This section highlights how:

• I use appropriate and aligned teaching and learning activities which is learner-centred

• I use technology-enhanced teaching and learning strategies

• I use a scholarship of teaching and learning approach to teaching

• I promote discipline-specific reading and writing literacy

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My class structure generally comprises of a ten minute revision of the previous class, forty minute’s new content teaching and 10 minutes summary discussions. I am currently working on a concept map that I will discuss in the beginning of the lecture to give the students context for each new chapter I teach. My pedagogical practice is influenced by how my students learn and usually includes teaching activities such as lecturing, assessments and where possible practical demonstrations. I teach using, verbal, written and visual methods informed by my assessment of student’s prior knowledge. To establish student’s prior knowledge I probe with a short question and answer session prior to lecturing on new content.

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I use multiple methods to represent information hence my teaching activities also includes a colour coded PowerPoint presentations and explanations using the board and also requires student participation in group exercises involving two or more participants during class. I tend to incorporate some humour when explaining difficult concepts which I together with interaction from students break down to its simplest form. I usually use relevant, applicable and current South African based examples to demonstrate the application of these concepts during class and when I do formative and summative assessments. Over time I will incorporate and build on all the strategies (multiple means of engagement, action and expression) of the Universal Design Framework (UDL, Smith 2012) and the Capabilities Approach (CA). I embrace these socially just pedagogical activates as it will give all my students the flexibility and freedom to learn in a way that best suites them.

To me learning has occurred in the classroom, when I observe my students smiling with eyes bright and eager to interact and be part of the class discussions (however, some students still do not interact). During student consultation, I assess the cognitive ability/logic of the student’s when they attempt to solve statistical problems/exercises. 

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I give students feedback on their thinking processes during:

i)   Consultation (feedback is immediate and personalised). 

ii)   Class interaction (group feedback)

iii)  Term tests memo revisions (I go through the memo so they can see where they went wrong/right) 

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Currently I upload all course materials (on a weekly basis) such as the PowerPoint presentations on the UWC statistics webpage (http://www.uwcstats.x10.mx/stats1/) and I have made audio recordings of some of my lectures. Students are thus able to flexibly access the course material at any time and from any location. I find that student’s grasp statistical concepts easier when I use visual props together with verbal explanations. I also use props during a lecture, for example, rolling a set of dice or flipping coins to teach the concept of probability theory. This type of common visual display of the use and application of the theoretical statistical content enhances a students learning ability. Teaching and learning is not limited to the focussed time dedicated in the classroom or on the myriad of e-technological tools available these days, it  very well happens in our daily interaction with life and grossly stems from experience or “on the job” training. We are all a product of our own continuum of prior knowledge that informs our knowledge trajectory. The need to assess my pedagogical competence was sparked during my attendance of the six month course (Towards the Professionalisation of Teaching and Learning) offered to new academic staff at UWC. We discussed the article by Olsson & Roxå (2012), where they argued “that conceptual change in university teaching is supported by systematic scholarly academic development focusing on pedagogical competence”. I will measure the growth in my own pedagogical competence by the growth in my students (when I witness confident students who realise that even while they are learning that they too are producers of knowledge).

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In my view student teacher relationships also have professional and parental components. My students are both “my clients” and “my children”. When students (or colleagues) have administrative requests I deal with them in a very professional manner and I try and respond to their request within 24 hours. I communicate with my students via class notices, e-mails, departmental notice boards as well as website posts. I treat email’s the same way I treat instant messaging (WhatsApp). 

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When there are issues of health or family that adversely affects a students learning ability, I tend to take on a ‘motherly’ role in trying to assist the student I any way I can or am allowed to. Students’ backgrounds in terms of their language, culture, levels of knowledge, social status and household textures are very diverse, it is therefore very important to me to have a good sense of the student class mix I engage with. Depending on the class size I would try and find time to have conversations with students about their aspirations and challenges.  

In 2014 one of my students who were very participative in class did not do well in his term test. When I chatted to him I found out the reason why was because he has been living with his brother and was working part time to support himself and his full time studies, and due to an incident where his brother physically assaulted him he was required to appear in court.  I have an open door policy and it’s important to me that my students ‘feel’ that they can freely approach me with their requests and concerns. I am able to support students by guiding them or referring them to skilled people who could assist them. I also try to make them aware of the opportunities available in the field of statistics and by connecting them with the right people (for example I recommended a PhD student/contract lecturer for a job at a prominent bank in South Africa (view Job recommendation). 

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It was due to my people and organisational skills and my passion for statistics that the School of Government at UWC made a special request to my Head of Department (HOD) that I teach the PUA613 course to 15 delegates of the South African Communist Party in Johannesburg in April 2015 (view to Special request).  

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Teaching comprises of sharing knowledge and facilitating learning (in April 2015 I shared my knowledge on probability theory with approximately 76 Western Cape Education Department teachers). My teaching approach will incorporate participative individual and partner exercises, and environment conducive for me to facilitate their learning.  As a teacher it is of utmost importance to be well prepared for a lesson and to speak with confidence in your field of expertise. I find a conversational style of teaching with an element of humour to be effective. I love telling stories or creating scenarios that is relevant and applicable to the teaching content. The examples used must be of a nature that not only communicates my knowledge but should also be attention grabbing.  Students tend to giggle when I use statistics to explain the probability of marrying the stereotypical “model” or when I use pay scale statistics to give them an idea of what their industry specific income range could be. Where possible or feasible it is ideal for me to visually illustrate examples that would facilitate learning. I create short sayings or phrases in “laymen’s terms” that best describes intricate statistical theorems as I find this to be a great way to activate a student’s decision to want to learn (view How I teach example).