In this section, I have drawn from my observations to provide a description of a typical day at school. I talk about reporting for teachers’ duty, learners arriving at school and other things
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that might be considered mundane, nothing special. However, these descriptions provide
insight into the context where the phenomenon is being studied.
5.9.1. Reporting for Duty
I am caught in the traffic congestion just a few metres from the entrance to school. Motorists (residents) exiting the busy road are delayed by the 'Quantums' and Siyandas’ dropping off leaners on the pavements alongside the school.
Tempers flare as irritated motorists shout and hoot at the uMalumes and uAunties. Teachers are less vocal but also blare their car hooters at the taxi drivers and the learners who delay their entrance. Once inside the car park, I park at my usual spot and then make my way to the staffroom to sign the attendance register. Staff has to report for duty by 7:30am. I sign in, greet teachers, and then make my to the Administration offices to meet with the Principal to become informed about specifics that concern the school day and then walk around the school building. Teachers sign in and then proceed to their ‘social groups’ where they meet, greet and chat with their colleagues. The siren sounds at 7:30am after which the teachers slowly make their way to their respective classrooms. The school day has started.
(Field Notes: Tuesday, 19 February, 2013, Time: 07:20am)
5.9.2. Arrival of the Learners
The learners arrive in taxis, cars, public transport (KK buses) and some on foot. The girls [and some boys] across the grades linger around the street vendors that sell sweets, chips, popcorn, ice lollies and lollipops. The older boys go to the shop across the school and play games like hand soccer and pinball. Some of the boys and girls also socialize on the pavements. The learners mostly enter the school in groups. Heavy school bags are hoisted onto both shoulders which leave their hands free to eat, hold, and hug each other as they walk and talk. Some stop at the toilets, some head towards the tuck shop that also opens in the morning. Others linger in groups behind the senior primary Building or in the Foundation Phase area. Boys also congregate in social groups near the tuck shop, the toilets or behind the senior primary Building. The Foundation Phase area is very noisy. Learners leave their bags
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along the corridor and run off to play with their friends. Girls often engage in skipping
games, with ropes made from twisting plastic bags and knotting them to form ropes. Clapping games are also common. The boys generally play chasing games and some improvise empty plastic bottles for balls that they kick around. These games are rough and sometimes learners are injured when the boys run into them or when the plastic bottles make body contact.
I am drawn to the rhythmic sounds of voices and clapping. I approach a group of girls and observe their game. They look at me, laugh and continue to sing and play the game. I join their ring, much to their amusement and Lettie. I cannot dance like them, their young bodies are so agile, and I just clap instead. They are happy to have me in their game. The other learners watch, excited that I have joined in and suddenly we have attracted a crowd. And more players! The buzzer goes and I ask them to make their way to their classrooms. I also promise to play with them again. I linger on the ground and observe the older learners make their way to their classrooms. They seem to be in no hurry. They chit chat along the way, some arguing with prefects that deny them access to the taps, the ones that take the longest are those that linger around the tuck shop. Some even decide to purchase items after the siren has been sounded. Those that report late to class may have an entry in the discipline record file. Learners who persist in reporting late to class are also sent to the office [Principal].
5.9.3. The School Assembly
On Mondays, all learners line up outside their classrooms and wait for their teachers to lead them into the hall for assembly. Once inside, boys and girls stand in separate lines. Teachers stand either at the front or back of their class lines. A Christian ethos prevails, but only during the assembly. The Lord’s Prayer, ‘Father we thank thee’ is said in English. Teachers conduct the assembly on a rotation basis, making announcements that might include special events or functions and often talks on discipline. Sometimes, learners are called up to the stage to recognize their special achievements such as sporting success and winning competitions.
The assembly concludes with the National Anthem ‘Nkosi Sikelel’ iAfrika’ translated ‘God Bless Africa’. Learners have to adopt the correct posture and action during the singing of the anthem: the right hand must be placed on the heart. The anthem is sung beautifully but the learners do get confused and sing softly during the Afrikaans verse. The Afrikaans language is not taught at the school. Sometimes, spot checks on uniform [including hair] is also conducted.
119 5.9.4. The School Curriculum
The home language in Westhills is English and the first additional language is isiZulu. This means that learners receive their education through the medium of the English language.
IsiZulu is taught as a ‘second’ language during the isiZulu period.
5.9.5. Break [lunch] Time and Friendship Bonds
The break or lunch time [11am–11:30am] is eagerly waited for by both teachers and learners.
It’s a time for socializing and sharing food, stories, and play. The learners in the Foundation Phase are sent to the tuck shop 5 minutes before the buzzer sounds so that they can make their purchases easily and without the risk of having their money stolen or lost. Learners sit in groups on the floor, spread out their lunches and eat. Those learners that bring elaborate lunches comprising of fruit, yogurt, juice and snacks are often the envy of learners who have simple lunches. Sometimes, older learners [boys and girls] often approach the younger ones for food. In some instances, they are bullied for food. However, this tactic is executed very subtly, hence if the learner does not report the bullying, it goes unnoticed by the teacher on duty. Play resumes when learners have finished eating.
Girls and boys in the SP and the IP also engage in games. Soccer is a common game and is usually played on the small ground alongside the hall. Older girls sometimes stand under a large tree near the hall, chit chatting or watching the game. Others [boys and girls] also occupy the area behind the senior primary classroom. Thus during break, most spaces in the school are noisy and active. No learner is supposed to remain in class.
Prefects also go on duty to their designated spots. They have a small note book in which misdemeanors are recorded and given to the prefect mistress. The head boy, head girl and their deputies are tasked to oversee the prefects performing their duties. Whilst these exalted positions give these prefects power, it is also a position that hinders their socializing. As is often the case, prefects too get into trouble for not being at their duty points. Two buzzers sound towards the end of the break. The first sounds at 11:10am to alert learners [and teachers] to pack up their lunch boxes, wash and go to the toilet. When the second buzzer sounds, learners and teachers should be making their way to their classes. However, this is not always so. Even after the second buzzer has sounded, learners’ continue to play, visit the
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tuck shop, go to the toilet or linger near the stairs and walls. Girls and boys in the senior primary show no haste in reporting to their classrooms. Some teachers also delay.
5.9.6. Dismissal Time (1h45pm)
The buzzer sounds and there is noise! Some learners rush out of their classrooms, pushing and shoving other learners, some running as if to escape the school. Some classes do lead out quietly, but soon join in the excitement of ‘home time’. Sometimes a teacher’s voice can be heard reprimanding the learners. They rush off through the gates and a huge crowd forms outside the gates as they wait to board their taxis. Some remain to visit the library to borrow books, photocopy notes, or retrieve information on projects. Many learners will only be picked up at between 2pm and 3pm. Teachers generally gather their things and go to the staffroom. It is also their time to meet with colleagues, attend to marking and preparation for the following day, and reflect on the school day. Teachers leave school at 2:30pm.