CHAPTER FIVE VIGNETTES
5.4. Hlengiwe: Determined to achieve academic excellence
This vignette deals with four conceptions of Hlengiwe6 as an expert-teacher:
i. Personal attributes
a. An expert-teacher needs to be resilient.
b. An expert-teacher must own a winning mentality.
ii. Professional attributes
a. An expert-teacher will win the hearts and minds of learners.
b. An expert-teacher will possess the skill of learning to lead.
6 In terms of the ethical reporting of human research data in this study, the real name of this research participant has been withheld and replaced with a pseudonym.
77 5.4.1. Personal attributes
a. An expert-teacher’s need to be resilient
When growing up as a child and as a learner, Hlengiwe was confronted daily with the stark economic realities of living in a poor rural area. However, she never lost her dream of becoming a teacher. Her strong personal character drove her to work towards realising her dream of becoming a teacher at all cost:
Growing up in a deep rural area was a challenge on its own since I had to walk long distances to school on bare feet. At secondary school, I developed the love for teaching from my history teacher, who demonstrated his skills of teaching.
This experience made me to be very strong mentally.
For Davis (2003), enduring difficulties in a rural area brings about resilience and develops strong personal character. Accordingly, growing up in a poverty-stricken rural area where there is no hope for success can bring about an inner drive to overcome obstacles (Davis, 2003).
b. An expert-teacher with a winning mentality
In order for her to become a better teacher, Hlengiwe indicated that she must own a winning mentality. To possess such a strong mental attitude that never gives up will drive a teacher to always strive for a success. This means that expert-teachers always strives for success no matter what the situation is:
As a person who likes to be a winner all the time, I did as I had thought was correct, and good results came, and after that it became a norm to get good results.
According to Shulman (1987), a teacher has special responsibilities in relation to content knowledge. This serves as the primary source for a learner’s understanding of the subject matter and to achieve certain outcomes in the classroom. When a passionate teacher achieves certain outcomes and goals, this develops a winning mentality towards fulfilling her/his professional responsibilities (Rampa, 2012).
78 5.4.2. Professional attributes
a. An expert-teacher’s desire to win the hearts and minds of her/his learners
From young, Hlengiwe developed the attitudinal skill of communicating effectively.
Communication is an invaluable skill that all practicing teachers must acquire if they are to connect effectively with their learners. For Hlengiwe, this skill proved to be invaluable in winning the hearts and minds of her learners. Accordingly, her learners began believing her as a teacher:
In my early years of teaching, I learned a valuable skill of communication with the learners. I gained skills to communicate effectively with learners especially when I persuaded them to attend extra classes. I was able to win their hearts and their minds.
Classroom management, according to Evertson and Poole (2008) needs to be broadened beyond student behaviour control and should include the actions teachers take to create an environment that supports and facilitates both academic and social-emotional learning.
Teachers who experience and possess good communication skills are able to communicate well with their students about academic activities. As Evertson and Poole further point out, a teacher is a person who is able to convey knowledge about the norms, expectations and routines of the classroom.
b. An expert-teacher’s skill of learning to lead
According to Hlengiwe, in order to become an expert-teacher one has to have a better understanding of one’s role as a teacher. A better understanding of one’s role inevitably leads to a teacher executing her/his duties properly:
I was in a better position to understand my role as a teacher when I was promoted to a senior position. As a new supervisor, I realised that there is a need for me to be ahead with the information with my junior colleagues. I decided to enrol for an honours degree in education management, in order to get information of how to be a good manager.
For Baron (2008), leadership qualities are essential if a leader is to create favourable conditions for all stakeholders in an organisation. Furthermore, as Baron has shown, leading is a functional duty that allows senior workers to motivate their subordinates.
79 5.5. Velaphi: Determined to be a better teacher
This vignette deals with four conceptions of Velaphi7 as an expert-teacher:
i. Personal attributes
a. An expert-teacher has unboundless determination to succeed.
b. An expert-teacher is an inquisitive teacher.
ii. Professional attributes
a. An expert-teacher must have an intuition for the future.
b. An expert-teacher owns a true sense of identity and self-knowledge.
