absolutwillie

Tag: academia

  • They call him Lucky!

    It rained today. Chilled raindrops painted targets for an even colder winter wind to slice into any and all bits of exposed skin – and it fell on learners and teachers alike. Possibly less alike where balding crowns offered themselves up as tributary sacrifice. I must remember to wear a hat on days like these…

    The morning staff meeting was characterized by the distinct absence of yesterday’s excitement. The novelty has worn off, and it’s back to the old routine, I gather. We were informed that the periods would be roughly 10 to 15 minutes shorter today, to allow the sport teams who played Away Games to leave school early. I remembered how we were told to expect these fluctuations in scheduling before we left campus – but I was surprised that our first two days at school were to be this amorphous. Admittedly I have a bit of a thing for structure and consistency, but I can see how daily variables would require a school program or daily schedule to be flexible. Sticking to a rigid schedule whilst also accommodating any outside activities such as Away Games would surely lead to chaos?
    I had an opportunity to present the reading comprehension I had prepared to Mrs. Lambrechts. She found my worksheet to be on target, and suggested that I present it as a lesson to the Gr. 8C class during the first period. This caught me a little off guard, but I agreed without batting an eye. Thank heavens I focused on the Senior Phase CAPS document last night! With those notes at hand, and the information fresh in my mind, I was sure I would be able to present a decent class. My confidence took a bit of a knock, however, when checking their homework started to take up a rather hefty chunk of class time… Not only would I have to think on my feet, but I’d have to do so in a rush! The class and I managed to engage in successful pre-reading and reading activities, but our time ran out right as I started addressing our post-reading strategies. The class was asked to complete the questions for homework.
    Mrs. Lambrechts gave me some very helpful feedback, and asked me to present the lesson to the 8E class during the third period. The second period was Gr. 11A’s literature class, where we continued with chapter 5 of Animal Farm. As was the case yesterday, about a third of the boys had not read much of the chapter after the previous class. I am beginning to see why it is necessary for the English teacher to go through each chapter so painstakingly. If she didn’t, many of these boys would not have a clue when it came to testing the content. At the end of the period, the 11As were instructed to summarize the completed chapter for homework. Now that’s one way to get them to pay attention! (That is, if they would do their homework.)
    Teaching the reading comprehension during the third period felt good. We had to spend a bit more time on clarifying tricky words and concepts, but by the time we got to the post-reading phase it looked like the learners had a shot at completing their homework successfully. I will need to tighten up my time management though. When class duration is subject to change at the drop of a hat – or sport’s ball – I will have to be able to adjust to stay on schedule.

  • As Monday draws to a close

    Today was the first day of our teaching prac at Drostdy HTS – a day I had anticipated with a mixture of unease and excitement. To tell the truth, after our initial impressions on arrival at the residences yesterday, one could say I was feeling rather apprehensive by the time we woke up this morning.

    Thankfully we were all on time for the 07:20 staff meeting, where we were introduced to the staff and visiting students from other institutions. After the staff meeting, which pretty much flew right over our heads, we were lined up and introduced to the learners on the quad. I was surprised by the excitement expressed by the learners at our arrival!
    From the quad we returned to the staff room, where we were assigned to our Mentors and escorted to their individual classrooms. I was assigned to Mrs Lambrechts for English (EFAL), and spent the entire day sitting in, assisting learners ( Grades 8, 11 and 12) and checking their homework. I volunteered to help source new texts and authentic material – and was immediately asked to develop a reading comprehension for the Grade 8 classes tomorrow. (Me and my big mouth… bwahahahahaa!)
    On a different note, notions of class discipline have changed quite significantly since the 90s. It was interesting to see that the difference between the “strong” Grade 11s and the “difficult” Grade 11s wasn’t evident in the volume, nature or amount of talking amongst themselves during class – but rather in their motivation to participate. One student in the “difficult” class actually defended their lack of motivation by saying: “ons is darem die D klas onthou!” Obviously these learners have accepted the labels applied to the “D class” and are now living down to expectations. Living examples of self-fulfilling prophecies. This saddened me. I wonder if there is anything I could try to do to help these learners regain faith in themselves? Something to think about.
    After school I joined the other live-in PGCEs for lunch back at Noordsig Residence, where we got to share our first impressions with each other and meet the visiting students from Potch and Wellington. Mr Van Huyssteen joined me after lunch at the drama, poetry and prose rehearsals for this week’s Eisteddfod  participants. It was incredible to see the talent and desire of these young people – not to mention their eagerness to take on critique and suggestions! I thoroughly enjoyed getting to sit with them – and look forward to their performances during the week!
    What little free time remained before dinner was spent acquiring extension cables to power our bedroom, and hot beverages to power ourselves. After dinner followed admin, and sprucing up on the CAPS requirements for Senior Phase learners.
    Now to set up those comprehension tests…

  • And so it begins…

    The practical part of my PGCE program commences with my placement at a technical high school in Worcester. As of tomorrow, my colleagues and I will be observing, teaching and being critiqued in our respective subjects for eight weeks.

    The adventure in our instance started today though – when we got to move onto res! Contrary to popular belief (although I expected it) we weren’t given teacher accommodation. I’m not sure this counts as learner accommodation either. What it is, is an old store room that’s been cleared out and “furnished”.
    This is what we moved in to:

    Accommodation for 4 teachers.
    Note the absence of closet space.
    And one working electrical socket.
    I’ll keep you posted.

