Understanding and Navigating Change
July 21, 2020
Wonder Women
August 13, 2020
Mrs Pheleza Ngculu, a Champion teacher took a trip down memory lane back to 2014 and this is her story.
I resigned very reluctantly due to unforeseen circumstances from my teaching career in 2014 while I was at Vuselela Primary in Khayelitsha in Cape Town. To sustain myself I joined Annique and many of my clients were school teachers whom I supported by introducing them to health products and information.
Every time I made a delivery to one of the schools I noticed that I felt a tug at my heartstrings because I really missed the classroom. So when I was approached in 2018 to take a contract post at Vuyani Primary I grabbed the opportunity and nothing was the same again.
When the Acting Principal met with me she filled me in and it was then that I was invited to be on the Edufundi programme. Fear of the unknown immediately kicked in. As usual, it gave a number of reasons that were negative about the programme. It would be a waste of my time because I had taught for twenty plus years. It would be a great inconvenience to what I had planned for the day. The presence of a mentor in my classroom was going to intimidate and disturb me big time.
The reasons were endless. Later, however, after much thought, I had to remind myself of the objectives and life goals I had. I wanted to see positive growth in my life. I had returned to the teaching profession because I wanted to make a difference to learners in my care. I also wanted to leave a mark wherever I went. Deep in thought, an idea flashed through my mind, this programme could be a tool to my destiny. My next step was to develop a positive mindset and be more receptive. I reprogrammed my mind based on my goals and objectives.
From the first day, my mentor came to my class, I warmly welcomed and accepted her as an instrument to change my life. I had this feeling that she would take me to the next level. My feelings were spot on because the atmosphere of the class was ever so pleasant to an extent that I looked forward to Thursdays because I knew that I would have someone to share my challenges and come up with healthy suggestions. My mentor was there to guide, build, mould and nurture me. She came to improve what I had planned for my lesson not to disapprove and discourage me. I was very comfortable when she was around and I accepted her as my colleague with whom I could freely express my opinion and substantiate it fearlessly. She became part of our family. The learners even looked forward to having conversations with her in English.
Sylvie, my mentor was never stingy with credits because she wanted to see me enjoying what I was doing. She was exceptional to the extent that I felt that she was specially designed to be my mentor. Her approach to an introduction to any technique was amazing. She never imposed anything, instead, she made me realise that a particular technique would bring a difference to a certain situation. That would make me see the need for including and practising the techniques. She boosted my morale by expressing many times that I was one of the best First Additional Language teachers she had met and shared my activities with others. She had so much faith in my abilities that she connected teachers to me who found challenges in the teaching of English as an additional language in the Intermediate Phase.
I realised that we shared one common goal and that was to unlock the potential of every learner, bringing out the best and helping each one to realise the seeds of greatness deposited within. She showed great respect when bringing something to my or the learners’ attention. She displayed super listening skills and I am grateful that our paths crossed and we continue to connect long after the programme ended striving for the same goal… Unlocking the potential of the learners we meet.
I had a bittersweet feeling when the Edufundi programme ended. I felt bitter because my contract at the school ended and I thought that our paths would never cross again. Anyway, that was beyond our control and as the saying goes: “All good things come to an end." The sweetness I felt was that the programme brought such a difference to my life, making me feel even better than before (upskilled). I felt rich inside because of the knowledge I had gathered through my involvement with the programme because of the exposure it gave me… My classroom was described as a Model C classroom by visitors to the school. The experience was fruitful and rich. I was so grateful that I had changed my attitude which determined the altitude I reached towards my life purpose. The great moments that the programme brought into my life and the content will be treasured because of its positive impact on my learners and myself. This was a God-given opportunity that brought with it an energy which has sustained me through the many contract posts I held during 2919.
