1. Module 2:
Managing Teaching and
Learning
Unit 1: Leading and Managing a School as a Learning Organisation
Session 3
Presenter: Dr Muavia Gallie (PhD)
18 April 2009 1

2. Content of the Unit
1. Introduction;
2. Preparing yourself as a curriculum
leader;
3. The context for school leadership;
4. Distributed leadership for effective
teaching and learning;
5. Establishing a learning culture;
6. Developing plans to manage and lead;
7. Conclusion
2

3. Recap Session 2
3

4. Cone of Learning
4

5. Teacher Absenteeism
Figure 4: Proportion of schools reporting a teacher absenteeism problem,
by school SES
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5
School SES quintile
Source: SACMEQII, 2000
5

6. Time in Class
Teachers work an average 41 hours
(out of 43)/week
• 41% of this on teaching: 3.4h/day
• 14% devoted to planning and
preparation
• 14% on assessment, evaluation,
reports and record-keeping
Chisholm et al, 2005
6

7. 8 School Readiness Components
Indicators of LFS SRC
1. Low student performance 2. Learner information
2. High rate of student absenteeism 1. Learner attendance
3. High dropout rates of students 2. Learner information
4. High level of disruption and violence 4. Annual planning
5. Unclear academic standards 5. Implementable and flexible timetabling
6. Quarterly teaching schedule
7. Organogram
8. Learner support material
6. High rate of staff turnover 3. Educator information
7. High rate of staff absenteeism 1. Teacher attendance
8. A negative school atmosphere 3. Educator information 7

8. The Numbers Game
Scenarios A B C
Constant Variable
Knowledge 33.3% 25% 10%
Skills 33.3% 25% 10%
Disposition 33.4% 50% 80%
Total 100% 100% 100%
8

9. Teacher Professional Path
1. First five to eight years (as teachers);
2. Second phase [nine to twelve years] as teacher;
3. First five to eight years (as senior teachers/mentor);
4. Second phase [nine to twelve years] as mentor;
5. First three to five years (as Head of Department);
6. First three to five years (as Deputy Principal);
7. First three to five years (as Principal);
8. Second phase [six to ten years] as Principal;
9. Third phase [eleven to twenty years +] as Principal;
10. Etc.
BT1-4 T5-8 T9-12 HoD1-4 HoD5-8 HoD9-12 Pr1-4 Pr5-8 Pr9-12 Pr13
ST1-4 ST5-8 ST9-12 DP1-4 DP5-8 DP5-8
22-26 27-30 31-34 35-38 39-42 43-46 47-50 51-54 55-58 59-62
9
4yrs 4yrs 4yrs 4yrs 4yrs 4yrs 4yrs 4yrs 4yrs 4yrs

10. Human Resources Management
Total cost of education in your school?
Different Resource contributions
100%
90%
30% 30%
80% 25%
20%
70%
15%
60%
10%
50% 5%
40% 0%
70% 70%
65%
30% 60%
55%
50%
45%
20% 40%
10%
0%
Best 1 2 3 4 5 6 7
10
Human Cost Other resources

11. Why?, What?, How?
Purpose and Function of Assessment
Purpose
Attainment Diagnostic/Prescriptive
Why?
1. To establish present levels of functioning. 1. To determine ability/disability.
2. To evaluate present knowledge of a subject. 2. To determine potential.
3. To assess progress (relative to peers or self). 3. To indicate teaching programme.
4. To build a profile of the whole person. 4. To assess personality traits (aptitudes and
5. To indicate future placement in class or employment. attitudes).
6. To award qualification from a recognised body.
What?
Assessment
Methods
Formal Informal
How?
1. Continuous Assessment. 1. Checklists.
2. Examinations. 2. Objective Tests.
3. Standardised Tests. 3. Observations.
4. Self-Assessment.
Profiles 11

