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DUCATION PUBLICATION Winner in Primary School Teaching.

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Nelson Mandela Lifetime Achievement Award.

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Professor Kader Asmal Award.

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National Teaching Awards 2018:

giving teachers respect and recognition Thabo Mohlala

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he National Teaching Awards (NTA) have become a significant and memorable event on the calendar of the department of basic education (DBE). They represent the single most positive gesture through which the DBE expresses its gratitude to educators who displayed passion, commitment and selflessness to the teaching profession.

According to the basic education minister, Angie Motshekga, the awards are used “both to incentivise teachers and to impress among the people, with the people, consciousness of the educators’ role in the production of skills and knowledge.”

The 2018 awards ceremony was held at the Sandton Convention Centre and virtually every speaker who took to the podium heaped praises on teachers. They underlined the role teachers play in guiding and nurturing young minds through their selflessness and passion for education.

In her welcome address, Motshekga said NTA should be considered as an act of restitution. “Through this prestigious event we pay homage to the men and women whose selfless dedication to the profession of teaching outshines the rest,” said Motshekga, adding “teachers are in the frontline of the war against ignorance, poverty and backwardness”.

Motshekga said the awards are not a stand-alone project but are integral part of the department’s named, Teacher Appreciation and Support Programme (TASP), which is aimed at ensuring that the celebration of teachers is not a once off event.

Since their inauguration in 2000, the awards have also grown phenomenally; in the beginning they used to be held in small and crowded venues with audiences of around 500. But nowadays they attract thousands of guests and dignitaries in big-

Basic education Minister, Angie Motshekga, welcoming guests during the 2018 National Teaching Awards at Sandton Convention Centre

ger and prestigious venues. In addition, winners of some categories walk away with grand and fabulous prizes such as brand new cars attesting to the growth in stature of the awards.

The NTA have also gone through several innovations and changes to enhance their quality and accommodate more deserving teachers. For instance, Lifetime Achievement Award will now be known as the Nelson Mandela Lifetime Achievement Award. A new criterion has been developed

to align and reflect his values and attributes.

One of the features of the awards is beaming them live on the national broadcaster to reach millions of viewers on SABC2. Not only are the awards accessible to ordinary South Africans but viewers can also absorb the mood and share in the excitement with the winners and finalists.

To add gravitas to the events, every year the sitting President of the country is invited to deliver the keynote address to the finalists highlighting government’s commitment

to education as one of its apex priorities.

Ministers, MECs and other dignitaries who made it to this year’s awards included, among others: Deputy Minister, Enver Surty, Director-General, Mr. Mweli Mathanzima; Louise Asmal, Graca Machel, representatives from Nelson Mandela, the Sisulu Family and OR Tambo Foundations, Members of the Portfolio Committee, Gauteng Education MEC, Panyaza Lesufi and his Western Cape counterpart, Debbie Schafer.

What if we could touch the future?

The University of Johannesburg (UJ) would like to congratulate the nominees and winners in the National Teaching Awards (NTA). We applaud their creativity and dedication to developing South Africa’s youth. Their efforts are enabling a new generation to reimagine the future.

At UJ we encourage innovation at all levels and particularly value our staff members who are reimagining the way in which they teach and touch young lives. The UJ Vice-Chancellor annually recognises lecturers who are setting the benchmark in higher education teaching practices and we are very proud of those who received the Vice-Chancellor teaching awards for 2017:

Most Promising Young Teacher Dr Melissa Card Department of Psycology, Faculty of Humanities

Ms Naiefa Rashied School of Economics, College of Business and Economics

Teaching Excellence Dr Wai Sze (Grace) Leung Academy of Computer Science and Software Engineering, Faculty of Science

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Excellence in Primary School Teaching

Lourenca Janse Van Vuuren

Mokhudu Cynthia Machaba

Barberton Primary School, Mpumalanga

Ngwanamago Primary School, Limpopo

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okhudu Cynthia Machaba teaches grades 5 and 6 learners Life Skills and English at Ngwanamago Primary School, situated in a rural and underdeveloped part of Limpopo. She says she enjoys teaching because it exposed her to many opportunities and she wants to do the same for her learners in the area through education. Although Machaba never thought of pursuing teaching as a career when she was growing up, she has embraced it and would not swap it for any career.

“I put a lot of effort and time for my learners including the youth in the community particularly the unemployed. I empower them by teaching them basic computer skills and how to become entrepreneurs,” said an elated Machaba.

Her advice to her fellow teachers is to be passionate about the teaching profession and not about money as it will never be enough. “You must have passion and inspiration to wake up in the morning and always ready to face new challenges,” says Machaba.

She says she feels overwhelmed after she won the category of ‘Excellence Primary School Teaching’. She says this motivates her to work even more for the profession, adding that her daughter has dropped her PR course to pursue teaching. “This is the mother of all professions and if you want to change lives, this is where to begin,” said Machaba, to young graduates entering the profession.

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ourenca Janse Van Vuuren is a Grade 3 teacher at the Barberton Primary School in Mpumalanga and has been teaching since 2011. She has always been passionate about teaching; she dropped out while studying for a degree in education at Wits due to financial constraints. But she never gave up as she pursued her studies through Unisa. While most schools face challenges of poor resources, Barbeton Primary School battles a serious problem of gangsterism.

And to lessen the threat and impact this has on the learners; Janse Van Vuuren ensures her teaching is value-based. “I like to teach them about being kind and compassionate and to desist from using lethal weapons to settle their differences. I also make sure I make them feel comfortable by starting the day by giving them hugs as well as call each one by their names,” says Janse Van Vuuren. She said other ways of connecting and relating with her learners include chatting to them about mundane issues such as how their weekends were, the kinds of hairstyles they wear, their plans and their general well-being.

“I build that kind of relation with them by showing them respect and I think that returns to me,” she says.

She attributes her nomination to the NTAs to her enthusiasm and willingness to learn and coming with innovative lesson plans to create a fun learning environment that accommodates all learners. Her advice to upcoming teachers is: “You need to be passionate, want to make a difference and willing to work with small children and above all, you need to have patience. And if you feel you have that, then go for it. But then again, if you don’t, you need to reconsider,” says Janse Van Vuuren.

