Shafee Willenberg has spent 22 years teaching science and mathematics.
Highlights of your teaching career?
These were during the years of the struggle against apartheid when teachers, parents and learners showed a willingness to make major sacrifices – there was an enthusiasm from many learners even under extremely difficult circumstances. While there were many sad stories during those years, it was really a triumph to see many of these learners succeed.
Challenges in teaching?
Dealing with learners who are distracted by other crises in their lives is difficult. These issues often surface when situations have reached a critical stage. You don’t choose to be involved but the learner chooses you – at times like these, what you say or do could well determine the
decisions the learners make in dealing with their situation. I have seen the consequences of not being bold enough to attempt to help.
How do you maintain discipline?
I insist that we always stick to a clearly articulated set of rules. I try never to violate the dignity of the learner and demand that learners reciprocate. I try not to make threats that I cannot carry out. I make it quite clear that I am in charge. I come to a class prepared. Learners instinctively know when you are not prepared and are quick to capitalise. In large class situations especially, one has to have a plan for the full duration of a lesson and allow for the learner to do quite a bit in class so it frees you up to do some checking and monitoring. Learners must know that there is the chance they could be found not doing their work or getting up to no good. Consistency in the administration of discipline at the institution helps.
Can you relate an embarrassing teaching incident?
On one occasion I wore my grey trousers once too often. I bent over to pick up something from the floor while facing the board … need I say more?
Your thoughts on school management?
Insufficient attention is given to maintaining the morale of staff working under trying conditions. The manager should show a genuine interest in members of the team – lead from the front, but more especially be the first among equals. Any perception that work is just delegated has disastrous consequences for morale and motivation.
If one person is down, the rest pull a heavier load. Different people have different strengths and stamina for different things. Some can move mountains in certain areas but are simply useless in other areas.
There are people who do not want to be useful beyond the legally required point.
Management simply has to manage that situation because pushing the limits with such people sometimes pushes them over the edge and you lose whatever enthusiasm there was. The rest of the team suffers. It is better to strive to get cooperation rather than bully into submission. Throwing the rulebook at people is sometimes necessary but is fraught with its own problems.
How do you maintain your enthusiasm and inspiration?
There are situations in which I sometimes work where I can see that my contribution helps and that is satisfying. I have seen learners change their mind about themselves and their abilities and have gone on to do good things for themselves.
How have you coped with the changes in our education system?
Democratisation of education and the freedom to move have created their own problems and opportunities. Having been committed to change in education, I always felt the need to be prepared for these and hence I was able to adjust. In my subject areas these changes do not appear to be major. I am grateful for the many mentors that I have had along the way. The workload has increased considerably and I think that I suffer from paper overload.
What survival tips do you have for young teachers?
Do not hesitate to ask and accept advice from seasoned campaigners – my survival in the teaching profession can be attributed largely to their guidance.