12. The content of subsequent
slides (16 - 59), excluding the
Homework, was taken from
Kyriacou C. (2001), Effective
teaching in schools.
Nelson Thornes.
12

13. A. Framework for Thinking
about Effective Teaching
• Input or Context variables
• Process variables
• Product or Outcome variables
13

14. Input or Context variables
• Teacher characteristics - gender, age, experience,
social class, training, personality, etc.;
• Learner characteristics - age, ability, values, personality,
social class, etc.;
• Class characteristics - size, range of ability, social class
mix, etc.;
• Subject characteristics - subject matter, level of
difficulty, general interest, etc;
• School characteristics - size, building, departments,
ethos, policies, intakes, etc.;
• Community characteristics - affluence, population,
density, geographical location, etc.;
• Characteristics of the Occasion - time of day, preceding
lesson, weather, period of academic year, etc. 14

15. Process variables
• Teachers perceptions, strategies and
behaviour;
• Learner perceptions, strategies and
behaviour;
• Characteristics of the learning task and
activities
15

16. Product or Outcome variables
• Short and/or Long-term outcomes;
• Cognitive and/or Affective educational
outcomes;
- e.g. change in attitudes of learners towards school
or subjects,
- gains on tests and examination scores,
- increased level of self-concept,
- success in national examinations,
- greater learner autonomy, etc.
16

17. The Effective Teaching Framework
Input or Context Process variables
variables Teacher Learner
perceptions, perceptions,
• Teacher strategies and strategies and
characteristics behaviour behaviour
• Learner
Characteristics of
characteristics
the learning task
• Class
and activities
characteristics
• Subject
characteristics Outcome or Product variables
• School •Short and/or Long-term;
characteristics •Knowledge, skills and behaviour educational
• Community outcomes e.g. change in attitudes of learners
characteristics towards school or subject; gains on attainment tests;
• Occasion increased level of self-concept; success in national
17
characteristics examinations; greater learner autonomy; etc.

18. B. Models for Thinking about
Effective Teaching
1. A surface level of analysis;
2. A psychological level of analysis;
3. A pedagogical level of analysis
18

19. 1. Surface level of analysis
Maximising
Active
Learning Learner
Teaching Time (ALT) Learning
and the
Quality of
Instruction
(QI)
19

20. 2. Psychological level of analysis
Psychological
concepts,
principles and
processes - Learner
Teaching e.g. attention,
Learning
memory,
transfer,
reinforcement,
expectations,
motivation,
information
processing, etc. 20

21. 3. Pedagogical level of analysis
Learner
Teacher
General perceptions,
perceptions,
Teaching strategies
teaching skills strategies
and
and
(e.g. being behaviour
behaviour
audible,
Characteristics of
managing the learning task
learners and and activities
activities)
--------------
Presentation,
content, Content
Learner
structure,
specific
monitoring,
Learning
teaching skills
evaluation of
(appropriately
lesson and
sound content
activities
and structure) 21

22. C. Nature of Learner Learning
Four major questions:
1. What mental processes are involved
when a learner is engaged in learning?
2. What changes occur in the learners’
cognitive structure which themselves
constitute learner learning?
3. Which psychological factors (concepts,
principles and processes) facilitate
learner learning?
4. What are the main types of learner
learning? 22

23. Gagne - Five main types of
learner learning
1. Verbal information e.g. facts, names, principles and
generalisations;
2. Intellectual skills - ‘knowing how’ rather than ‘knowing
that’ e.g. concepts, rules, application;
3. Cognitive strategies - ability to control and manage
mental processes e.g. thinking and memorising, problem
solving, etc.;
4. Attitudes - feelings, emotions and behaviour;
5. Motor skills e.g. playing a musical instrument, typing,
playing sports, etc.
23