Jaimee Sharpley Kokstad Junior School, KwaZulu-Natal

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recipient of government’s Funza Lushaka bursary scheme, Jaimee Sharpley has been in the teaching field for four years. She feels teaching was the obvious career choice as she comes from a family of teachers. She teaches Physical Science to Grade 6 learners at Kokstad Junior Secondary School in KwaZulu-Natal.

Sharpley makes sure she leads by example and encourages her learners to set their own examples. She says what keeps her motivated is by being a lifelong learner. “I am constantly motivated by having a drive and passion for teaching children.

I believe that teaching is a profession that opens up all doors,” says Sharpley. She says she enjoys seeing her learners experience something new and different every day. “This motivates and keeps me going and I always push them to bring the best in them,” Sharpley says.

She says she feels honoured for being nominated for the NTA and describes the feeling as an “awesome experience” from which she learned a lot about the profession and different education policies. “It is an honour and I would like to encourage other teachers to enter the awards as most shy away thinking it is a hard work. But actually it is not, instead it is an awesome experience; a platform aimed to celebrate and recognise teachers,” says Sharpley She advises her fellow teachers to “Keep on doing what you are doing regardless of factors that may hinder you because your ultimate goal is the learner. We need to try and always improve their possibilities despite the odds stacked against us. We need to work towards resolving various social issues affecting our learners such as bullying, gangsterism, crime and HIV.”

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Excellence in Secondary School Teaching AFRICA’S FIRST DIGITAL EDUCATION PUBLICATION

Senzeni Nokukhanya Ngobese

Jolinda Daniel Parys High School, Free State

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Johannes Malegasa Ramodike

Mafimfundo Secondary School, KwaZulu-Natal

olinda Daniel believes she was born a teacher because she always had passion to work with children. She has been in the teaching profession for a solid 25 years and this puts her among the most experienced teachers. Her teaching career started at a farm school and when she saw learners who could not learn in their own language, she decided to enrol for an Honours degree specifically to help these learners.

Daniel teaches Computer Studies at Parys High School in the Free State. She also assists her colleagues and teachers from nearby schools to embrace technology to revolutionise learners’ classroom experience.

Daniel’s school accommodates learners with diverse learning needs and disabilities including blind learners. Her school faces a range of challenges such as overcrowding and lack of textbooks. For instance, she has 80 Grade 10 learners and 70 Grade 7 learners. Most learners do not have computers at home and to accommodate them, Daniel arranged for them to stay in the school hostel so that they can easily access the computers after hours. She also goes out of her way to use her own resources such as using cell phones, apps and tablets to assist the learners.

Daniel views teaching as her way of giving back to the community. She says although she faces a number of problems that often impact on her job, what inspires her are the learners and this is what makes her look forward to waking up every morning. She thanks her learners for the nomination. “I didn’t expect this nomination, I am so grateful because if it wasn’t for the learners, I would not be here,” says Daniel.

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enzeni Nokukhanya Ngobese works at a school that is located deep in the rural areas and faces a myriad of challenges. Some of these include learners travelling long distances to and from school, acute shortage of resources and child-headed households.

A Life Orientation teacher, Ngobese tries all she can to assist her learners overcome these challenges. Her interventions come in the form of donating clothing and water to them, arranging extra classes including school holiday classes. She also motivates them to study hard and assist them to do online applications using her own cell phone.

Ngobese had been teaching for eight years and her break into the teaching profession came when one of the accounting teachers, a Mr. Sokhela, at her previous school, fell sick. She was then called in to take over the accounting class and under her watch the class produced several distinctions. This inspired her to take teaching as a career and she never looked back.

Ngobese says the NTAs came as complete surprise to her as she only got to know about them after her nomination. She feels very honoured by the nomination and says the experience has deepened her passion for the teaching profession. She says a teacher should always focus on the needs and dreams of their learners. She strongly believes teaching is a calling not just like any other job. “Teaching is great and it drives me to work hard work every day,” says Ngobese.

Mashishing Secondary School, Limpopo

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Life Science teacher, Johannes Malegasa Ramodike just loves teaching and enjoys every moment of it. “I always loved teaching. My former English teacher played a unique role in my life and inspired me to be a teacher. As a result, I always try to inspire my learners by making them aware of opportunities out there,” says Ramodike.

He boasts 16 years teaching experience and his school caters for learners from farms who walk to school every day. Some of the learners live with poverty-stricken and unemployed single parents while other live in child-headed households and this inevitably impacts negatively on their academic work.

Fortunately, the school is among those that provides feeding programmes and undoubtedly this goes a long way in alleviating the effects of poverty that most learners face on regular basis. Thanks to the school intervention, the department of education is also providing scholar transport to farm learners. The school has also launched several campaigns to combat and create drug awareness among the learners.

Ramodike says as a teacher he never stops learning, adding his involvement with learners fulfils him.

He wishes to see his learners achieve more like furthering their studies abroad, accessing bursaries and getting opportunities even though some of them do not have access to internet.

“Getting to the finals of the NTAs means a lot to me.

Starting from district, provincial and national stage, this is extremely exciting. It is quite an achievement.

My learners came to congratulate me and this gives me a great feeling of pleasure indeed,” says Ramodike.

Excellence in Grade R Teaching

N Ntsolo Maria Ramabodu Nelson Mandela Primary, Free State

tsolo Maria Ramabodu became a teacher by sheer chance. She initially studied for internal auditing but it was when she was teaching at an ABET facility that she fell in love with teaching. She took a learnership to formally study teaching.

“During my learnership I actually discovered my love for the teaching profession. I got a Diploma in ECD and I was later approached by one local school to work with them,” says Ramabodu. She has been teaching for 10 years since then.

She says teaching is a joyous experience because one doesn’t just teach the kids but also learns a lot from interacting with them. “They are fun to have around so I just love what I do”, says Ramabodu. She says as a teacher one has to devise innovative strategies to deal with chil-

dren from different backgrounds. She says she is proud to be a Grade R teacher because it lays a solid base for the children’s future educational journey. “If you fail them in Grade R, then they are not going to flourish in life,” cautions Ramabodu. She says it takes both passion and determination to deal with children at the Foundation Phase.

