http://www.youtube.com/watch?feature=player_embedded&v=ahv_1IS7SiE
This morning I was inspired by a friend's post on the last Dr. Seuss book, Burning Man.
Dr Seuss was one of those sets of books that I can still return to time and time again, and find new pearls of wisdom. The first time I read one of his books it was at the Von Welligh Library in Johannesburg. This was 1976, I had just lost my mother and my father seemed to have abandoned us children.
My grandparents had taken us in and were trying their best to give us a better life. This included moving to Darragh House, the flats belonging to the Anglican Church, in Hillbrow, Johannesburg, South Africa. This was one of the few "grey areas" in Johannesburg where light skinned coloureds could hope to start a life as "whites".
Thus at the age of six, I was stuck in a small flat, not able to make friends with the neighbours, and missin my parents.
That's when I discovered "The Cat in the Hat". In Dr Seuss I had a new friend who still whispers in my ear:
"Today you are You, that is truer than true. There is no one alive who is Youer than You."
(Thanks Dave Duarte ;-)
The whole book can be watched at: http://www.youtube.com/watch?feature=player_embedded&v=ahv_1IS7SiE
Tuesday, 31 January 2012
Monday, 30 January 2012
Children's books available electronically -when can we give them e-readers?
See: Project Gutenberg Children's collection
"African publishers lag in shift to electronic books
Electronic readers are transforming the way people enjoy their books. However, there is very little African published content on the online stores. For a reader looking for a Kenyan book or literature published in Africa, one has to get the ink-and-paper version as few publishers have moved online."
There are programs in place to provide one-laptop-per-child and the latest is getting e-readers to children. One of these is an organisation called Worldreader.org. What is the possibility of Namibia recognising this as a future trend and start planning for it.
I recently completed together with an international team, a study for the University of Washington on "Libraries, Telecenters and Cybercafés: A Comparison of Different Types of Public Access Venues".
It is sad that we neglecting our children's access - I just look at the example of our public library in Windhoek.
Worldreader aims to put a library of books in the hands of families worldwide, using e-reader technology.
Literacy depends on access to written material. E-readers can deliver written material anywhere, quickly and easily. But there is little known about the effect these devices have in classroom settings or in developing countries.
Worldreader.org completed several classroom trials using e-readers to explore the use of digital content in the developing world.
Our working hypotheses are that:
- E-readers will increase access to books due to lower distribution costs and immediate visibility of millions of books available online.
- This will result in a larger number and greater variety of books read, and increased excitement and exchange of ideas around these books.
- The result will be a higher value placed on reading within the classroom, family, and community.
- The results will be specific and measurable, and will, in the long term, increase literacy and opportunity for those involved.
Saturday, 28 January 2012
Management coaching: There’s method in the madness | Africa Report
Management coaching: There’s method in the madness | Africa Report
It’s time to tackle the dreaded M word –management. With management coaching, this has never been easier.
By Craig Falck for Africa Report
Managers are not born… They are trained. And mentored. And coached. Management coaching is a new technique that’s gaining popularity around the world because it gives employees the skills they need when they enter higher management positions. After all, these programs are popular for a reason…
Being a manager is more than just delegating and having a “manager” sign on your business card, desk or office door. It’s about being able to handle the company, to mould and develop your team and department, and lead the team to victory. And that’s where management coaches come in. Like any coach in a sport, they will instil certain principles and knowledge in their leader and coach them to be the best that they can be. There are so many things that managers need to know these days and so many tools that they have at their disposal – there’s nothing that they can’t do in the workplace. Unless, of course, they haven’t had the proper training and coaching.
Management coaching is all about identifying your inner manager traits and learning how to use them. We’re talking communication skills that allow you to better communicate your needs and wants in the office; decision making that puts the power in your hands to quickly decide what needs to be done and what can be ignored; concentration that allows you to focus on your goal and make sure that you get there no matter what obstacles stand in your way; drive and determination that you can pass onto others to encourage them to meet their objectives; insight, discretion and understanding that will give you the tools to cope with the office dynamics and personal issues that arise, and a number of other character traits that make for a good manager and leader.
The thing is, as popular as manager coaching is, there are still those that scoff at the idea and call it “foolish” and “mad”. However, these names come from two kinds of people: those who think they know it all, and those who know nothing. You cannot simply slam a form of education or knowledge sharing because you don’t agree with it or because it’s not to your liking. Knowledge is power, and any form of education should be appreciated and exploited. The more you know, the better equipped you will be to handle what your workplace throws at you.
Huddle up, team… it’s time to coach your management skills and turn you from also-ran-boss to game winner in the blink of an eye.
Thursday, 19 January 2012
Andreas Guibeb - Experimenting with education in Namibia
Andreas Guibeb
The poor outcome of the matric results of the past year takes me back down memory lane when I had the good fortune to serve as assistant teacher (hulp onderwyser) for a Grade9 class at Ella Du Plessis for a brief period.
I soon realized the huge gap in performances between the top and lowest performing students, especially those who commuted daily from Katatura to attend school in Khomasdal in the hope of a better future. I refused to accept that some kids were stupid whilst others were clever. My challenge was to proof that theory by narrowing that gap. But how...?