24. Exposition of Education Outcomes -
Bloom’s Taxonomy
Spiritual
Fulfilment
Learning Domain
24

25. Types of Learning - Ausubel
Discovery
Learning
2.1 3
- content has to be
discovered by learner
through some learning
activity
Reception
Learning
1 2.2
- entire content is
presented to learner in
its final form
Rote Learning Meaningful Learning
- what is learned is - essential characteristic of the
characterised by arbitrary learning is that it can be related in a
associations with the learner’s meaningful, non-arbitrary way to
previous knowledge what the learner already knows 25

26. Information Processing
during Learning
Short-term
Memory
Reception of Long-term
• ‘Working’
Sensory Memory
memory
Information • Cognitive
• Cognitive
• Attention structure
processing
• Selective • Storage
• Conscious
perception • Retrieval
thinking
26

27. Effective Teaching gets these
Aspects of Learning Activities right!
1. Attentiveness - learner must be
attending to the learning experience;
2. Receptiveness - learner must be
receptive to the learning experience,
being motivated, willingness to learn and
respond to the experience;
3. Appropriateness - learning experience
must be appropriate for desired learning
to take place, take account of learner’s
initial knowledge and understanding.
27

28. D. Setting up the learning
experience
Learners’ learning is school can be fostered in
two main ways:
1. Teacher exposition: listening to teacher
exposition, which may include asking or
being asked questions, watching a
demonstration, and genuine teacher-learner
discussion.
2. Academic work: being instructed to
undertake or engage in academic tasks and
activities, either on one’s own or together
with other learners.
28

29. 1. Teacher Exposition
• Making clear the structure and purpose of the
learning experience - emphasise the essential
elements of the learning;
• Informing, describing and explaining - role of
teacher in direct instruction, or as
complementary to academic tasks and
activities being undertaken;
• Using questions and discussion to facilitate
and explore learner learning - simple and
quick check or developing a dialogue and
genuine discussions (encourage thought; checking
understanding; gaining attention; review/revision; settling down; draw
shyer learners; probe knowledge; allow expression of feelings/views).
29

30. 2. Academic work
• Structured reading and writing tasks - still the main form of
‘outcome production’;
• Investigational work - where learners are given a degree of
initiative, autonomy and responsibility towards planning and
conducting their own learning;
• Individualised programmes of work - work extending over
days where learner undertakes it on individual basis;
• Small group work - activities undertaken by a group of
learner, which involves some degree of discussion,
reflection and collaboration;
• Experiential learning - use of activities such as role-playing,
spending some time working at a local business, in order to
enable learners to better understand and appreciate, both
intellectually and emotionally, an issue being explored.
30

31. E. Taking account of learner
differences
• Ability (intelligence; gifted; learning difficulties);
• Motivation (upbringing; previous success and failure;
relationship between home and school; aspiration of
parents);
• Social class (professional; intermediate; skilled; semi-
skilled; unskilled occupations);
• Gender (perceptions in society; biological differences;
stereotypes);
• Race/Culture (‘apparent lower average educational
attainment of groups’; use as power/status);
• Special Educational Needs (physical, psychological
and emotional).
31

32. F. Key Classroom Teaching
Qualities and Tasks
• Ten characteristics having a strong
association with success;
• Six qualities of high ‘performance’
teachers;
• Five qualities of classroom
teaching;
• Teaching Assessment Rating
Scales.
32

33. Ten characteristics having a
strong association with success
1. Explains points clearly and at learners’ level;
2. Conveys an enthusiasm for the subject of learners;
3. Has a genuine interest in the subject;
4. Pays attention to assessment techniques;
5. Tries to make lessons interesting wherever possible;
6. Conveys high expectations for work learners produce;
7. Teaches for understanding rather than reproduction of
learned material;
8. Is confident and at ease with teaching;
9. Stimulates learners to think for themselves;
10. Is constructive and helpful in criticism of learners.
33

