My Teaching Experience
Kopano Dandala • June 5, 2020
My Teaching Experience
During these challenging and uncertain times, the one question as a teacher that I have is “Has teaching stopped since the lockdown?” In short the answer is no, teaching and learning have been amplified in more ways than one in many households. The way in which we teach and learn, structure our days, amend our curriculums and activities has changed. It has given us the opportunity to take a look at what teaching can include in the future when we all return safely to school.
On a personal note, I used to be “allergic” to morning traffic and the morning school run. From waking up around 5:00, to psyche myself up for the day, to waking my little ones up to get ready, to leaving the house, to getting stuck at the same spot almost every day unless we left home super early, to spotting the usual cars and regular people we see in everyday traffic, to the drop off zone at our Preparatory School and simply shouting out “Hi, how are you?” to other parents from the children I teach or taught at the Pre-Primary. I actually miss this morning routine. The interaction, the friendly wave and smile and nod from parents. Gosh and how can I forget the moms that step out of their cars to brush their children’s hair in the drop-off zone.
I then have a two-minute drive to the Pre-Primary school where I would shut the windows to listen to my favourite soundtrack on full volume. These two minutes allow me to change my mind set, to switch roles from Mom to Teacher. I am not just a mom of two anymore, it’s about being Teacher Kopano; everybody’s mom, friend, sister and colleague.
I miss the warm greetings on the stairway from the security guards and the morning chats with the parents and their little ones, before I enter the classroom. But I can confirm that every step down into the “magical world of learning” (Our Pre-Primary) was an affirmation to leave my worries behind and get ready to make a world of a difference in someone’s life today.
Our Principal; Barbara the queen of our magical castle always waves her wand first thing in the staffroom by checking where everyone is at, updates on school, students, parents or meetings. A “Happy Birthday” here, a “get better” there, a “don’t forget your exit registers” or a “let’s be more sensitive to so and so, they going through a difficult time to “okay, have a good day!” The morning ritual in the Staff Room is always welcomed and leaves me feeling grounded.
In my classroom, I see the smiles, the feelings of excitement from our little ones who are pleased to see their lockers, favourite toys, games and friends to reconnect and learn through play all over again will forever remain indelible in my mind.
And now?
Yes… and now?
Online teaching is different; it can be challenging not having the face-to-face interaction. The screen has replaced the warm smiles, the morning greetings, and the ritual which we have been so accustomed to. So not only is it imperative that we provide the education and platform for our children to grow, learn and develop but also use the technology that we have access to have the face-to-face interaction.
To be quite honest, I didn’t get overwhelmed knowing that I would have to teach online. I made a conscious decision that this will be a change and learning curve where I would have to extend what I love and spread a little bit of me into slots of digital learning, interacting and sharing of ideas online.
Our morning rush has been replaced with; jokes in the bathroom while brushing our teeth and setting up schedules for the day. Juggling life at home is tough sometimes. On the brighter side we get to share a home-cooked lunch each day as a family.
Our staff meetings allow me to get to see my colleagues. Barbara still waves her magic wand at the beginning – like she does in our previously old normal. She makes everything okay. Right opposite me one of my children lip syncing a question or two because they stuck and cannot do something, which means muting my mic, strategically disappearing/off camera for a good 15- 20 seconds to assist and slip back into the meeting. We get lost in the multitasking, which has taken a whole new meaning now.
To get ready for the lessons I have at home, we eat, top our water bottles up with water, get a bathroom break and have our stationary, books and a whiteboard with markers on standby but hey if you’ve ever wondered what train surfing while juggling and doing somersaults was like, Subway Surfers has nothing on me, I hop from 1 meeting to the next seamlessly. I have to be all fresh and ready for the next group. I meet with 3 groups of 4 children each in the morning session within the hour! After that, straight into teaching and marking my own children’s work, to making lunch and eating only to get ready by 13:30 for my 14:00 slot for the afternoon session of TTOS (Teaching and Training Online Surfing) and multitasking because as you run over from your one slot you already have parents and other teachers asking on WhatsApp and on the chat bar if the lesson is still on and why are you not there?
Load shedding has now been replaced by poor connections, having to quickly plug your laptop in and that means disappearing for a good 10 seconds to plug in. Leaving meetings by mistake because you were trying to invite someone else to the meeting and having to re- connect again, so you don’t lose your learners.
Online learning means hugging the top part of your laptop because your learners tell you that they miss you. It means virtual high fives and sharp, sharps (thumbs up) replace the real deal. Activity and communication through the screen is somewhat abnormal but has become a reality and a norm nonetheless. Teaching online has meant that my carpark and corridor chats have now moved to my WhatsApp messages and groups where I could limit it before and cut home from school but now it’s all intertwined!
But that’s not where my day ends. I still need to catch the afternoon online training sessions to keep in the loop of everything and to know whether you are keeping best practice or not. And while I am in training I am chatting to a distressed mom who is really battling with their little one to complete a certain task. Sometimes my advice which I do every so often, is that I remind them, “It’s not the end of the world. Stop what you are doing,” your child is asking for time out and really wants their mom back, which could mean like in our household, laying on our camping blanket on the grass outside facing the sky to see what shapes the clouds are making and just absorbing the warmth of the sun, interacting and answering questions not school related. Sometimes, I watch my two children skate on their skateboards and roller blades and just take it all in like just as they wake up or just before I cook supper they will come and watch me stretch and or do yoga and join me do an exercise video because, as much as everything else “out there” has stopped we need to continue.
