Melwin Braggs, Business Editor

School Infrastructure refers to the site, buildings, furniture and equipment that contribute to a learning environment. The schools we design and build must: 

• Promote effective learning and teaching 

• Incorporate new technology 

• Be environmentally sustainable 

• Support community involvement

Does school infrastructure matter?

Research in the field of well-being among students in schools has shown that the feeling of well-being decreases during secondary education and the lowest scores occur in the students aged 14 and 15. The other question is: are there differences in well-being between students who study in good vs. poor quality school infrastructure, regardless of gender, grade and type of education? We are motivated by the thought that findings support the hypothesis that school infrastructure matters, small adjustments could lead to important advantages for the well-being of these vulnerable students. 

Approach to school infrastructure

Lead by the vision-mission-philosophy & product USP, school infrastructure should begin by addressing the lowest denominator of school infrastructure as a design solution 

Desk & Seat -unit design that can form a system design 

Class room- prototype design that completes all detailing specified which is age appropriate & focuses on the 'to be learnt subject'. Design to include Blackboard, Class Storage, Tables, technology equipment. 

Complete school- design to include active & support locations, main & ancillary spaces, student & staff areas, Storage system, Display system, ICT, Sports facilities, Layout, Break & play spaces. 

Education system- educational product tools, Creative thinking tools, learning aides, Equipments, Technology aides could be covered under this heading

While resource availabilities (e.g. Land, location, finance) are driving forces, adhering to the law of the land, board affiliated also play a deciding part. All aspects considered the prime objective should always be: This environment is being created to enhance the teaching learning experience impacting 'that student' who will shape our future tomorrow.

Reach out. Plan your school infrastructure with the above guiding principles & you will succeed, Develop Schools

Reflective teaching is an approach to teaching, learning and problem solving that uses reflection as the main tool. It encourages teachers to create distance between themselves and their practice. It involves them in analysing, discussing, evaluating, changing and developing their practice, by adopting an analytical approach to their work.

A common feature of the reflective process is the questioning of 'self', that is, one's beliefs, values, assumptions, context, and goals, in relation to actions, events, or decisions. Reflective teaching involves teachers in examining, framing, attempting to solve dilemmas of classroom and schools, and asking questions about assumptions and values they bring to teaching. It also involves attending to the institutional and cultural context in which they teach, taking part in curriculum development, being involved in school change and taking responsibility for their professional development.

Reflective teaching demands that teachers employ and develop their cognitive skills as a means of improving their practice. They recall, consider, and evaluate their teaching experiences as a means of improving future ones. Reflective teachers develop and use self-directed critical thinking and on-going critical inquiry in their practice, initiated by them and not administratively decreed. This results in the development of contextualised knowledge. Reflective teachers think critically, which involves the willingness to question, take risks in learning, try out new strategies and ideas, seek alternatives, take control of learning, use higher order thinking skills and reflect upon their own learning processes. They discuss and analyse with others, problems they encounter in their classroom, to aid their analysis of situations, which could result in improved future classroom encounters. Reflective teachers are subject conscious as well as standard conscious because teaching reflectively promotes the individual as responsible for identifying subject content deficiencies and, through the act of reflection, and being autonomous, address such deficiencies.

They engage in the disclosure of feelings, ideas, receiving and giving feedback as a part of a collaborative experience. They confront the uncertainty about their teaching philosophies and indeed their competence. If teachers hone their cognitive and affective skills via reflective teaching, this could improve their ability to react and respond-as they are teaching-to assess, revise, and implement approaches and activities on the spot. This could also develop further self-awareness and knowledge through personal experience. More importantly, this could aid in encouraging teachers in their role as autonomous professionals, by encouraging them to take greater responsibility for their own professional growth by deepening an awareness of their practice, set within their unique particular socio-political contexts.