Nomathemba Mpathi started teaching in 1979 and has specialised in the Foundation Phase. This year she is teaching Grade 1 at Samuel Nsiko Primary and is using the Molteno method of teaching literacy.
Nomathemba Mpathi started teaching in 1979 and has specialised in the Foundation Phase. This year she is teaching Grade 1 at Samuel Nsiko Primary and is using the Molteno method of teaching literacy.
Q: You are a highly experienced teacher. What is your opinion of the Molteno method for teaching
literacy?
A: I think it is amazing! I have never had Grade 1 learners as advanced in reading and writing by the second quarter!
I did the training last year when I was teaching Grade 2 and immediately started applying what we had been taught.
In the end-of-year assessment my Grade 2s did very well. They could do all the exercises: sentence completion using their own words and writing a paragraph making up a story about a picture of a birthday party. I was very proud of them!
Q: How was the training?
A: The principal selected two of us and we attended two weeks’ training in Grahamstown. The approach was explained and demonstrated to us and we were given very good course notes to help us when we were back in the classroom.
Q: Can you describe the Molteno approach?
A: In every literacy lesson the learners talk, read and write. They can only read and write words that they understand so oral communication is very important.
The Molteno project supplied us with large, colourful posters fi lled with activities and I use these to encourage the learners to understand and use the vocabulary I need for the lesson.
There are stages in the teaching of literacy. In the fi rst stage the Grade 1 learners draw a picture of the word and I write the word for them.
Soon they write the word themselves. In stage two they draw the picture and write the word themselves. In stage two I introduce them to plurals, diminutives, prefi xes and suffi xes. The advanced learners are starting to make up their own sentences by this stage!
Q: How is the Molteno method different from another method of teaching reading?
A: In this method the learners learn to read and write words not just sounds (phonics) and this helps them to read and write whole sentences very quickly.
But this does not mean that I ignore phonics! The learners are able to break up every word that they can read and write into syllables that they clap out.
As I teach a new word containing a new sound I teach them how to write the letter so they are doing reading, writing, syllabifi cation, letter formation and punctuation all together!
Q: Are there any other key factors in the Molteno method?
A: Yes, it is important to work with small groups so that you are sure that you have the learners’ full attention.
So I have divided my class into three ability groups. I introduce the new vocabulary to the whole class by telling a story or discussing the poster.
Then I work with one group on the mat in the reading corner and do word building with them using the phonics/word building equipment (see photograph on the left).
The second group will identify the new letters and words by circling them in their work books and the third group will practise writing the new letter in their workbook. After 15 minutes the groups will move around to the next activity.
Q: What advice can you share with other teachers on how to teach effectively?
A: I cannot work without my assessment and interview book which I use daily. In this I have all the information required by the department and school but I also keep a record of exactly which words each learner does not know and any other areas of diffi culty he/she is experiencing.
If a child is not progressing I call in the parents or guardian and discuss the problems. I get the parent or guardian to sign that they will help the child and I write down their contact details so that I can easily contact them again.
If a child is absent often or for a long time I will phone or go to the home to fi nd out if there is a problem.
Q: Any other comments?
A: Kids need to be loved by their teachers and praised and rewarded when they do their best. I make use of stickers and even bake them muffi ns!
Parents, grandparents or guardians must take an interest in the child’s school activities and this will encourage the child to learn.