Ramabodu works closely with parents so that they can intervene timeously when a child struggles with school work. She has even created a WhatsApp group to facilitate communications with parents. Her advice to novice teachers is that they should “understand that learners are different and they are going to develop differently, so you have to be very patient. Do not be a teacher to them, get down to their level and be hands-on. If it means taking off your shoes, do it with them,” she says.

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Excellence in Grade R Teaching

fter working for 31 years as a high school teacher, Emely Petler knew that she works well with little children. She then decided to study for ECD obtaining an Honours degree in the process.

Petler says a teacher must adopt a motherly attitude so that the child should feel loved at all times.

“The way you smile, greet and approach the child must make her or him feel immediately comfortable.

So, if you send out good vibes and you show that you are nurturing and caring, the child automatically Thea Morafe Primary, North West relates and develops confidence in you,” says Petler.

She says as an ECD teacher, you need to be their mother, doctor; comforter and just about everything. “You need to put aside your needs so that you may attend to their needs,” she says.

Petler says identifying weak and stronger learners helps her to create an environment conducive to enabling those struggling to perform at the same level as others. She specifically started a buddy group to pair the weak learners with those academically stronger.

“I feel honoured”, says Petler, about her nomination. “I believe that they noticed that I am utilising my God-given talent and that I love to represent them in the best possible way I can,” she says.

Petler’s message to the upcoming teachers is that they should work really hard, be dedicated to the profession and avail themselves for the children. She says children rely on teachers for guidance and support.

Emely Petler

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ane Hampton loved teaching people from a very young age and always found it easy to relate to children. And when she trained as a teacher she wanted to teach the young ones. She believes strongly that children should feel emotionally safe and that the environment should also be welcoming and conducive for learning.

She achieves this by introducing herself to the children and also ensures she knows each one of them by name. “I think the most important thing at the beginning of Grade R is to make sure that the children feel safe emotionally, and in their learning environment. Once Little Bosch, Western Cape they feel safe and happy, then they can learn easily and do well in their school work,” adding it takes energy, enthusiasm and love to successfully teach the little ones.

Hampton says one of the effective teaching techniques she relies on is ‘graded micro-grouping’. She says this entails dividing learners into groups according to their developmental levels. “For example, I grouped learners who learn at a faster pace together and those who learn slower. I then give the slow learners an activity from a small scale, moving up,” says Hampton.

Hampton also co-facilitates workshops involving five schools in the area where teachers compare notes and share experiences on what works better in classrooms. She also communicates regularly with parents to share the learners’ progress and identify areas where they need support. Her message to upcoming Grade R is that: “The CAPS curriculum is vital; you have to know and understand it. Equally important is the emotional development of your learners. If you can create a new learner in class, the love for learning and confidence, half the battle is won,” advises Hampton.

Jane Hampton

Excellence in Special Needs Teaching

Sandile Clement Mdlalose

Marlene Ann Starr

Sarah Favour Litchfield

Thiboloha Special School, Free State

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andile Clement Mdlalose believes teaching is a gift from God and not something you just decide on lightly. He says his choice for teaching has been a result of God’s divine intervention. Mdlalose has been teaching blind and deaf learners for nine years. He says he has developed a deep bond with his learners and enjoys working with them because they are keen to put aside their disabilities and work hard like any other learners.

Mdlalose says what drives him are passion, understanding and research on disabled learners. He is passionate to teach; keen to understand their limitations and also believes in researching the different kinds of disabilities of his learners so that he can best respond to their needs.

Mdlaose says to effectively help his learners deal with the stigma associated with their condition, he teaches them to believe that they are “disabled but have the ability in their own way”. He also raises the community’s awareness about the disabled learners by holding events such as matric dance and farewell parties. He works with NGOs to help expose his learners’ talents through hosting variety of activities and through these associations he is able to raise donations as well as buy valuable devices for the learners.

His greatest wish is for teachers in the mainstream schools to change their attitudes towards disabled learners. “For the blind learners, it is easy to learn because they can talk even though they cannot see; but for the deaf it becomes difficult because they do not have resources and are often struggling with translation in class,” observes Mdlalose.

He says he was humbled by his nomination to the NTAs. “I say thank you to those who nominated me. It shows that when you work hard people recognise your work,” says Mdlalose.

Kutlwanong School for the Deaf, North West

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arah Favour Litchfield started her teaching career at a mainstream school but later moved to Special Needs School because of her love and desire to help learners with disabilities to overcome their conditions. Although she did not have the right qualifications, she says what drove her is the love for children. She later enrolled with Wits for Deaf Education to equip herself with the relevant skills on how best to teach disabled learners.

“Naturally I love children, particu lar those with disabilities. I believe that love for children and not necessarily the qualifications, is what matters most. It is essential to have the qualifications but if you first love the children, the rest will follow,” says Litchfield.

She laments the lack of support and resources at most Special Needs Schools. Litchfield says she always tries to cultivate a sense of self-confidence in her learners and also encourages them to look beyond their disabilities.

Litchfield has started a support group for parents to assist them cope with and understand their children’s disabilities. For example, she says, some parents do not know how to communicate with their children through sign language. She also invites some of the past learners to provide support.

Litchfield has also set up a centre where teachers who experience challenges with disabled learners interact with deaf language professionals.

She was ecstatic about being nominated for the NTAs saying it means a lot to her. “It means they recognise the work I am doing. Entering the competition helped me to share with the world the kind of challenges and achievements we come across as special needs teachers,” says Litchfield.

Elizbeth Conradie Special School

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arlene Ann Starr (53) has been teaching for 32 years - 22 of which were spent in mainstream schools and 10 years in the Special Needs education sector. She has always been moved by children who struggle with their academic work.

Starr decided to teach Special Needs learners because she felt she has the heart for it. “It is not everybody who can teach them, it must come from within,” she says.

She furthered her studies by enrolling for an Advanced Certificate in Education (ACE) and also obtained an Honours’ degree in Special Needs Education. This empowered her to appreciate the depths of the challenges special needs children face and how to help them overcome them.

She currently teaches Foundation Phase learners and most of them have various learning barriers such as Autism and ADHD, among others.