The techniques assisted me in many ways and some of my favourite techniques are worth a mention. Learners practised and mastered the routine for entering the classroom…..they looked forward to being welcomed at the threshold, getting to their desks, quickly and quietly taking out their text and workbooks, writing the date and getting through a short exercise without much ado and verbal instructions. I simply love this technique because the learners get focused so quickly. All that was required from me was to manage these simple routines consistently so that they became part of the classroom culture and set the tone for the lessons to follow. A conducive environment is created and the Academic Ethos can be tackled with vigour and determination. This technique is able to get learners all on one page.
I firmly believe that teaching and learning cannot be maintained in a chaotic environment. When the learners master the Entry routine the teacher is able to manage them successfully.
Techniques around Academic Ethos introduced me to the Double plan, which really makes teaching and learning successful. This requires one to systematically plan what both the learners and teacher would be doing at each step of the lesson and impacts positively on time management. The link between the objective and assessment tool is of vital importance. Sharing the objective with learners made them part of the lesson right from the very beginning. Learner involvement is greater using the double plan because they are given the opportunity to practise a skill with the teacher and peers before they tackle the individual task. Furthermore, the double plan promoted teamwork and learners were given the opportunity to collaborate, share and become tolerant. Group work also encouraged them to trust each other. During this time I was able to move around and observe small communities being developed in the classroom. The exit ticket assisted to check if the objective was achieved. I also used it to get learners to reflect on the lesson. Going through the exit tickets I was able to evaluate learner achievement… I knew immediately whether I had to remediate or move on.
Joy Factor is another favourite technique for me and I love it so much. Including games, songs and fun activities encourage learners to become part of the learning process. They all engaged even those with learning barriers. Learning becomes more meaningful and memorable. I love using popcorn reading where learners develop attentiveness and stay focused. As learners get used to popcorn reading joy becomes contagious. The learner feels safe when the teacher creates a culture of error in the classroom. These are few of the techniques which helped me shine and as Tata Mandela said: “When you shine you unconsciously give others the permission to do so also.” My learners start shining bright as I move to different schools and share my bag of jewels.
I perceive the Edufundi programme as the wind beneath my wings in my journey as a contract teacher. It has been a great advantage to me because it has set a high standard for me to follow at the schools I found myself in whether it was for two weeks, a month, a term or more than a term.
The programme helped me build a roadmap for me to follow no matter whatever the challenge at the school. It gives hope when faced with hopelessness. I seem to have this inbuilt assurance that all will be well if I apply the techniques wherever applicable. The programme undoubtedly promotes tenacity. It is wonderful to observe the ‘before’ and ‘after’ I introduce the techniques. It is equally wonderful to see learners bloom with confidence because they are able to communicate (write and speak) in English which although it is an additional language is also the language of learning and teaching in the Intermediate Phase in most schools.
The techniques have attracted the attention of colleagues and it gives me great pleasure to share with those who have shown interest. I highly recommend this programme to teachers both young and old or novice and veteran. The benefits are endless but it first and foremost provides a solution to the behavioural and academic challenges in the classroom. The different techniques that the programme exposes one to are that it gives the opportunity to mould, build and nurture future leaders by setting the tone for effective teaching and learning to take place. One is also given the motivation to grow from one level to the next in both a personal and professional capacity. Furthermore, it helps to instil, restore and maintain a passion for education because one is transported from a comfort zone to one of excellence. So, therefore, fellow educators if presented with an opportunity to join the Edufundi programme… Grab it and make the best of it – the rewards are more than amazing!
I enjoy taking this trip down memory lane because in the midst of challenges it lifts up my morale. My passion for teaching and learning becomes greater as I recall the memories of the impact the Edufundi programme has had on my life. I am inspired to continue with my life purpose which is to unlock the potential of the learners because I believe that, “Every child is potentially the light of the world." This programme has had a profound impact on me to such an extent that I have embarked on a special project – creating a Handbook for teachers, which I hope will ignite, initiate and inspire educators to unlock the potential of our learners.
Written by Pheleza Ngculu
