teachers to 'differentiate more', 'talk less', or 'let students lead their own learning' have a lot to answer for. The Teaching Delusion 3: Power Up Your Pedagogy has been written to address the issue of teachers receiving poor feedback in our schools. As a self-improvement and coaching resource, it is essential reading for all teachers and school leaders. Through a detailed exploration of 12 key elements of pedagogy, author Bruce Robertson sets out a clear, researched-informed guide to improving pedagogy in every classroom, across every school. By highlighting key features of effective practice and a broad range of techniques teachers can focus on developing, this practical guidebook will be valued by professionals in all sectors, regardless of experience. The Teaching Delusion 3: Power Up Your Pedagogy completes The Teaching Delusion trilogy with a bang!

This title develops the concept of a learning organisation in a South African schooling context. The term "learning organisation" is used to illuminate ways of organising teaching and learning practices that could transform South African schools into successful and effective institutions. The author discusses the five learning disciplines proposed by Senge (1990) against the background of her own successful practical experience (as a school principal for ten years).

Happiness Factories explores the ideas, concepts and arguments behind an expanded focus in physical education beyond just the physical. It attempts to discuss the value and benefits of identifying other aspects - whether we call these 'holistic strands', 'character traits', 'life skills' or something else - that we can introduce into our curriculum design to identify other areas that our subject potentially touches on and influences. Taking the reflections and thoughts of PE educators, leaders and academics from across the world, Happiness Factories will seek to offer reflections and practical ideas for adapting PE provision to widen the impact for all pupils, regardless of their specific contexts and the book argues that a physically rich, dynamic and context-driven curriculum approach will expand opportunities for success for all, in turn inspiring future generations of PE pupils to strive for greater engagement, understanding and progression in all aspects of PE. Happiness Factories is the story of the author's career in PE, reflecting on the lessons he has learned, with the successes (and failures) along the way. It presents an alternative view of what modern, meaningful PE can look like and encourages all PE teachers, regardless of their unique context, to reflect on their own practice and the emphasis of the provision they give to their pupils.

Quality Assessment In South African Schools provides a balanced view of assessment in terms of the policy statement on assessment for South African schools. The book offers guidance through recommended assessment guidelines and principles which will help teachers to design and implement sound, meaningful learner assessment strategies.

This second edition contains:

• a new chapter on blended learning
• a strong focus on remote learning throughout the book in order to mirror recent changes in teaching and learning
• new text on leadership in assessment
• open book testing as an assessment technique
• updated examples of reporting and recording

Most educators are skilled at planning instruction and determining what they will do during the course of a lesson. However, to truly engage students in worthwhile, rigorous cognition, a profound shift is necessary: a shift in emphasis from teaching to learning. Put another way, we know that whoever is doing the work is also doing the learning-and in most classrooms, teachers are working much too hard. Authors John V. Antonetti and James R. Garver are the designers of the Look 2 Learning model of classroom walkthroughs. They've visited more than 17,000 classrooms-examining a variety of teaching and learning conditions, talking to students, examining their work, and determining their levels of thinking and engagement. From this vast set of data, they've drawn salient lessons that provide valuable insight into how to smooth the transition from simply planning instruction to designing high-quality student work. The lessons John and Jim have learned from their 17,000 (and counting) classroom visits can't be wrong. They share those lessons in this book, along with stories of successful practice and practical tools ready for immediate classroom application. The authors also provide opportunities for reflection and closure designed to help you consider (or reconsider) your current beliefs and practices. Throughout, you will hear the voices of John and Jim-and the thousands of students they met-as they provide a map for shifting the classroom dynamic from teaching to learning.