Newsletters


2020-05-05
Newsletter 307 - Research Northern Cape - School X


I conducted research amongst five schools in the Northern Cape during 2018. Here are the outcomes.

SCHOOL SELF EVALUATION – 2018

School x

Teachers

30copiesT

Grade 10 - Learners

140copies

SGB (Parent component)

08copies+1

RCL

40copies

19 – 63%

114 Grade 8 – 81%

0

25 – 63%

 

The value of the outcome of a school self evaluation is determined by;

  1. The level of participation during the input (compliance)
  2. The quantitative participation during input (scope & depth)
  3. The quality of participation during input (valid & credible & legitimate)
  4. The nature of the evaluation of the feedback/input received from participants (external evaluation)
  5. The size and representation of the participation
  6. The meaning attached to the outcome (importance)
  7. The lessons learnt and practical actions taken.

Representative Council for Learners (RCL) FEEDBACK

 

What are our character strengths?

  • Self-Control
  • Growth Mindset
  • Purpose
  • Grit

What are the areas of greatest concern in our school?

  • Greatest concern
    • School toilets
    • School functions
    • Appearance – uniform, hair, nails
    • Relationship with peers, parents and teachers
    • Teacher not prepared
    • Homework
    • Caring for others
    • School feeding
    • Teacher coming late to class
    • Teacher not in classroom
    • Playing in classroom

Rights & Responsibilities

The RCL members unanimously reported their attitude to be calm, positive and good. The overwhelming majority does not feel safe at school, and said that there are no rules in the classroom and therefore they don’t abide by it. A very small minority (less than 10% do not know their rights, responsibilities and the behavior the school expects from them. The overwhelming majority knows their rights, responsibilities and what behavior the school expects from them.

“Positive School Discipline”

The members of the RCL are somewhat divided about the application of the principles of positive discipline.  A small majority (55%) agrees with positive discipline

  • It helps learners to succeed ad thrive in school
  • It uses discipline to teach rather than punish learners
  • It is a system which parents and the school should follow
  • All role-players has a role to play
  • There are no bad children only good and bad behavior

 

LEARNER FEEDBACK

 

What are our character strengths?

  • Optimism
  • Growth Mindset
  • Purpose
  • Grit

What are the areas of greatest concern in our school?

  • Greatest concern
    • School toilets
    • School functions
    • Excursion
    • Appearance – uniform, hair, nails
    • Relationship with peers, parents and teachers
    • Teacher not prepared
    • Homework
    • Caring for others
    • School feeding
    • Teacher coming late to class
    • Teacher not in classroom
    • Playing in classroom
    • Playing with other schools

Rights & Responsibilities

Learners overwhelmingly reported their general attitude to be good, calm and positive. A minority of learners (10%) indicated that they are aggressive and bad. The overwhelming majority of learners does not feel safe at school, indicated that there are no school rules and therefore does not abide by them. A significant minority has indicated that they do not know the expected behavior at school.

“Positive School Discipline”

Learners are divided on their agreement of the principles of positive discipline. A majority (55%) agrees with its principles whilst a minority of 40% is not sure. The small majority agrees that;

  •  It helps learners to succeed ad thrive in school
  • It uses discipline to teach rather than punish learners
  • It is a system which parents and the school should follow
  • All role-players has a role to play
  • There are no bad children only good and bad behavior

 

TEACHER FEEDBACK

 

What are our character strengths?

Most frequent strengths mentioned

  • Teamwork
  • Love of learning
  • Forgiveness
  • Fairness
  • Appreciation of beauty and excellence

What are the areas of greatest concern in our school?

The overwhelming majority of teachers are reporting on their attitude state that they are positive.

  • Greatest concern
    • School toilets
    • During school functions and excursions
    • General appearance (uniform, hair, nails)
    • Relationship with parents, teachers
    • Homework
    • Caring for others
    • Playing in classroom
    • Lessons start late
    • No teacher in the classroom
    • Teachers coming late to classroom
    • Late with handing in work

Rights & Responsibilities

The overwhelming majority of teachers DONT feel safe at school; there are no rules in the classroom and is not abide by them; whilst the overwhelming majority knows their;

  • Rights
  • Responsibility
  • What the school expects from them.

“Positive School Discipline”

The overwhelming majority of teachers embrace the principles of positive discipline. There is however a very small minority view questioning its productivity;

  • It helps learners to succeed ad thrive in school
  • It uses discipline to teach rather than punish learners
  • It is a system which parents and the school should follow
  • All role-players has a role to play
  • There are no bad children only good and bad behavior

 

SGB (PARENT COMPONENT FEEDBACK

 

What are our character strengths?

  • Forgiveness
  • Fairness
  • Teamwork
  • Leadership
  • Love of learning

What are the areas of greatest concern in our school discipline?

  • Greatest concern
    • Homework
    • School toilets
    • Class-work
    • Lessons starting late

Rights & Responsibilities

The overwhelming majority of SGB parent members feel safe at school and abide by the school rules and knows their;

  • Rights
  • Responsibility
  • What the school expects from them.

“Positive School Discipline”

The SGB embraces strongly the following aspects of positive discipline;

  • It helps learners to succeed ad thrive in school
  • It is a system which parents and the school should follow
  • All role-players has a role to play
  • There are no bad children only good and bad behaviour