  • Help me finish my PGCE!

    As many of you know, I’m working hard to complete my Postgraduate Certificate in Education this year. Following various jobs, projects and labor – I had managed to save up enough funds to pay for tuition. Woohoo!!! 

    But I didn’t count on the “additional” expenses (accommodation, insurance, groceries and fuel) – which have now eaten through two thirds of my tuition money. At this rate, I’ll be broke and homeless by April. With the PGCE program being such an intensive, one year program of full-time study, getting a “day job” didn’t work out. Successfully completing this program leaves little time for sleep, and no time for distractions like romance or employment.

    Out of pure desperation, and with a few moments to spare on this Sunday, I’ve decided to go for the only option left to me: to just ask for help.

    Please help.

    Contact me through the comment section (moderated) for details, or support my GoFundMe page:

    Help me finish my PGCE!

    Thank you!

  • *wave*

    honky crap on a cracker!
    who knew postgrad was this hectic?

    hope to see you friday!

  • I'm in!!!

     I heard from Stellenbosch University – and I’ve been accepted into the PostGraduate Certificate in Education program!

    *happy dance*
    Classes start in February.
    Now to figure out a way to pay for it.

  • selling out to school up

    so here’s the deal: I’ve applied to my alma mater (Stellenbosch University) for acceptance into the Postgraduate Certificate in Education program for 2013. it is a full time, residential program which will (finally) make me a “real” teacher in the eyes of the local job market.

    getting certified as a teacher will open the doors to a proper job at home – something which is frustratingly unavailable despite my existing qualifications and international experience.

    here’s the kicker though: it is going to cost me about US$10,000 for the year…

    while I am taking on every freelance opportunity that I can grab hold of, including piece-jobs of manual labor, it is becoming all too clear that I need to investigate additional avenues.

    remembering the popularity of my photography when exhibited in Missouri (when the conditions of my visa prevented me from accepting payment for them), I’ve decided to put my work up for sale again. issues of copyright, production, pricing and international postage are a frightful headache, and I need some way to test the market and see wether this is a worth while venture.

    enter Instacanvas:

    Instacanvas offers me the opportunity to open a gallery, where they handle sales, printing and shipping of purchased artwork. naturally they keep the lion’s share of the money, giving the artist (me) 20% of the money made in sales. I get to retain copyright on all my images, thankfully, making it possible for me to take things further when feasible.

    so I put my name down, and readied my photos.

    what can you do to help? plenty!

    • first of all, by merely clicking and requesting my gallrey opening on Instacanvas, you help move my gallery’s opening to the front of the cue.
    • secondly, once the gallery is open, you could buy my prints! (Remember, I get 20% – so I need BIG sales, and plenty of them!)

    Request my gallery opening

    instacanv.as/absolutwillie

    • OR, if you’re feeling generous, you could send a donation / become a sponsor! (leave a comment and get in contact)

  • Gayborhoods: Intersections of Land Use Regulation, Sexual Minorities, and the Creative Class

    [By:] Charles J. Ten Brink 

    Michigan State University – College of Law
    Georgia State University Law Review, Forthcoming
    MSU Legal Studies Research Paper No. 10-03 
    Abstract:      
    This Article advocates the municipal encouragement and maintenance of diversity, specifically the inclusion of sexual minorities, through changes in the traditional application of the forms of land use regulation. Bringing together previously distinct conversations about the societal goals of land use planning and the social value placed on diversity by increasing numbers of consumer voters, the Article draws on New Urbanism and Richard Florida’s concept of the creative class to argue that the presence in a municipality of a visible, accepted, and integrated LGBTQ community signifies and stimulates not only the social but the fiscal health of that municipality. Building on and distinguishing the historical development of naturally occurring gayborhoods, this Article suggests a rationale and mechanisms for encouraging the growth of such communities. Land use regulation is one means by which a diversity-sensitive municipality can establish marginal advantages over otherwise similarly situated municipalities; in a society offering a wide variety of choices to members of the creative class, this competitive advantage is significant.



    [Paper linked here.]

  • Decoding Academia

    via Facebook

  • slowly

    i’ve recently come to realize that my mini bio on twitter: “living it up slowly”, resonates happily with some other ideas and movements raising their heads around the globe:

    the first, and most obvious, is the slow movement.
    i’m completely enamored with this approach to living, working, eating – and especially learning! where do i sign up to be part of a “slow school”? (giggle if you must.)

    being part of the fast-food-style education system, yet striving to remain human and sane (and to teach my students how to be human and sane), has opened my eyes to a number of changes that are necessary. much can be gleamed from this excerpt taken from the “slow education” page of the slow movement website:

    The process [of education] is about things like how are ideas conceptualised, how can we support learning and the knowing of how to learn, as well as the love of learning and investigating. 
    Slow education is also about connection to knowledge and to learning – real learning. It is about leading a skilful life – doing no harm – and having respect for all living and non-living things.

     this connects nicely to the next idea that keeps popping up:
    our current systems, curricula and approaches to education (life) are outdated and failing our children.

    A new favorite of mine, Sir Ken Robinson, has quite a few things to say about this. I stumbled onto his genius on TED.com – check him out if you get a chance. for those in a rush, here’s a cool glimpse of what he suggests:

    [youtube https://www.youtube.com/watch?v=zDZFcDGpL4U?fs=1&hl=en_US&w=320&h=265]

    makes you think ;0)