My Books 

Educators need to empower learners to be prepared for the Fourth Industrial Revolution, to be thinkers with the ability to pioneer the future.

This book cracks teaching and learning myths that led to learners being perceived as knowledge duplicators

instead of being knowledge creators.  

Thinking tools move the focus of learning from mastering content to critical thinking.

This requires the critical thinking toolkit, which is the mothership of all thinking. It engages learners’ forever-wandering minds with the learning task at hand, which is the substitute for the traditional expectations of “paying attention” and “memorising”.

When employing thinking tools, learners become thinking engineers—taking ownership of what they must discover, create or solve. 

Within this paradigm of teaching, teachers directly engage with learners’ brains, which goes beyond learner-centred teaching and defining learning as visual, auditory or kinaesthetic. 

The book is based on examples of thinking tools sessions.

Will be published on 1 November 2019

The DNA of Great Teachers

R230 inclusive of VAT and Post Office postal cost in South Africa


The education system fails learners and causes little to develop and utilize their learning potential to the maximum. Voices from the world of work and tertiary institutions make it clear that school leavers cannot apply their knowledge. Therefore, the current approach is not sufficient to prepare learners for work or for further studies. There is a need for more and better teaching methods. Methods that enable learners to develop to their full potential and much more to the body than to derive lessons from the curriculum and provide it to learners on a tray. The result of this approach is that learners are not empowered to create and discover knowledge, gain insight and solve problems


This book is truly inspirational. The analogies at various points in the book – let alone in the title – are most apt and, in my view, achieve a ‘practice what you preach’ style of writing which echoes the overall message of the book. It has all been very ingeniously constructed and presented and will most certainly be of benefit to both practicing teachers and to teachers in training.

Emeritus Prof David Donald (PhD)

University of Cape Town