She says she instils a sense of love, respect and honour everyday among the children. Starr says she makes sure they believe in themselves and that they have a sense of purpose in life despite their circumstances. She says lack of resources and assistance in caring for the children remains the main challenge and says she often asks ‘stay-at-home’ mothers to lend a hand.

Starr says anyone who wants to specialise in Special Needs teaching must have a big heart and should make sure he or she gets training to understanding of the special needs children.

She says NTAs makes teachers know and recognise what you are doing. “It makes you challenge the notion that teaching is a thankless job. Not only is teaching a fulfilling job but it also makes you feel loved and appreciated,” says Starr. She says the experience of being part of the awards is “glorious”.

Excellence in Teaching Mathematics (GET)

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Mishael Tafadzwa Matonhodze Witbank High School

ishael Tafadzwa Matonhodze started teaching in her home country Zimbabwe, where she taught for two years before coming to South Africa. She initially wanted to become a medical doctor for which she studied for BSc. degree. But she realised she was sensitive and could not bear the sight of blood. She then took teaching on a trial basis where she taught maths. This grew into a passion and she ultimately decided to become a full-time teacher.

Matonhodze believes how the learners relate to maths depends on the teacher’s attitude towards the subject, saying if you are negative, the learners would behave likewise. “I tell my learners that mathematics is not a difficult subject because everything they do involves maths. Reading time or distance and so on is all about maths. And when they realise how much maths there is in their everyday lives, they get motivated to

learn the subject,” says Matonhodze.

She uses one-on-one as well as group discussions as teaching techniques to bring up to speed learners who lag behind.

Matonhodze says in group discussions learners are able to help one another and this makes it easy for learners to understand maths better. She also believes in enforcing discipline and detains learners who misbehave and get lower marks. This has resulted in many of the learners improving their performance, she says.

She works closely with teachers from neighbouring schools to share skills and creative teaching methods on how to best teach maths. She says she her nomination to the NTAs came as completer surprise because she considers her work as something normal.

“So imagine my surprise when I was told that what I consider normal is actually exceptional. I really feel honoured, grateful and humbled for being recognising for the work I do,” she says.

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Excellence in Teaching Mathematics (GET)

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combination of love for numbers and working with young minds is what drove Siphesihle Mabaso to the noble profession of teaching. His mission is to produce inventors who can emulate the architects of the famous Egyptian pyramids.

Siphesihle He says he wants to contribute to the creation of a pool of future leaders and Mabaso scientists for the country. Mabaso, who studied mathematical statistics up to a university level, believes teaching is a calling.

Asibemunye High School, Mabaso says he always brings to the class KwaZulu-Natal something that will excite and intrigue the learners as this will motivate them to learn more and discover new things. For instance, he uses his personal laptop and projector to help stimulate participation among his learners. “Most of the time I end up taking a back seat and facilitating as learners do everything on their own,” says Mabaso.

He says maths is a tricky subject but it is important to assist the learners to consistently work on it because the more they do it, the more they love the subject and get better at it. He works with other teachers in the nearby schools and is also a district lead teacher. He helps mentor teachers, particularly those who are starting their career in teaching.

“You have to be yourself and be passionate about teaching. It worries me when a teacher enters the profession just to collect salary. If you find yourself in front of class, please do justice to the children. Teaching is not a hobby but a serious business.

Mabaso expressed gratitude for being nominated to the NTAs saying it means a lot to him. “It was wonderful to hear people talk positively about me. I want to repay their trust by making them even more proud,” he says.

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erhaps one of the youngest teachers in terms of experience, Francois Nicholas Bisschoff only has three years in teaching. He says teaching has always been his first love and he enjoys working with children.

Francois Bisschoff says most people perceive maths as a difficult subject because they cannot Nicholas relate to it. “So one of the things I do is to Bisschoff try to incorporate in mathematics real life application so that learners can appreciate The High School for Girls, its benefits and how to apply it in their real North West world. In the end they develop the love for the subject. I also teach it with passion, energy and transfer this to them,” says Bisshoff.

To bring his learners to the same level of understanding the subject, he first establishes each learner’s expectations, help them set goals and closely monitor their progress.

He groups them to ensure the weak learners benefit from those who are good at the subject. He also organises extra classes for them.

He belongs to various maths groups in his area where teachers meet regularly to share skills and techniques of how to raise the standard of teaching maths. About his nomination Bisshoff says: “I have passion for teaching and I believe the Lord gave me the ability to be excellent in what I do. It has been a blessing and also having a passion and knowledge in the subject helps,” says Bischoff.

To young teachers like him who are entering the profession, Bisschoff says: “teaching is an amazing journey with ups and downs. So it is important that one must keep on learning and improving. Set clear goals for yourself and work hard and always make sure you focus on the needs of the learners than yours.”

Excellence in Natural Science Teaching

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handekile Sibiya gave the teaching profession an unbroken 23 years of service and this gives her an immense sense of pride. She believes hard work and dedication is what sustained her in teaching and she tries to instil these values in her learners.

Thandekile To get learners interested in NatSibiya ural Science, Sibiya takes them out on regular field trips; get them to do research and do projects.

Luvisi Primary School, KwaZulu-Natal She also exposes them to different careers that they can pursue when they study Natural Science.

Sibiya makes sure she assesses every learner regularly to understand their circumstances and more importantly their academic strengths and weaknesses. This way she is able to come up with relevant remedies to help those who struggle to comprehend the subject. To her advantage, Sibiya has studied inclusive education as part of her teaching diploma and is therefore able to identify and support learners.

As a convener of the Natural Science in her area, Sibiya believes teachers should collaborate in order to share skills and knowledge on how best to teach the subject. “Teachers have to help one another and share information because we cannot do it on our own,” she advises.

To teachers who are entering the profession for the first time, Sibiya says: “Natural Science is an enjoyable learning area because it talks about the learners’ natural surroundings. Always be willing to improvise and use recycled material as you may not have all the right equipment to do class experiments,” says Sibiya.

She says her nomination to the awards means a lot because it “tells me that I am recognised, firstly by my seniors, peers and the community. I am over the moon and I will continue to share my experience with my fellow teachers,” she says.