Not prejudiced by the dogma of formal teacher training I experimented a lot and tested the tolerance limits of the school principal by abolishing the system of giving individual test marks and replacing it with a test mark for each student equal to the class average test mark for the subject. So every pupil in the class had either a good or horrible test mark for each subject. My point was that the success of everyone in the class was and should be our collective concern. We will only achieve that objective if we all start sharing good studying and learning strategies with everyone and increase the class average by helping the poor performers to up their contribution to the average class performances. I said let's all fake it till we make it and achieve the highest possible average class result, which means that everybody is doing well individually.
I therefore paired pupils to do homework and prepare for tests and taking particular care to pair top performers with under performers. I did this intuitively and without any knowledge of "positive deviancy theory" developed years later by Harvard Professor Jerry and Monique Sternin. With hindsight it reasures me that there was sense to the experiments of the scientist gone mad in the Ella du Plessis School laboratory.
This initiative was however very disturbing (understatement) to the school principal, school administration, the top performers and their parents in the class. The underlying spirit of: "We are in this together and we win when everyone wins" that I was trying to share, militated against the acquired wisdom pervasive in all aspects of our life of: "Each one for him/herself and God help us all".
So I convened a meeting of parents, the school principle, students and myself where I explained that if the top performers and poor performers studied together both will win. When both win everyone wins. The top performers would gain lifelong friends and the poor performers gained a window into the thinking and study methods of top performers. The poor performers would gain self-esteem they lacked before when they see improved results. Once successful, they will dislike failure forever.
I am greatful to the school principal, parents and pupils for having allowed me to continue that risky experiment, but the rest is history as they say.
Though I spend only a few months with the class all of them passed matric and gained access to university long after I left the school. The empowering lesson. If allowed, challenged and supported by all stakeholders the learners themselves will come up with more resourcefull and efficient solutions to the most chalenging situations. Because they come up with the solution themselves, it sets them on a lifelong course of success.
I am gratefull to the star pupils of my class at Ella du Plessis who took the exercise to heart and help under performers acquire better study habits and thus raised the test average for all.
As Shakespeare says,"when the tide rises all boats are lifted". No top performer became worse because of helping others but all under performers became star pupils and realized their full potential. This is literally and figuratively true in all fields of life as today proven by the "positive deviancy theory".
The poor outcome of the matric results of the past year takes me back down memory lane when I had the good fortune to serve as assistant teacher (hulp onderwyser) for a Grade9 class at Ella Du Plessis for a brief period.
I soon realized the huge gap in performances between the top and lowest performing students, especially those who commuted daily from Katatura to attend school in Khomasdal in the hope of a better future. I refused to accept that some kids were stupid whilst others were clever. My challenge was to proof that theory by narrowing that gap. But how...?
Not prejudiced by the dogma of formal teacher training I experimented a lot and tested the tolerance limits of the school principal by abolishing the system of giving individual test marks and replacing it with a test mark for each student equal to the class average test mark for the subject. So every pupil in the class had either a good or horrible test mark for each subject. My point was that the success of everyone in the class was and should be our collective concern. We will only achieve that objective if we all start sharing good studying and learning strategies with everyone and increase the class average by helping the poor performers to up their contribution to the average class performances. I said let's all fake it till we make it and achieve the highest possible average class result, which means that everybody is doing well individually.
I therefore paired pupils to do homework and prepare for tests and taking particular care to pair top performers with under performers. I did this intuitively and without any knowledge of "positive deviancy theory" developed years later by Harvard Professor Jerry and Monique Sternin. With hindsight it reasures me that there was sense to the experiments of the scientist gone mad in the Ella du Plessis School laboratory.
This initiative was however very disturbing (understatement) to the school principal, school administration, the top performers and their parents in the class. The underlying spirit of: "We are in this together and we win when everyone wins" that I was trying to share, militated against the acquired wisdom pervasive in all aspects of our life of: "Each one for him/herself and God help us all".
So I convened a meeting of parents, the school principle, students and myself where I explained that if the top performers and poor performers studied together both will win. When both win everyone wins. The top performers would gain lifelong friends and the poor performers gained a window into the thinking and study methods of top performers. The poor performers would gain self-esteem they lacked before when they see improved results. Once successful, they will dislike failure forever.
I am greatful to the school principal, parents and pupils for having allowed me to continue that risky experiment, but the rest is history as they say.
Though I spend only a few months with the class all of them passed matric and gained access to university long after I left the school. The empowering lesson. If allowed, challenged and supported by all stakeholders the learners themselves will come up with more resourcefull and efficient solutions to the most chalenging situations. Because they come up with the solution themselves, it sets them on a lifelong course of success.
I am gratefull to the star pupils of my class at Ella du Plessis who took the exercise to heart and help under performers acquire better study habits and thus raised the test average for all.
As Shakespeare says,"when the tide rises all boats are lifted". No top performer became worse because of helping others but all under performers became star pupils and realized their full potential. This is literally and figuratively true in all fields of life as today proven by the "positive deviancy theory".
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