Over the last few days, some Maths teachers (on my Twitter feed) have been discussing zero. Some have been told to teach that zero isn’t actually a number (Obviously we know that’s not true)

This discussion made me think of a few questions (and answers) of my own…

How about the properties of zero: is it odd or even?
Where did zero come from?
Does zero actually have a value? Can we qualify it?
Is zero positive, negative or neither?

Discussions like these, which lead me to think further, show me that twitter really does aid professional development.

Twice a year, our school is (un)lucky enough to get student teachers from Wits School of Education.

The teaching students are in varying phases of their education. You get first-years who are unsure and insecure, you get fourth-years who are confident and independent, and everything in between.

There are advantages: classes get taught for you. Tests get marked for you.

There are disadvantages: keeping classes behaved for teachers who do not know them is difficult. Some student teachers are not confident, and learners therefore do not listen. Some student teachers don’t teach well, so I have to re-teach work.

Overall, however, I find it a very positive experience, as I am able to guide a new teacher into the profession. I am able to show them, by example, what it means to be a good teacher. I know that they are better off after being a part of the teaching experience for 3 weeks.

One of my student teachers (Miss Maple) is a second year student. She started her teaching prac as a quiet and reserved lady. Today is her second last day on teaching prac and she has just delivered a fantastic lesson on the Volume of a Cone. I am totally amazed at her progress over the last 3 weeks!

To illustrate the concept of a cone being one third of the volume of a cylinder with the same height and radius, she built a cone and cylinder to demonstrate.

She filled the cone with maize meal, and then transferred it to the cylinder. It filled the cylinder one third full. The learners understood.

What an excellent and practical way to show the learners the volume of the cone. This lesson didn’t cost a cent to prepare, just a little time and effort.

And after seeing this, I know that with a little more practice, South Africa will gain an excellent new maths teacher.

This Saturday, my school - Sekolo sa Borokgo - is having an open day.

The purpose of an open day is to showcase SSB to all interested parties.

DETAILS

* Saturday 14th May

* 9am - 1pm

* 45 Susman Avenue, Blairgowrie (Very close to the Spar shopping centre on Conrad Drive)

* The headmaster will be addressing attendees twice during the day

* There will be performances by the choir and the gumboot dancing troupe.

INFO ABOUT SSB

Sekolo sa Borokgo can be classified as a low-fee paying private school. We cater for learners who know the value of a good education, but cannot afford a private school such as St Stithians and St Johns (Etc). SSB boasts top-quality Maths and Science teachers, and is an academically oriented school. 

There are also a small number of full scholarships available to learners who show excellent potential.

SSB has a tuck-shop with full, healthy meals daily, at a subsidized price.

Applications for Grade 8 (2012) are now open.

I often invigilate tests and exams. In the school instructions, we as teachers are told to walk continuously around the room. This is presumably to curb the occurrence of cheating. I disagree. Firstly, a teacher walking around the room makes a noise. This distracts the pupils, and also provides noise that can disguise whispers. Secondly, if a teacher walks around the room, there will be time when her back is turned on a large majority of the class. Notes can be hastily passed. Cheating an occur.

I invigilate differently. I choose a spot in the classroom which is high up (eg I sit on a desk instead of a chair) with a full view of each student. This means I am able to see all students at all times.

A student always looks to see where the teacher is before cheating. If the teachers back is turned, they will go ahead. Because I am looking at my students at all times, as soon as a student looks up, I make eye-contact with them. They then know I’m watching.

And so ends my little rant about invigilating.