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race Djan realised at age of 13 when she was helping at a Sunday school that teaching is the only way she could be able to properly care and bring up her children. She first wanted to become a pharmacist but this was short lived as the yearning for teaching became so irresistible. She says what gives her the ultimate joy is seeing your learners succeed in life years long after they finished schooling.

High Schools for Girls, North West “It is very gratifying especially when you see one of the past learners progressing and later sharing their success stories with you. The same feeling you get in the classroom when the learners understand what you are teaching them,” says Djan.

She uses a variety of teaching techniques such as music to explain some of the Natural Science concepts. The idea is to get them engaged and interested, says Djan. She also creates competition among the learners where she rewards best performing. She groups learners according to their strengths and weaknesses and also accommodates those who like working on their own.

Djan works with other teachers to discuss the content of the subject, best ways to teach it. Sometimes they invite lecturers or professors to their information sharing sessions or workshops. She calls on young teachers to show passion and the right attitude to the profession because they would be dealing with kids with different capabilities. “Sometimes you do not have resources and you will have to improvise. So, all you need is the right attitude and passion and all will be alright,” says Djan.

“I give all the glory to God,” says Djan about her nomination for the awards. “It means a lot to be nominated, especially because I come from a predominantly white school,” she says.

Grace Djan

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Excellence in Natural Science Teaching AFRICA’S FIRST DIGITAL EDUCATION PUBLICATION

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Xolani William Bernadino Heights High School, Western Cape

olani William had to leave his job as a laboratory technician to become a teacher because he felt his interest was to mould young minds. “In the laboratory you are not interacting with anyone but I said let me go out there and craft young minds. I find it interesting and fulfilling because I am changing learners’ lives every day,” says William.

He sustains his learners’ interest in the subject by giving them tasks and encourages self- learning. He started evening classes for the learners who struggle with the subject which begin from 5pm-7pm. He says this creates a relaxed atmosphere and the learners have the opportunity to ask further questions on aspects that they fail to grasp during the normal teaching hours.

“Most take longer to understand things because we use English as a medium of instruction and therefore

creating time to teach it helps them to catch up with the work,” says William.

William works closely with teachers in the nearby schools to share strategies of how to improve the teaching of the subject. He also helps young teachers who have just started their careers how best to teach Natural Science. His message to them is that: “one must have strong content knowledge because it is frustrating to learners when the teacher does not understand his or her subject. And if you do not understand the content, you will not enjoy the work and the learners are able to pick up when you are not prepared,” says William.

He feels honoured and proud about his nomination for the awards. “It means a lot. Initially I did not want to do it but I realised that we can actually do more. I am very happy to have made the finals,” says William.

Excellence in Technology-Enhanced Teaching and Learning

M

ariette Vorster is among the first teachers to embrace ICT as an effective teaching resource. She says her schools already had some elements of ICT technologies such as DVD, TV and overhead projectors and she made sure she put them to good use.

Mariette Vorster, who has been teachVorster ing for ten years, says since she used technology the performance of her Grade 1 learners has improved markedly. “My children learn much faster, they are always Touwsranten Primary School, engaged and enjoy every moment Western Cape in the classroom,” says Vorster.

She says most teachers are afraid to use technology at Foundation Phase but “I believe that if you apply it effectively, it becomes a transformative tool”. Says Vorster: “With ICT, learning has become very personalised. I teach every learner to his or her strength and at own pace. So it does not matter what kind of a barrier a learner experience, every learner has a good chance to succeed.” Vorster set her own work and sends it electronically to learners to do homework in the convenience of their homes.

But she cautions that technology should never replace a teacher, rather it should be used to complement and enhance teaching and the role of a teacher. The teacher must still be actively involved to provide guidance and assistance to the learners. She has started a development programme to help teachers who have a phobia for technology, mostly the older teachers. “I help them overcome the fear of using technology as a teaching tool,” says Vorster.

She is excited to have been nominated for the awards and says this helped put Touwsranten on the map and feels extremely inspired and honoured.

E

ver since Nabeel Ismail adopted ICT he could see positive changes in his learners’ performance in Natural Science and Mathematics. He says he introduced ICT on a small scale when he started teaching four years ago and implements it incrementally as the years go on. He says ICT has particularly helped to explain to learn and understand better and faster Nabeel given that they are born in the era of technology.

Ismail He says technology helps to explain better some of the difficult maths concepts.

Zinniaville Seconndary School, He says a teacher must know his North West or her way around the technology in order to harness its usefulness.

“There are a few things to take into consideration as a teacher: you need to be goal-orientated and know exactly what you want to achieve as well as what specific areas the lesson should focus on,” says Ismail.

He says he took teaching because he wants to make difference in someone’s life The 7 Habits Highlyyoung.

Principals“Teaching Application age appropriate language for students since he ofwas was theusing next best calling which I thought is the Effectiveappropriate People most platform through which I can positively influence a child’s life You’re in Charge. “I am a responsible person. I take initiative to make things Habitfuture,” 1: Be Proactive • Responand says• Initiative Ismail. happen.for I choose own actions, moods. I do “I not blame • Choice • I feel inspired sibility by the nomination themyNTAs, heattitudes says,andadding: feel othI am er people for my mistakes. I focus on the things I can influence” Accountability moving in the right direction. It means I am doing something right for me to Have aand Plan. “I plan ahead to set and achieve goals. and I do things Habit 2:been Begin With • Vision • Planning have nominated.

I am happy proud toI know havehow been nominated I can that have meaning and make a difference. I am an important part of my The End in Mind • Purpose promise those who showed trustclassroom in me and that there is still a lot of work to be done,” contribute to my school’s mission and purpose” says Ismail.

Habit 3: Put First Things First

• Prioritize • Organise • Discipline

Work First Then Play. “I spend my time on things that are most important.

This means I say no to things that are less important. I set priorities, make a schedule, and follow my plan, I am discipline and organised”

Habit 4: Think Win-Win

• Consideration • Courage • Mutual Benefit • Fairness

Everyone Can Win. “I balance courage for getting what I want with consideration for what others want. I build good relationships with others by being kind, saying I’m sorry when needed and keeping commitments. When conflicts arise I look for options that work for both sides”

Habit 5: First Seek To Understand before being Understood

• Respect • Mutual understanding • Empathy

Listen Before you Talk. “I listen to other people’s ideas and feelings.