34. Six qualities of high ‘performance’
teachers
• Beginning the lesson - learners come quickly to
attention;
• Clarity of presentation - content is understandable
to learners;
• Pacing of the lesson - movement from one part of
lesson to next - ‘teacher stays with class’;
• Learner participation and attention - class is
attentive;
• Ending the lesson - lesson is ended when learners
have achieved the aims of instruction;
• Teacher-learner rapport - personal relationship
between learners and teacher are harmonious.
34

35. Five qualities of classroom
teaching
1. Quality of teacher-learner
relationships and class management;
2. Quality of planning and preparation of
work;
3. Quality of teaching process and match
of work to learners;
4. Quality of language used in the
classroom;
5. Quality of questioning techniques.
35

36. Teaching Assessment Rating Scales
(Kyriacou and McKelvey 1985)
1. Preparedness;
2. Pace and Flow;
3. Transition;
4. Cognitive Matching;
5. Clarity;
6. Business-like;
7. Withitness;
8. Encouragingness. (see additional page) 36

37. Teaching Assessment Rating Scales
While the eight qualities overlap in some respects, they appear to represent the
main key classroom teaching qualities that warrant particular attention in the
consideration of effective teaching.
TARS
The basic theme of each of these 8 dimensions:
1
1. P r e p a redness
The notion of preparedness was intended to be seen from the viewpoint of
the learners in the class in terms of the appearance that the lesson gave
of being well-organised, having a coherent structure, and creating the
impression of purposefulness from the teacher. Attached to this notion
was also the idea that the unexpected could be catered for in the lesson
without disrupting its structure or intent.
2. P a c e and Flow
This dimension dealt with two complementary notions. Pace concerned
the idea of keeping up the rate of events within the lesson so that all
learners are kept involved and attentive; the idea of flow was seen to have
more to do with maintaining the lesson as a single unity. The key concept
here is Kounin’s notion of overlapping: the teacher being able to deal with
more than one thing at a time so that the thread of the lesson was not lost
while an individual learner’s problem concerning work or discipline was
dealt with. 37

38. 3. Transitions
Transitions focuses on two key ele ments in t he lesson. First, the
TARS
establishment of attention at t he start a nd maintaining attention when
moving between activities. Second, the teacher’s sensitivity in deciding
2
when to move from one activity to the next.
4. Cognitive matching
This dimension contains three key elements: whether the lesson is suited
to learners’ abilities and interests, whether the work is c hallenging and
instructive, and whether individual differences between learners are
accommodated.
5. Clarity
The notion of clarity refers to the extent to which the teacher’s instructions
and explanations are clear and are pitched at the appropriate level for
learner comprehension. 38

39. 6. Business-like
This dimension is co ncerned with the manner in which the lesson is
conducted. It f ocuses on matters of authority, reaction to m isbehaviour,
and teacher expectations with together create a n impression that the
TARS
teacher is in control. This impression is conveyed by a tone of confidence
and firmness regarding teaching and control, together with positive
expectations regarding the quality of work and behaviour occurring in the
3
lesson.
7. Withitness
This notion, developed by Kounin, deals with the teacher’s monitoring of
the lesson so that he or she is alert to and can p re-empt learner
misbehaviour, or ta ke swift action when it does occur. Such monitoring
includes taking note of inattention by learners and a n inability to do the
work set.
8. Encouragingness
This dimension explicitly examines the nature of teacher-learner
interaction in terms of the e xtent to which the teacher uses a mixture of
praise, instructive criticism, enthusiasm and good humour to develop a
positive and encouraging tone in the lesson that will foster and s upport
learners’ self-confidence and self-esteem.
(Source: Kyriacou C. (2001), Effective teaching in schools. Nelson
39
Thornes.)

