Doboro Livhuani had an unpleasant experience while acting as an invigilator
My life and my job were in jeopardy. It was 10.30am one day in November 1995. Grade 12 students were writing their last paper – biology. What a subject!
As usual, the biology paper consisted of many diagrams, experiments and essays. The majority of the pupils spent too much time thinking about the difficulties of the paper, and forgot that proper preparation prevents poor performance. One’s effort and commitment are essential.
What do you think would happen if a candidate spent the whole night before the exam grooving at a club and forgot to prepare for a challenging subject like biology? It is almost certain that he or she will resort to unlawful practice – such as the use of notebooks, textbooks or papers related to the subject – during the exam. Some learners prepare mini notes that contain diagrams and essays which are likely to appear on the question paper. These pupils aim to cheat in the exam. They usually dress in a manner to hide their notes from the invigilators.
I am convinced that it is this kind of pupil who contributes much to the increased number of incompetent and unknowledgeable graduates and professionals.
During exam time, educators change their duties and become security guards in the exam centres. Both teachers and learners know that they should abide by the rules and regulations set by the Department of Education. The rules include the prohibition of textbooks and notebooks, as well as copying from a fellow learner. Serious steps will be taken against invigilators who allow irregularities in their centres.
What does one do if one finds oneself in a chaotic situation where a candidate wants to resort to violence to cheat?
This happened in my exam centre when I was trying to confiscate a mini notebook which was brought into the classroom to be used as a reference. I noticed a notebook lying on Tom’s table.
”Tom, what are you doing?” I asked.
”I am writing, don’t you see?” he answered.
”Let me have this notebook, you are not allowed to use this notebook in the exam,” I said.
Tom immediately became aggressive, and took out a butcher’s knife, pinned the notes to the table with it and said: ”You take it, I take your life.”
There was a tense moment. Candidates were waiting to see would happen. I was nervous, but I was accountable for the situation.
There was something very vicious about Tom’s behaviour. He had been admitted to our school after he had intimidated and threatened the principal. The principal disclosed to the staff that he admitted Tom because of pressure – Tom had produced a rifle and told him to admit him if he wanted to save his life.
What would you do if you were in my boots? I humbly requested him to give me the notebook and knife, but he refused. Girls started to run out of the classroom, while boys were standing with inquisitive eyes. Others were clapping their hands, saying, ”bra Tom, bra Tom.”
I eventually went out to call the chief invigilator, Mr Gagashe, to intervene. The chief invigilator was also afraid to face Tom, as he knew that the boy was dangerous. Mr Gagashe phoned the police, who arrived in five minutes. The chief invigilator, with policemen behind him, managed to rescue my life and my job.
But Tom.
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— The Teacher/Mail & Guardian, Johannesburg, April 2001.