I try to see things from their viewpoints. I listen to others without interrupting. I am confident in voicing my ideas. I look people in the eye when talking”

Habit 6: Synergize

• Creativity • Cooperation • Diversity • Humility

Together is Better. “I value other people’s strengths and learn from them. I get along well with others, even people who are different from me. I work well in groups. I seek out other people’s ideas to solve problems”

Habit 7: Sharpen The Saw

• Renewal • Health & wellness • Continuous Improvement • Balance

Balance Feels Best. “I take care of my body by eating right, exercising and getting sleep. I spend time with family and friends. I learn in lost of ways and lots of places, not just as school. I find meaningful ways to help others. I am balanced”

Social-Emotional Learning with The Leader in Me Social-Emotion Learning —More Than Academics

If you talk with anyone who has spent time in a classroom, and you asked that person if core academic subjects were the only things students learned in school, the resounding answer would be “NO.” So much more is taught at school than correct grammar and times tables. Students are learning life skills each day and they are learning how to interact and connect with other people and their environment. The personal and interpersonal life lessons students are learning have a specific name— social-emotional learning (SEL) —and these skills are a large variable in the equation of a fulfilling life.

What is social-emotional learning? Researchers generally agree upon five key competencies of SEL (social-emotional learning) (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). These competencies provide the foundation for maintaining high-quality social relationships and for responding to the challenges of life.

1. Self-Awareness: What are my thoughts and feelings? What causes those thoughts and feelings How can I express my thoughts and feelings respectfully?

2. Self Management: What different responses can I have to an event? How can I respond to an event as constructively as possible?

3. Social Awareness: How can I better understand other people’s thoughts and feelings? How can I better understand why people feel and think the way they do?

4. Relationship Skills: How can I adjust my actions so that my interactions with different people turn out well? How can I communicate my expectations to other people? How can I communicate with other people to understand and manage their expectations on me?

5. Responsible Decision Making: What consequences will my actions have on myself and others? How do my choices align to my beliefs? How can I solve problems creatively?

After reading the chart above, we can probably all agree that gaining a quality social-emotional education is just as vital to our students’ long-term success as academic education.

Aligning With The Leader in Me: Related to the above chart, here is another that outlines the principles taught in The 7 Habits of Highly Effective People: The 7 Habits of Highly Effective People

Principals

Application using age appropriate language for students

Habit 1: Be Proactive

• Initiative • Responsibility • Choice • Accountability

You’re in Charge. “I am a responsible person. I take initiative to make things happen. I choose my own actions, attitudes and moods. I do not blame other people for my mistakes. I focus on the things I can influence”

Habit 2: Begin With The End in Mind

• Vision • Planning • Purpose

Have a Plan. “I plan ahead I know how to set and achieve goals. I do things that have meaning and make a difference. I am an important part of my classroom and contribute to my school’s mission and purpose”

Habit 3: Put First Things First

• Prioritize • Organise • Discipline

Work First Then Play. “I spend my time on things that are most important.

This means I say no to things that are less important. I set priorities, make a schedule, and follow my plan, I am discipline and organised”

Habit 4: Think Win-Win

• Consideration • Courage • Mutual Benefit • Fairness

Everyone Can Win. “I balance courage for getting what I want with consideration for what others want. I build good relationships with others by being kind, saying I’m sorry when needed and keeping commitments. When conflicts arise I look for options that work for both sides”

The Leader in Me utilizes and integrates several leadership, social-emotional learning, quality, and educational models and processes from past and current thought leaders including The 4 Imperatives of Great Leaders and The 4 Disciplines of Execution. The 7 Habits of Highly Effective People is also a key component of the overall Leader in Me process. and is a synthesis of universal, timeless principles of personal, interpersonal, and organizational effectiveness such as responsibility, vision, integrity, teamwork, collaboration, and renewal. The 7 Habits are teaching students critical social-emotional skills and helping students hone their interpersonal skills in a safe and supportive environment. The school-wide structure of the process and the Paradigm Shift that every student is a leader provides ALL students with a place to thrive.

About The Leader in Me: The Leader in Me is a whole school transformation model—developed in partnership with educators— that empowers students with the skills they need to thrive in the 21st century. Distinct in several ways, The Leader in Me: • Starts from a powerful premise—that every child possesses unique strengths and has the ability to be a leader— and therefore shapes the views of staff to value and develop the whole child.

• Integrates leadership development into existing school programs, curricula, and traditions in a seamless way. More than a program, The Leader in Me serves as a foundational operating system for the school, improving relationships, transforming culture, and highly motivating staff members and students.

• Impacts all stakeholders starting first with the staff of a school, then moving out to students, their families, and the community at large. This Inside-Out Approach is the key ingredient to successfully creating positive change.

In summary, The Leader in Me is based on paradigms, content, and practices that, when implemented with excellence, transform how a school community approaches education and redefine what school greatness means for the 21st century.

This new definition of school greatness is represented with three overlapping circles: leadership, culture, and academics.

About FranklinCovey Education: For nearly three decades, FranklinCovey Education, a division of FranklinCovey, has been one of the world’s most prominent and trusted providers of educational leadership programs and transformational processes.

FranklinCovey’s programs, books, and content have been used by thousands of public and private primary, secondary, and post-secondary schools and institutions in Over 3,000 Leader in Me Schools in 150 countries are embracing this new paradigm and discovering answers to some of the most challenging issues educators face today, like: • Social and emotional learning.

• Whole-child education. • Career and college readiness. • Staff engagement. • 21st-century education. • School culture.

Our mission is to enable greatness in schools, educators, and students everywhere. Our vision is to profoundly impact education around the globe by enabling millions of educators and students to achieve their own great purpose and potential.

