Poorly trained mathematics and science teachers in Sekhukhune district, Limpopo, have something to count on to improve their skills: a mathematics and science project run by St Marks College Trust, an Anglican education facility in Jane Furse.
George Abrahams, vice-principal, is in charge of academic bursaries and outreach at St Marks and says the project was launched early this year to help equip mathematics and science teachers in the area with skills and innovative teaching methods. He says the college realised that the majority of teachers in the region needed assistance after matric learners achieved consistently poor results in recent years.
According to the Sekhukhune district office, which serves 34 schools, last year schools in the colleges vicinity collectively scored a 28,9% matric pass rate.
Abrahams says the project involves 12 schools, but judging by the interest, the number is set to rise. Although it is too early to give a complete assessment of the project, I am excited by the level of enthusiasm and commitment the participants are showing.
The teachers are punctual and eager to learn new ways to offer these difficult subjects, Abrahams says, and the project has secured the services of an equally dedicated team of resource persons whose presentations are tailored to meet teachers expectations.
For now, the trust is the main sponsor. It pays for resource persons stipends and transport for the participating teachers, but as the numbers of schools increase, we will certainly welcome a helping hand, Abrahams says.
The trust has distributed study materials worth R12 000 to all participants. Mathematics sessions are held at St Marks and science classes take place at Glen Cowie Secondary School, which boasts a fairly well-stocked laboratory.
Kganki Mphahlele, a mathematics facilitator and a teacher at Glen Cowie, says: Over and above imparting skills to the teachers, we are also trying to encourage them to be resourceful and creative, especially because they have no appropriate teaching aids. We tell them not to view a lack of resources as a stumbling block.
Mphahlele says it is not resources, but commitment and willingness that count. My school only got the sponsorship after we consistently produced good results. The St Marks project is learner-driven and focuses on specific work teachers have identified as problematic.
Before the project, most teachers were stuck in their little corners afraid to come out and seek help. They did not know who to turn to for advice or training. The high failure rate of learners in both mathematics and science in our schools is a reflection of their inadequacies, says Mphahlele. Teachers also share ideas and experiences on how to resolve challenges they encounter in their classrooms.
Leburu Magakwe, a mathematics teacher at Ponti Junior Secondary School, is also positive about the project. It has opened my eyes, especially on how to deal with mathematics higher grade chapters. What I really like about it is that we are taught to use real-life situations to stimulate interest from learners. He says he finds this very important as it demystifies mathematics and removes the mental and attitudinal block most learners have on the subject.
Deborah Xulu, who teaches mathematics at Malekutu Senior Secondary School, says: Since I joined the project I gained confidence in teaching the subject, and my learners as well enjoy my classes. She is determined to improve the Grade 12 pass rate this year, which at some point hovered at about 20%.
A science facilitator at Glen Cowie laboratory, Ntake Pakeng, says the project could not have come at a better time, as teachers had no way of addressing their plight. Pakeng says the most serious problem teachers face is concept formulation. Most teachers were trained to teach standard grade science and are found wanting when they have to offer it at higher grade. He also emphasises the importance of improvisation in the face of the chronic shortage of resources at schools.
Equally upbeat about the project is Johannes Shoroma, who teaches science at Xulus school. We get taught by highly trained facilitators and use high-tech equipment for experiments. Unfortunately, one cannot take this back to our classrooms [the equipment]. Can you imagine what good results we could produce if this was possible?