My husband and I have learnt quite a bit of things from each other and more importantly from our children. We have learnt quite a lot about how they learn, what they know and how they absorb information. Our children are shocked at how much we actually do know and I am surprised at how much I have learnt from watching documentaries on animal kingdoms to ancient worlds and living and sharing of ideas and implementations of lessons with other teachers. I told my own two children, the sun is still going to rise and it is still going to set, you need to decide what you want to achieve by sun set and make that happen. So if it is through a game, a read with my sister, a conversation or prayer with granny we need to have achieved something by the end of the day and the rest is history…like we are history in the making.
By Kopano Dandala – Grade 0 Teacher, Crawford Pre-Primary Fourways
A Lifelong Educator Mr Chris Herbst has spent 41 years in the classroom. With a Bachelor of Education from the University of the Witwatersrand, he has taught countless learners over the decades. He joined Crawford International Sandton in 1999 and currently teaches Afrikaans to students from Grade 8 to Grade 12. His role spans across five different year groups, a challenge he embraces. “I have my hands full as I navigate the excitement and challenges of teaching an additional language to five different grades,” he says. Why Teaching Still Matters For Mr Herbst, teaching is not a job. It is something he feels deeply connected to. “Teaching is my great passion and calling. The classroom is where I find my motivation and inspiration,” he shares. “When we have a really good lesson and I see our students leave having learned something new, or figured out a challenging concept, then I am motivated and inspired all over again.” These everyday moments keep him grounded in his purpose. They are the quiet victories that reaffirm his place in the classroom. Freedom to Teach with Meaning Mr Herbst values Crawford’s approach to learning, particularly the way it supports teacher agency and student-centred learning. “I love the fact that the focus is student-centred, and that as teachers we have the freedom and the responsibility to create a teaching and learning environment that works best for every learning need,” he says. He believes this flexibility allows for learning to become more meaningful. “If I identify that a particular topic or poem has piqued the interest of my class, I have the freedom to delve deeper and really explore the subject matter without being bound by rigid syllabus rules and time frames.” Connecting Language to the Real World Teaching Afrikaans in a school where it is often an additional language means finding ways to make it resonate. Mr Herbst understands that for many students, the subject may not come naturally. “For many students, learning another language may initially feel like a requirement rather than a passion,” he explains. To bridge that gap, he brings the language to life through content that students can relate to. “It’s important to integrate engaging, real-world content such as music, movies, and stories that align with the students’ interests.” These tools, he believes, help students see the language in context and build an emotional connection to it. A Teaching Legacy Over the course of his career, Mr Herbst has taught more than one generation in the same family. It is a milestone he reflects on with pride. “I have taught students who are now parents, and I am teaching their children today. It doesn’t get better than that.” But what stands out most for him is being remembered. “By far my biggest kick is when a past student recognises me and comes over to strike up a conversation and talk about their life and work after school.”
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ALUMNI SPOTLIGHT: DYLAN BIZJAK Crawford International Sandton From the classrooms of Crawford International Sandton to the forefront of aeronautical engineering in the Netherlands, Dylan Bizjak’s journey is one of ambition, resilience and innovation . Pursuing a Passion for Engineering After matriculating in 2019, Dylan initially pursued Aeronautical Engineering at Wits University. However, six months into his studies, a new opportunity emerged, one that would take him beyond South Africa’s borders. He secured a place at Inholland University of Applied Sciences in Delft, Netherlands, where he embraced the challenge of international study, even navigating his first year remotely due to the pandemic. Now a graduate with a BSc in Aeronautical Engineering (2024), Dylan has stepped into the professional world, joining Eve Reverse, a pioneering start-up dedicated to climate-positive innovation. What began as an internship in his final year evolved into a full-time role as a Research and Development Engineer, where he contributes to the creation of sustainable, carbon-negative materials. His proudest achievement? Playing a key role in the development of the Eve Dry Tile, an innovative flax fibre material designed to reduce emissions and waste in manufacturing. Achievements at Crawford International Sandton Gareth Beach Award (2019) – Recognised for bravery, dedication, self-development and outstanding achievement in swimming. Sportsman of the Year (2019) – Acknowledged for excellence in swimming, basketball and boxing. Reflections on Crawford Dylan credits his time at Crawford for preparing him for both academic and personal success on the global stage. “Crawford’s approach equips you for university and beyond, whether in South Africa or internationally. It’s not just about academics but about becoming a well-rounded critical thinker and team player. Exposure to diverse cultures, teamwork, individuality and taking responsibility for my outcomes were invaluable lessons I carried with me.” Words of Wisdom To his younger self, Dylan would say: “Step out of your comfort zone sooner. Growth happens when you challenge yourself. Leaving home was tough, but the personal and professional growth was worth every stumble along the way.” Dylan’s story is a testament to courage, hard work and the power of embracing the unknown. From South Africa to the Netherlands, he is proving that the sky isn’t the limit, it is just the beginning.
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