If you like your school to be part of a “Leader in Me” school contact FranklinCovey South Africa on: Email: jonathan@franklincoveysa.co.za. Telephone: +2712 940 0658

RATE CARD 2017/18

NTA 2018

Winners of the NTA

G

Gerhardus Stephanus Malan

Aurora Primary School, Free State

@Inside_Edu

@insideeducation

Inside Education www.insideeducation.org

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66 Second Str, Orange Grove, JHB

AFRICA’S FIRST DIGITAL EDUCATION PUBLICATION

erhardus Stephanus Malan boasts 31 years of loyal service to the teaching profession. But although he belongs to an older teaching generation, he never hesitated to adopt the latest teaching techniques. In addition he attended workshops on ICT so that he could implement it successfully in his class.

“I realised I wasted all my teaching years doing things the traditional way but now with technology I am teaching in an innovative and engaging way for my learners,” says Malan.

He says he did his own research before adopting ICT and once he realised its significance he persuaded the school to make it available to teachers at school.

Malan teaches Afrikaans Second Language to Grade 6 class and says it was not easy to use technology for the subject.

He uses relevant apps to make the subject more engaging

and fortunately most learners are familiar with technology.

Malan encourages learners with cell phones to bring them to school to accommodate those who do not have. He then divides them into learning groups to help one another and this, says Malan, goes a long way in bridging the digital divide.

“I was surprised to see how easily I overcame this barrier by forming these groups and accommodating the learners who do not have mobile phones,” says Malan.

He is grateful to people who nominated him to the NTAs. “This was one of my best years in my teaching career and I did not know how big the NTAs are,” says Malan. He says he would encourage every teacher to take part “because this keeps you on your toes and you cannot afford to slack down in your work. The whole experience is uplifting”, says Malan.

Nelson Mandela Lifetime Achievement Award

A

ndrew William Taylor has been teaching for over three decades, 32 years of which he spent as the principal.

He says the main reason he remained in teaching for such a long time was because Andrew teaching was always his passion He says he always motivated his learners William to remain in school. Taylor says he worked Taylor closely with his learners by identifying their Brebner High School, Free State strengths and weaknesses.

The highlight of Taylor’s career was when the apartheid era curriculum changed for the first time to the current one. He says his arrival at Brebner High School in 1992 was also one of his greatest challenges because the predominantly white community was reluctant to accommodate other races. They ostracised him but he was not deterred to bring changes and he instead worked closely with black parents to achieve this goal. “I had to win the trust of the black parents and we successfully achieved this and today the school is one of the best in the province,” says Taylor.

Taylor had to encourage the learners to embrace their differences. “My approach was to encourage the learners to start by agreeing that they are different and get to understand one another’s difference. We do not have to be the same but we can understand and achieve the same objective,” says Taylor.

His message to young teachers is that this is a good time to be in the system.

“And if you are enthusiastic and really want to help make change, time is now. If you want to earn more money, go somewhere else. He says he will remain eternally grateful for those who nominated him. “This really means a lot to me and I am very happy and I feel privileged indeed,” says Taylor.

M

artin Victor Nkuna says he always wanted to help nurture children’s talents and help them secure their futures. He was the deputy principal of the school for six years and two years later he took over as principal.

Martin As a teacher Nkuna used to employ a combination Victor of teaching strategies to enhance and motivate learners to achieve better academic results. His trusted Nkuna technique is to divide learners into sub-groups and coMakhosana Manzini High teach with one of the learners. He believes that this School, Mpumalanga approach helps in instances where a learner who does not understand a teacher may feel free and grasp better when taught by a fellow learner.

“I believe in peer teaching because my experience is that often when a learner listens to his or her peer, they learn and interact better than when taught by a teacher,” says Nkuna. He says he also organises remedial or extra classes if learners still struggle to understand a particular subject during the normal contact time.

Nkuna believes in employing the best teachers to ensure the school produces good academic results consistently. He also makes sure he creates good and professional working relationship with his staff. He motivates them by acknowledging and rewarding those who work hard. He intro duced specific programmes at the school to deal with social problems such as increasing teenage pregnancy and drug smuggling and ill-discipline among the learners.

Nkuna believes teaching is an inborn trait. He says young teachers must understand that the profession is about personal development and transforming another person’s life.

“I feel very humbled particularly because I have been doing a good work for a long time without being recognised. This is an inspiration to me,” says Nkuna for being nominated for the NTAs.

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RATE CARD 2017/18

Inside Education

Winners of the NTA

@Inside_Edu

@insideeducation

NTA 2018 www.insideeducation.org

66 Second Str, Orange Grove, JHB

Nelson Mandela Lifetime Achievement Award AFRICA’S FIRST DIGITAL EDUCATION PUBLICATION

A

Anthony Shaun Ryan

Rondesbosch Boy’s Preparatory School, Western Cape

nthony Shaun Ryan wanted to become a medical doctor but he felt this was not where his heart was. He then joined teaching and has been at it for 41 years. He spent three years teaching at high schools before joining the current school. Ryan’s philosophy is that the right environment and culture make it easier to connect with learners.

He says if you role model what you want from children, they will always remember how you made them feel. He believes in connecting with children at a deeper emotional level to influence them positively. He says he encourages his teachers to love their learners even if they have had a bad upbringing as this will enable them to transform their behaviour.

Ryan also believes patience is another critical element that can enable a teacher to bring every child to understand any

topic. He said the most difficult moment he had to deal with in his career was the deaths of two teachers and a learner’s suicide. He overcame the grief through the support of his staff and family. He currently mentors principals and also works with an academy for principals. Ryan reminds teachers to acknowledge the value of education and that their task is to make a difference in a child’s life.

To those entering the profession for the first time, Ryan says: “you have chosen the right profession; the country’s future is going to be determined by how we educate our young ones. I challenge you to take education and steer it in the right direction.”

On being nominated Ryan says: “It means a lot to me and I am grateful to those who nominated me and my family because the job sometimes takes me away from them.”

Professor Kader Asmal Award Siegfried Josias Hlongwa

S

iegfried Josias Hlongwa is a highly decorated teacher having occupied virtually every position in education. His skills were not just confined to the education community but he shared it with other community-based organisation.

He started his primary schooling in the late 1950s at Kreuzburg Bantu School in Limpopo and went on to further his studies amassing a string of educational qualifications.

