CHAPTER: 4 - DATA ANALYSIS
4.2. A Description of the Research Site 1 Source of information
4.4.16. Teaching Styles, Learning Activities and Assessment Procedures and the Manner in which these influence Meaning and Understanding
The examples cited in the above discussion, ofthe terms "promiscuous" and "multiple partners", are contaminated with derogatory connotations, and therefore regarded as negative. How do we create the notion that being promiscuous or having multiple partners is not necessarily bad in our mvn cultural beliefs, but that having more than
one partner is a reality?Perhaps a shift in focus to identify safer sex measures and to practice these, would be a way forward.
4.4.16. Teaching Styles, Learning Activities and Assessment Procedures and
Learners were made to sit and listen, as the teacher explained the different ways in which one can contract HIV. The classroom environment was tense and uneasy, and this was evident by the learners sitting quietly, and staring blankly at the teacher in front. Itwas clear, that no learner had any intention of interrupting the normal chain of events that occurred, in the progression oflessons conducted by the teacher. Upon completion of her lesson, the teacher asked if everyone understood. They all nodded.
She then put up notes on the chalkboard, which learners were expected to take down copiously, in their Life Orientation notebooks.
The lessons that followed on precautionary measures to be taken with regard to HIVIAIDS prevention, basically assumed the same approach. All information was presented verbally by the teacher, followed by notes on the chalkboard, which learners were expected to take down. Learners were expected to write a
comprehensive test on subject matter covered, in the week that followed. Lessons were very much content-driven, with the assumption that learners had no previous knowledge of the subject matter covered. No attempt was made to contextualize the subject matter within the realm of the learners' experiences.
Teacher Y used group work in his lessons. Lessons incorporated two-way interaction.
Learners were encouraged to ask questions. Learners were presented with pictures, depicting the ways in which HIV is transmitted. They were asked to form groups and, discuss and list the different ways in which the virus is spread, on the slip of paper handed to each group. This instruction was repeated, as well as written on the
There was clearly a relaxed classroom environment, and this was evident in the way in which learners were able to pose questions easily, and without restraint. They also responded to questions posed in a confident manner, even though they did not always have, in their possession, the appropriate vocabulary to do so.
"When a mother gives it to the baby, when itis inside her" (A learner's response).
"Yes, that is correct- we refer to this as mother-to-child transmission" (He nodded and smiled before proceeding to write this on the chalkboard) responded teacherY.
By using probes and encouraging the learners to respond to questions, he was able to ascertain what the learners already knew about HIV transmission. This served as building blocks to the lessons that were to follow, on precautions to be taken with regard to the prevention of HIVIAlOS.
Teacher Z had her class arranged in rows. Even though teacher talk was a predominant feature of the way in which the lesson was presented, learners were comfortable enough to pose the occasional question or two. This was evident, by one male learner asking if there were any other ways in which one could contract HIV.
Teacher Z explained to the learners how HIV can be contracted, with the aid of a chart, showing pictorial representations of what she was trying to say.
The follow up activity was a worksheet, which learners had to complete in class for assessment purposes. Learners were required to match pictorial representations of the ways in which HIV can be transmitted, with sentences that used the appropriate scientific terminology to describe the means of transmission. These included three major categories, namely "mother-to-child transmission; sexual intercourse or relations; and coming into contacted with infected blood". The assumption was that learners knew what the terms "intercourse" and "infected", meant as these were not explained. The question that arouse in my mind was:
"How much can learners assimilate in terms oflanguage, especially
if
the lessons are teacher dominated? "What emerged clearly from the above discussion was that teachers X and Z
dominated the lessons. They assumed that learners had no previous knowledge about the ways in which HIV/AIDS can be transmitted, and their teaching approaches reflected this. Teacher Y, on the other hand did not make the same assumption, but instead used the learners' existing knowledge as a starting point in his lessons. The opportunities he provided to learners to respond to questions, and to display their current understandings on the topic at hand bears testimony to this. The fact that learners were encouraged to attach meanings to the pictorial representations within a group context allowed for them to negotiate meaning and create a sense of "shared understanding ".
Educators preconceived notions of what children already know and what they should know, tended to influence their teaching styles and approaches within the classroom context. This bears evidence to the power relations that exist within the classroom context. It is the educator who decided what to teach and how to teach it. "How can we create a culture oflearning that promotes the optimal involvement oflearners in the process ofnegotiating meaning thereby facilitating understanding, taking into account the differences in their language competencies, cultural backgrounds and beliefsystems? Is such a state an idealistic one or is it pre-requisite for enhancing learning within a multicultural context? "