40. Homework 3.1
• Request your Heads of Department (HoDs) to use
the eight dimensions of the ‘Teaching Assessment
Rating Scale’, and to rate all the teachers in your
school on a scale of 1 - 5 (where 1 is less
desirable and 5 is more desirable);
• Submit a table of the results (see Example);
• Further, after discussing the results with your
HoDs, record on an A4 page the main discussion
and recommendations of the conversation.
• If you are unable to ‘perform this task’, please
explain on an A4 page the reasons, and how you
will go about remedying this situation.
40

41. Example Total divide by 8
Name of Subject 1 2 3 4 5 6 7 8 Ave.
Teacher
T1 English 3 55344444
T2 Maths 5
T3 Science 5
T4 Life Or. 3
T5 Bus.Ec. 4
T6 History 4
Ave. 4
41
Total divide by number of Teachers

42. G. Key Classroom
Teaching Tasks
1. Planning;
2. Presentation and
Monitoring; and
3. Reflection and Evaluation.
42

43. 1. Planning
To ensure that the learning experience fulfils
three psychological conditions necessary for
learner learning to occur:
1. Attentiveness - learning experience must
elicit and sustain learner’s attention;
2. Receptiveness - learning experience must
elicit and sustain learners’ motivation and
mental effort; and
3. Appropriateness - learning experience must
be appropriate for the educational outcomes
desired.
43

44. Some questions involved in planning:
1. What level and range of ability is there in the class?
2. What do I want the learners to learn in this lesson?
3. What constraints need to be accommodated?
4. Are there any other considerations of note?
5. What teaching method will be foster the cognitive and affective outcomes
desired, given the context and constraints?
6. Having chosen a particular method and general academic topic for the lesson,
what sequencing of the tasks/activities/experience, level of difficulty and
structuring of topic, and pace of lesson will be best for the lesson to be
successful?
7. What level of learner performance will be expected, and how will the degree of
success of the learning taking place to be determined?
8. What preparation is necessary before the lesson?
9. What teacher behaviour is required during the lesson to ensure its success?
10. How will the lesson be perceived and experienced by the learners, and what
problems might arise?
44

45. 2. Presentation and Monitoring
• Presentation refers to all aspects of
lesson organisation and its
implementation (effective use of
time);
• Monitoring refers to the ways in which
the teacher needs to assess the
progress of a lesson to ensure its
success (knowledge, concepts, skills
and attitudes).
45

46. Characteristics of effective
Presentation and Monitoring:
1. The teacher appears to be self-confident, is normally patient and good humoured, displays a
genuine interest in the topic, and appears to be genuinely concerned with each learner’s progress;
2. The teacher’s explanations and instructions are clear, and pitched at the right level for learner
comprehension;
3. The teacher’s voice and actions facilitate learners maintaining attention and interest;
4. The teacher makes good and varied use of questioning to monitor learners’ understanding and to
raise the level of learners’ thinking;
5. The teacher monitors the progress of the lesson and learners’ behaviour, and makes any
adjustments necessary to ensure the lesson flows well ad that learners are engaged
appropriately;
6. The teacher encourages learners’ efforts;
7. Learner misbehaviour is minimised by keeping their attention maintained on the lesson, and by
use of eye-contact, movement and questions to curtail any misbehaviour which is developing;
8. Potential interruptions to the lesson caused by organisational problems are dealt with in such a
way that the interruptions are minimised or prevented;
9. Criticism by the teacher of a learner is given privately, and in a way likely to encourage and foster
progress; and
10. Learner misbehaviour, when it does occur, is dealt with in a relaxed, self-assured and firm
manner. 46

47. 3. Reflection and Evaluation
Reflection and evaluation after a lesson
are essential if the teacher is to
continue to improve the quality of the
learning experienced offered. Two
main tasks:
1. Consider whether the lesson has
been successful and to act on any
implications for future teaching; and
2. Assess and record the educational
progress of the learners.
47