His career took him to several schools across the country; from 1973-1975 he taught at Diepkloof Secondary School and later became the principal of Ngotwane Secondary School. Hlongwa moved on to become a rector at Taung and Lehurutse colleges in the North West. He continued to hold other top positions such as district manager and also acted as a chief director.

He was an inspirational educator who produced excellent academic results particularly in History and Geography – his favourite subjects. He was also committed to soccer and is credited for producing stars that went to play for professional sides such as Moroka Swallows FC. He also had soft spot for vulnerable children from farming communities and made it his mission to ensure they receive quality education. Hlongwa engaged leaders of the former white schools to change their racial demographics by enrolling children from other [Black] races.

He is also a social activist who dabbled in politics becoming a part time councillor. He used this position to help communities get basic services such as roads, electricity and houses.Hlongwa was highly regarded and he provided a reliable shoulder to cry for parents, learners, teachers and principals who sought advice from him.

He is currently actively involved in the facilitation of SACE Endorsed Programmes and co-authoring manuals and guidelines for teachers, principals and deputy-principals and SGBs.

James Wandile Makhubu

John Volstead

J

ames Wandile Makhubu founded the Unity Secondary School in 1992 to cater for disadvantaged children who made streets their homes. Most of the children dropped out of school and could not be accommodated by the education system.

Most of the children who have been through the school are now qualified professionals such as medical doctors, teachers, police, engineers, social workers etc. As the founder of the school, Makhubu is highly regarded and in 1992 he was honoured by getting a special invitation to an Alan Grey South Africa Top 100 Schools Conference held in Cape Town.

Makhubu is also a community activist who played a key role in brokering peace among violent-prone youths. For this, he was awarded a USAID sponsored scholarship to study in the USA. Two prominent personalities in the late Dr. Nthato Motlana and Bishop Desmond Tutu endors the scholarship. Makhubu is still currently involved in community projects to promote social justice and helping to combat social ills such as substance abuse, gang violence as well as locating missing people particularly those from exile.

He is also a highly sought-after motivational speaker, who visits communities and schools to inspire learners to take their education seriously. He believes extra mural activities could be used to keep the youth occupied in their spare time.

As an avid mathematician he held classes on weekends and over the school holidays to improve performance in the subject among the learners. Makhubu encouraged his staff to further their education, 95% of them have since obtained post graduate qualifications. This was a huge improvement considering that none of them had any degree when the school was founded.

J

ohn Volstead was destined to become a teacher as both his parents and maternal grandfather were teachers. He matriculated from Grey College Bloemfontein in 1965 and studied BA Law at the University of the Free State. But he chose teaching because he always wanted to educate and provide direction to kids.

Volstead started his teaching career at his alma mater and during his term as principal, he initiated an Academy for 150 township based learners focusing on computer skills, sport and cultural activities and leadership skills.

The Academy produced outstanding matric results because the kids “were like sponges and absorbed all information, even requesting longer hours for teaching and studying. It became apparent to us that all what learners need is encouragement, personal attention and love to break out of the shell of self-doubt and lack of confidence,” says Volstead.

A local documentary was produced on the Academy featuring two girls who got bursaries for their exceptional performance. Volstead also mobilised his staff to visit nearby high schools to assist them with key subjects on Saturdays. After their intervention; the first school improved its matric pass rate from 30% to 98% while the second school’s pass rate jumped from 28% to 88%.

After he retired, Volstead assisted Professor Jonathan Jansen to improve the management of nine schools at the request of the Free State Department of Education.

He was appointed the acting principal of Hodisa Technical High School to help the school deal with the social ills it was experiencing at the time. He turned the situation around because he believes “kids are just who they are and if they experience true caring, love and empathy, they can do well academically”.

Sadtu’s proud winning quartet

F

our SADTU members were among those who took home fabulous prizes during the 18th NTA held in Sandton earlier this year. They scooped four

of the 11 award categories where winners in each category drove away with brand new Renault and VW cars, while runners-up received cash prizes, ICT training and other

Winner of Excellence in Secondary School Leadership

technology related packages.

Each one of them is a passionate teacher deeply committed to the teaching profession. They shared their views about what

the awards mean and why they became teachers. They are: Agnes Rasesemola, Ntsolo Maria Ramabodu, Sandile Clement Mdlalose, and Mdungaza Klaas Mahlahlani.

Winner of Excellence in Grade R Teaching

Agnes Rasesemola

Ntsolo Maria Ramabodu

Principal of Sunrise View Secondary School in Rustenburg, North West Province

Nelson Mandela Primary School, Sasolburg, Free State Province

R

asesemola says she used the awards as a platform to brand, market and give her school wider recognition. Her school presented its first NSC class in 2017 and attained, under her watch, 95.6% pass rate. Rasesemola, who started teaching in 1997, says her personal belief is that being a teacher, particularly as a leader, affords her an opportunity to liberate an African child by giving him or her best education he or she deserves.

Winner of Excellence in Special Needs Award

“I

entered this competition wanting to showcase the ability we, Grade R teachers, have and what we are capable of,” says Ramabodu. She reckons she won the category because of her innovative classroom teaching strategies that accommodate learners from various backgrounds. Ramabodu says she is proud to be a teacher because she is able to contribute to shaping the future of young South African children who will grow to be productive members of society regardless of their socio-economic statuses.

Winner of Excellence in Primary School Leadership

Sandile Clement Mdlalose

Mdungaza Klaas Mahlahlani

Thiboloha Special School, Qwaqwa in the Free State Province:

Principal of Dikubu Primary School, Limpopo

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dlalose says he was “inspired by my loving wife” to enter the NTA because she noticed how selfless, supportive and loving he was to his learners. He says it was his passion and dedication to support learners with learning barriers that impressed the judges.

Mdlalose believes that as a teacher he has a huge responsibility to remind his learners not to give up. “All icons and successful people have gone through difficulties. My core responsibility is to teach them to work hard,” says Mdlalose.

M

ahlahlani thinks he won because of his powerful presentation which identified challenges and also provided clear evidence on how to tackle them. He says teaching is “the most significant job in every developing society because a nation without education is as good as dead”. Being a teacher means playing an important role in shaping the future of our country, he says. “You need to have passion for this job as it demands your life-long commitment,” he adds.