5.5.1. Personal attributes
a. An expert-teacher’s determination to finish school
Velaphi grew up in a South African township during the period of student uprising against the apartheid regime. As a result, chaos and confusion was the order of the day, both in the community and at public schools. Yet, Velaphi never gave up on his dream of becoming a teacher. As a person of strong personal character he was determined to finish his schooling, regardless of the hardships and violence that surrounded him, so that one day he could become a teacher:
Teachers were not dedicated and students were not disciplined. I became convinced that, I would finish school and further my studies as a teacher under those difficulties. The school was in an explosive situation because one could not distinguish between school officials and student leaders.
Resilience, according to Timperly (2008) is a driving force that enables an individual to accomplish her/his goals. A resilient person is therefore able to work under difficult and stressful conditions in order to achieve their desired outcomes.
When Velaphi was attending a township school there was no recognisable hope that he would one day become a teacher. Determined not to allow his dream to dissolve into the ether, he
7 In terms of the ethical reporting of human research data in this study, the real name of this research participant has been withheld and replaced with a pseudonym.
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developed a strong personal character that made him work hard towards getting an education and realising his goal.
b. An expert-teacher is an inquisitive teacher
To be academically inquisitive is one of the attributes that Velaphi regards as crucial in becoming an expert-teacher. Growing up under apartheid as an African male was a real struggle. The resistance he demonstrated in challenging the institutionalised accepted norm that African men are mere unskilled labourers was instrumental in enabling him to envision becoming a skilled expert-teacher. He is able to acquire knowledge that assisted him to resist those aspects he was dubious about relating to teaching and learning. This placed him in a better position to question issues and in the process he acquired the status of an expert-teacher:
I could not fit under apartheid simply because apartheid wanted people who were not inquisitive about their system. It was a challenge to grow under that system.
According to Ono (2012) an expert-teacher is a person who is expected to be inquisitive so that it will be easier to collect knowledge required for teaching and learning. Teachers become better when they are able to access information as mind workers (2012).
5.5.2. Professional attributes
a. An expert-teacher with an intuition for the future
When studying at university, Velaphi learned to be a responsible person with a sense of direction. This attribute enabled him to fulfil his responsibility of making sure that learners are taught appropriately. A responsible person always knows what is expected of her/him:
One had to balance between academic work and social activities when studying at university. I also learned to be responsible because, there was no one following us around asking us to attend classes. It became my responsibility as a student; that is why I am a responsible person today.
According to Shulman (1987), a responsible teacher is able to fulfil all the obligations of her/his profession. This is confirmed by Davis (2003) who asserts that a responsible teacher is able to execute her/his duties as per the requirements set out by the relevant education authority.
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b. An expert-teacher with a true sense of identity and self-knowledge
Velaphi’s passion for teaching and learning is an important attribute that enhances his inner drive to perform better in the classroom and thereby create a good atmosphere for his learners.
Learners will also feel that they are loved (Hooks 1994). In other words, a passion for teaching and learning makes a teacher effective in his/her work and is not easily disturbed emotionally as s/he is doing something that comes from the heart:
I furthered my studies and received a professional certificate in education in order to gain a necessary knowledge on the field of education because I love to teach. The certificate gave me more methods of teaching the subject.
For Rampa (2012), passionate teachers have a true sense of identity and believe that they can make a difference to the learning and achievement of their learners. As Palmer (1998) has explained, “it’s not about the methods, it’s about ‘who I am as a teacher.’” In other words, whatever the situation, a passionate teacher will be able to engage with the learner with confidence. This is confirmed by Day (2004), who maintains that a passion for students makes for good teaching and good teachers. Such teachers professionally manage a number of tensions and dilemmas related to the changing demands of their work. In other words, passion gives teachers an inner drive to function effectively irrespective of the situation. By Velaphi having such a true sense of identity and self-knowledge, it enabled him to develop into an expert-teacher who uses various methods when teaching. Having a passion for teaching and learning as a functional process operating within resulted in him teaching effectively irrespective of the situation.