48. Questions for Reflection and Evaluation
1. Did the lesson go well?
2. Did any learner or group of learners fail to benefit? If so, could this have been
avoided?
3. What changes can I usefully make before giving a similar lesson to another class?
4. What have I learnt about this class, or particular learners, that might influence
future lessons with this class?
5. What have I learnt about this topic or subject matter that might influence future
lessons?
6. Are there any immediate actions I should take following this lesson?
7. Am I satisfied with my general planning of this lesson, and its presentation and
monitoring?
8. Did any problems occur in the lesson that I should take note off?
9. How can I consolidate the learning which occurred and relate it to future demands
and applications?
10. How did this lesson fit in with the teaching the department and school, and with
curriculum developments concerning teaching in this area? 48

49. H. Relationships with Learners
1. The teacher’s authority;
2. Mutual respect and rapport;
3. Classroom climate; and
4. Pastoral care.
49

50. 1. Teacher’s Authority
Four main factors:
• Status;
• Teaching competence;
• Exercising control over the
classroom;
• Exercising control over discipline.
50

51. Status of Teachers
• By appearing to be relaxed and self-assured -
one’s tone of voice, facial expression, use of
posture;
• By exercising rights of status - teacher
moving freely around the room, picking up
learners’ exercise books and occasionally
touching learners;
• By communicating an expectation of imposing
one’s will - tone of delivery of instructions and
control over who speaks and when.
51

52. Teaching Competence
Three main elements:
• Subject knowledge;
• Interest in and enthusiasm for the
subject; and
• Ability to set up effective learning
experiences.
52

53. Homework 3.2
• Like in Homework 3.1, request your Heads of
Department (HoDs) to use the three mail
elements of ‘Teaching Competence’, and to rate
all the teachers in your school on a scale of 1 - 5
(where 1 is less desirable and 5 is more
desirable);
• Again, submit a table of the results (see
Example);
• Also, after discussing the results with your HoDs,
record on an A4 page the main discussion and
recommendations of the conversation.
• If you are unable to ‘perform this task’, please
explain on an A4 page the reasons, and how you
will go about remedying this situation. 53

54. Example Total divide by 3
Subject Interest in Set up
Name of Subject Ave.
Knowledge subject learning
Teacher experience
T1 English 3 5 5 4
T2 Maths 5
T3 Science 5
T4 Life Or. 3
T5 Bus.Ec. 4
T6 History 4
Ave. 4
54
Total divide by number of Teachers

55. Exercising control over the
classroom
Laslett and Smith (1984) identified
four key rules of classroom
management:
• Get them in;
• Get them out;
• Get on with it;
• Get on with them.
55

56. 2. Mutual Respect and Rapport
• When the teacher fails on the four issues related
to ‘teacher’s authority’, mutual respect gets
undermined;
• Good rapport refers to teacher and learners
having a harmonious understanding of each other
as individuals;
• Three qualities to develop good rapport:
- teacher shows quite clearly that he/she cares for
each learner’s progress;
- teacher has respect for learners as learners;
- teacher has respect for learners as individuals.
56

57. 3. Classroom Climate
• Effective teaching can facilitate learning;
• Influenced by the physical appearance and
layout of the classroom;
• The way in which the teacher’s actions
convey information concerning his/her
perceptions, expectations, attitudes and
feelings about the teacher’s role, the
learner’s role and the learning activity;
• Importance of Language for Learning.
57

58. 4. Pastoral Care
• Focuses on the individual well-being of
each learner;
• To ensure that each learner is able to take
advantage of what schools have to offer
• Four aspects:
- academic progress;
- general behaviour and attitudes;
- personal and social development; and
- individual needs.
58

59. Exercising control over
Discipline
Setting up a learning experience that is
exciting and challenging.
• Introducing an interesting anecdote or
application of the topic - oral or written work,
give individual help;
• Teacher exercising power in a dominant
manner - raise voice, imperative command
(‘get on with your work’, ‘pay attention’),
aggressive tone, posture and facial
expression.
59

60. Quote of the Day!
“Even if the student’s life
away from school is bleak
and miserable, she/he will
work if what she/he finds
in school is satisfying.”
William Glasser
60