In 2008 I had just assumed duty as the deputy principal of my school when I had an encounter with a 12-year-old girl named Thembi*. The state of her clothing was shocking.
Even though I felt a lump in my throat, I concealed it behind a smile and gave her a few compliments. She warmed to me and opened up by sharing certain aspects of her life, such as her living conditions with her ailing grandmother, who was taking care of her after both parents had died.
I put her on my lap and she wrapped her arms around my neck and our bond was established. That afternoon I wrote to her grandmother seeking permission to take her to town for some shopping.
The trip was very special to her. She looked so proud in her uniform that she strutted around with a radiant smile I had never seen before.
The following year she was in my grade seven English class. The time came for a schools’ competition in which learners had to perform various art forms such as dance, music, exhibit drawings and paintings, recite poetry, present speeches, reading and so forth.
The theme was “change”. My learners were determined to excel and always gave their full commitment during rehearsal. I then wrote a speech for Thembi to perform in the Senior Phase category and she loved it.
At district and regional level she outshone everyone, earning admiration from peers and educators. After she descended from the stage during the regional competition, the programme director could not contain himself and said: “I see the Speaker of Parliament in-the-making!”
In the end it was not surprising that the adjudicators awarded her a Double Gold Rating and she also received an invitation to perform at the prestigious gala event held at the Wits Great Hall later that year.
Today the three lovely trophies she received adorn the principal’s office. The shy, insecure and frightened girl is gone. She attributes it all to my few minutes of listening and the willingness to allow her to touch my heart.
The “thank-you” notes I receive from her and others encourage me to stay loyal to this noble profession and to respect all those who open their hearts to such learners. I have come to realise one of the secrets of being effective in getting the learners to pay full attention, show respect and remain motivated for improved performance.
This neither lies in the manner in which one shouts instructions nor in intensifying the disciplinary strategies, but rather rests on how one cares about the learners’ wellbeing and shows understanding and willingness to learn about their lives outside the classroom and school premises.
Sadly, this in an area many prefer not to get involved in because it demands genuine concern and sacrifice of the educators’ resources, time and emotions. As an arts and culture and languages educator I use various stimuli to build the learners’ characters, confidence and a sense of responsibility.
I do this by selecting materials and content that emphasises the importance of demonstrating among other things, tolerance, helpfulness, compassion, honesty, respect, love and sharing.
My topics and themes range from issues of poverty, crime, disability, drug abuse, dealing with loss, sibling rivalry, how to resist peer pressure too much? and many more so that they learn from an early age to be sensitive and accommodating and be equipped with vital knowledge to make good decisions.
I believe that this is what teaching is about: building a society of sound citizens. Believe me when I say, during each lesson and discussion, the learners present work of high quality which shows me that they are maturing into fine young people.
Mbakaza teaches English, isi-Xhosa and arts and culture at Gideon Rambuwani Primary School in Thembisa, east of Gauteng. She was a runner-up in the category of excellence in Primary School Leadership in the 2010 National Teaching Awards.
The name has been changed to protect the identity of the learner