An excerpt from David Wigget (head master of Thomas Moore school in Durban South Africa) Making learning count:
The single most dangerous factor faced by young South African children in private education today is that we feel compelled to “teach to” the final Grade 12 examination. Tragically, this makes sense – we are judged on our matric results. Parents want this; learners want this; educational managers are under pressure to achieve this; educators feel compelled to want this. We certainly know our newspapers, local press and mass media want this. And yet, within this academic rat race, how many of our children succumb to being Curriculum Casualties? They fall into an academic pit of being stuck. What we need to focus on collectively – parents, educators and learners – is the language and strategies of climbing out of the pit. Immediately, there are four strategies that come to mind:
1. Brain (self - resilience)
2. Book (self - resilience)
3. Buddy (peer assistance - collaboration)
4. Boss (educator assistance - collaboration)
This takes hard work. Hard work reaps rewards. Unfortunately, we all live in a world that provides immediacy and instant solutions, given our immediate access to data and connectivity. Solutions, however, take time, especially those which will endure and enjoy permanence.
According to parenting expert, Nikki Bush, “Frustration is the precursor to learning. If we as parents are too quick to swoop in and want to fix problems for our children when they fall or when they are frustrated with something, we take away the gift of learning.”