Hazel Makhura is a quietly determined young woman. She is a graduate of the Universities of Johannesburg and Limpopo, and completed her PGCE at UNISA, while part of TIMCA’s development programme at the Kwena Molapo Secondary Farm School in Lanseria. Hazel is one of a number of unemployed graduates that have completed the programme and are employed. This is her story.
“Hazel is very humble. From the first time we met Hazel we could see she was someone special.” – Sipho Mpisane, TIMCA
The importance of mathematics
“Many of the children at the high schools and the primary schools are dealing with a real mass trauma”, explains Sipho Mpisane, Education Development Professional, and TIMCA’s leader on the initiative. “They have been told at some point in time that they are not capable of doing maths, they can’t do maths. This has compounded the trauma they have experienced over a long period”, Sipho continues.
“So how do we begin to not only teach them maths, but deal with the trauma they have experienced around this subject” he muses, rhetorically. In providing the answers to his own question, he emphasizes that: “we have to deal with the trauma and how the children respond emotionally and socially to the subject.” Sipho further explains that the learners are not equipped to keep up to date with the school curriculum. This is where the approach of “Let’s Think Maths” comes in, to accelerate the understanding around maths.
Let’s Think Maths
Let’s Think Maths builds confidence socially through a different approach, where it assists them to be able to think more critically and problem solve. Sipho tells us that it is more than this, though: “The other element is that we need at the same time to be producing a certain kind of teacher. We need to capacitate the learner with a different kind of teacher, a teacher with agency, that can assist the children with more than just the curriculum.” He goes on to explain that the learning and thinking environment created is critical in the development of the learner.
This is where the requirement to increase capacity amongst the learners needs to be complemented with the kind of teacher that could provide this opportunity. To ensure that the initiative met a number of needs, TIMCA’s brief focuses on employing graduates who were interested in a career in teaching, but have not yet qualified as teachers. The selection process targets mainly BSc graduates.
Hazel tells her story
Sipho cues in Hazel to continue the conversation. She tells us how she graduated with her BSc from UJ and did her Honours year in Geography at the University of Limpopo. After this she was involved with a soil management project for 2 years. Her heart though, is in teaching. She smiles as she says: “I was adopted into the programme”. Hazel tells us that “It is different. I went to a private school, so it was great that I had the support from Sipho to get used to it and the programme”. She explains that working as a teacher and studying wasn’t easy: “It was quite a lot. It was a challenge.”
“For now I want to be the best teacher I can be” – Hazel Makhura
The challenge of teaching Grade 8’s is something that Hazel warmed to quickly, especially seeing as she was using a different approach to assist the learners with thinking, not just doing. Not only was Hazel studying her PGCE, but she also had to learn and implement the Let’s Think Maths programme at the school. “It was difficult, but the good part was that we spent some time where we all sat down and looked at how we can improve in giving the lessons. We could see the gaps in the lessons.”
The impact of COVID-19
So great was Hazel’s impact that she was offered a full-time position at Kwena Molapo for 2020. She explains that this is a little different to being part of the programme, as there are administrative and other functions she has to perform as part of the teaching staff at the school. Near the end of the first term, the COVID-19 pandemic struck, causing contact learning to stop. As the school opened for Grade 12’s in early July, Hazel was there ready to assist where she could.
We ask her if she is teaching Grade 8’s (who have not been allowed back to the school as yet) and she says: “Due to the COVID-19 I am teaching Grade 12’s.” She continues animatedly, “I am actually enjoying it.” Hazel explains that the principles of Let’s Think Maths are able to be applied with the Matrics as they were with the Grade 8’s, and the learners are embracing the programme. “So, the Let’s Think Maths gives the learners the confidence to share with one another. The Matrics were not sharing what they were thinking about. I asked them to share what they were thinking, asked them “what do you mean”?” Hazel enthuses.
It is clear that the principles of Let’s Think Maths go beyond the subject itself, which Hazel confirms. She has established herself as part of the family at Kwena Molapo. Lanseria is far away from her family home in Polokwane, Limpopo, where she attended school and did her Honours. There is a softness to her voice when she talks about home. One senses though that she has found a new home here at Kwena Molapo, where she is now an integral part of the team.
Praise for Hazel
Principal Michael Marigana agrees that Hazel has settled in well and is full of praise for the enthusiastic young teacher. “Hazel is the first (intern from TIMCA) to be taken for the school. She is excited about implementing. With COVID-19 every teacher irrespective of Grade is involved with Grade 12. Like Hazel for instance, before COVID-19 she was only teaching Grade 8’s and now during COVID-19 she is teaching Grade 12 Maths and Geography. She is very excited about that.” He goes on: “and one thing I am good at, I can see a good teacher, I can see that from a distance. Hazel is a good teacher.”
Sipho adds that not only is Hazel a good teacher, she is also a good student: “Hazel is very humble. From the first time we met Hazel we could see she was someone special. She was the strongest of our potential candidates. She is hard-working and disciplined.” He continues, telling us: “She didn’t tell you, but she got distinctions for nearly all her subjects (PGCE) at UNISA, even with the pressure of working.” Her mentor’s admiration is evident as he speaks about Hazel’s achievements and how great an ambassador she is for the programme. For Hazel, this is just the start of what we all hope will be a long and illustrious career in education.
She explains her short-term goals to us, indicating that: “For now I want to be the best teacher I can be, and I hope at Kwena I can make it to be the Head of Department.” Hazel goes on to tell us that she sees her future in education and is looking forward to her career. At TIMCA we too are looking forward to seeing how this amazing young woman progresses in her life journey.
Our hope for Hazel
Our hope for Hazel is that she realizes her dreams and aspirations. We wish her well, end the chat and say our thanks and goodbyes. The screen shuts down and a relative calm descends. We sit back, silent, contemplative. As if on cue, the soft, wintery sun breaks out and filters into the room. The warmth mirrors our mood, as we are overcome by the realization that there is so much possibility, so much opportunity and so much willingness to make a difference.