Partners

 

TABSA has always been exceptional at making sure that its workshops focus squarely on Southern Africa’s teachers. This year was no exception. The workshops were as engaging and interactive as always, and were tightly related to SA’s curriculum needs–SA teachers and learners cover an array of challenging topics so we always have our work cut out for us. One improved aspect this year was that we all made an increased effort to build social connections with our African colleagues. This goal of bonding and empathy was established from the outset. I can safely say that all parties benefited from these meaningful exchanges where we sought to understand more about them and their professional and personal situations.

We socialized, networked, and made friends over lunch and between workshops. The result was mutually beneficial cultural and intellectual exchange. How did I benefit? I learned so many fun and enriching activities from my colleagues from the US and abroad. From the US side, I learned some powerful proofs and stimulating lessons. From the African side, I learned new math tricks and novelties; I learned new ways to perform linear regression; and I learned new construction methods, including a new technique for constructing parallel lines. I was thrilled to come away more empowered as an educator.

Personally, I was touched by many of their stories. I made friends with a happy-go-lucky teacher named Saki who struggled through the material in the workshops but arrived every day with a smile, ready to learn and collaborate. He was curious about our education system in the US, and talked freely with me and Franklyn, searching for new ideas on how to make connections between math concepts. A woman named Zuki was also interested in comparing South Africa’s integrated math education system to the US’s separate-discipline math education system. Zuki teaches at a location which, in terms of access to resources, is a step below a township school. Many of her students are orphans who face daunting social-environmental challenges (for example, gangs, drugs, and poverty) on top of the rigors of academics. I applaud the grace with which she copes with adversity in her professional life.

Every teacher-participant sacrificed one week of their three week winter holiday to attend. Many had to juggle their winter-teaching schedule (yes–many still taught learners during school “holiday”) to be with us in the morning or afternoon. We were all in awe of their dedication, cooperation, and support. One brilliant and active participant named Stwayi even gave up two consecutive weeks to join us because he teaches both 7-9 grade math classes and 10-12 grade math classes, and he was looking for as many ideas and activities to improve his practice. He shared his insights brilliantly and selflessly with us all throughout the two weeks, and clarified concepts masterfully when needed.

Overall, we were blown away and humbled by their collective commitment and experience. In the final week, a colleague from Bloemfontein showed incredible generosity and hospitality by taking us to the local college arts and crafts fair. She gave the team two giant bags of perfectly spiced and tender home-made springbok biltong (jerky). And at the fair which she brought us to, we all bonded over a nice kudu burger and fried halloumi cheese. Indeed, we all benefited immeasurably from making close alliances and personal connections with our friends and teachers across borders.

One highlight for me was the trip to a K-7 independent school nestled in a small village. The school is called African Angels, which started in 2012 after an inspirational meeting with Yunus and the TABSA team that year. The founder of the school, Lou Billett, acknowledges that the school has come a long way. Fast forward to the present. African Angels is a thriving school community; it is home to brilliant educators and students. During our visit this year, we brainstormed and tackled problems of practice, and worked together to discuss teaching strategies and methodologies. This year was definitely about forming fruitful partnerships within the community.

I was so enriched–interpersonally, spiritually, and intellectually–by this project. I treasure all the wonderful bonds I made over the course of the month. I came away with new knowledge, tricks, and activities. I was able to reconnect with old teammates, and meet new ones. Everyone on all sides of the world benefitted by sharing their joy, passion, and ideas selflessly. For that I am grateful.

During the closing ceremony after week two I noticed a common theme in a quote Yunus delivered and a hymn the local teachers sang. The common message revolved around the concept of illumination. At the closing, Yunus shared one of my favorite quotes from his father. “It’s better to light a candle than to complain of the dark.” In a similar vein, the participants sang a heartening rendition of “Brighten the Corner Where You Are.” It is our role to be a guiding light to our students and to lead by example. All teachers are called to bear this responsibility. It’s our task to kindle students’ passion and creativity, to foster their abilities, and to enlighten. The beauty of the workshops is that they empower educators to do just that. Based on the work we do in SA, we ultimately benefit and so also do the precious children we teach.