IMPACT
impact

from rags to riches ...
and we're not talking about money!

An educator at Hawston Primary sharing how she has changed — she does not shout at the learners, but uses the `silence' symbol to get everybody quiet

One can hardly blame educators in various parts of
South Africa for feeling somewhat cynical when they are told that some `positive transformation' is about to take place. In what has been one of the most dynamic periods in the history of our strife-ridden country, the education sector has had to wait for its turn to reap the fruits of democracy.

It was therefore hardly surprising that educators at Hawston Primary School, in a poor fishing village near Hermanus, were not completely sold on the idea of the Peace Education Programme stepping in and making some changes. One educator now says they felt it would be yet another session where you just get some more material to put in the cupboard!

But the first session proved to be the start of a wonderful journey. Holding the workshop at a local campsite instead of at school, put the participants in a fresh frame of mind. Here the educators got to know each other in a way that presented some type of comfort zone. Transcending the familiar, they explored a wealth of new ground. They enjoyed this teambuilding exercise as they listened to one another, shared experiences, laughed together, and discovered new things about one another. By the second workshop, they felt sure that a great learning experience had come their way, and any skepticism was replaced by an eagerness to engage in a process that would be interactive and creative.

The initial excitement was sustained throughout the year as attendance levels never dropped below ninety-five percent. When asked why they showed such commitment in the face of oversized workloads, their answer was simple, "because the workshops were so exciting!" The educators now laugh as they recall how frustrating it would be if you could not attend a session, and how you would then want to find out in minute detail from the others what had happened in your absence!

One possible reason why the workshops inspired the educators so much was how topics were handled. For example, a closer look at self-esteem involved walking around the room with a piece of paper pinned to their backs, with colleagues writing down positive traits about the person. All agreed that this provided an opportunity to learn about their own abilities, and to overcome a culture of being over-critical. It was a great boost to their self-confidence, and showed how learning can be fun and interactive.

The enjoyment, however, was not at the expense of acquiring genuine skills. The four major themes tackled throughout the process were teambuilding, stress management, conflict handling, and positive discipline. Once the group had found common ground and closeness through the teambuilding process, they were able to explore the other themes together, while also reflecting more closely on themselves as individuals. The idea that the process `starts with yourself' underlay all the sessions, particularly when it came to discussions and activities around conflict handling.

The educators now emphasise the fact that it is very important to deal with conflict as it arises, instead of sweeping it under the carpet. Many felt that a cornerstone was being able really to listen to one another, a skill they had acquired throughout. To listen without interrupting was a challenge for many at first, and fundamental to any understanding of one another's feelings.

One person commented on the wonderful discovery that `exploring one another's feelings' was also something of great value in the classroom. "Not only is it important for the educators to be in touch with how the learners are feeling, but for the learners to be encouraged to explore each other's feelings too."

A myriad of skills from the educators' workshops could be emulated in the classroom. A highly valued exercise on affirmation, the `diploma exercise', became a wonderful experience for the Hawston learners too. This exercise involves a specially appointed person catching each person doing something good. At the end, each educator received a diploma for the `good deed or quality' they exhibited. At the end of the year, the educators put together diplomas for their learners to acknowledge their good deeds or qualities.

When the parents first came to hear that every child in the school would be receiving a `diploma', they were somewhat perturbed! It all seemed rather strange, but it soon became clear that affirming the learners' good qualities, instead of highlighting negative qualities in a punitive way, is a vital part of positive discipline and growth.

That was not the only surprise for parents. For the first time in years, they were brought on board to work more closely with the staff, and were included in the developments that were taking place. This confirms the necessity for the `whole school development' approach which emphasises that along with educators and parents, the learners themselves are trained in so that their newly-acquired skills can work in unison. The prefects, who attended the `Leadership for Learners' component of the `whole school development' project, are also able to set an example by leading in a communicative and inclusive manner. The educators now also make sure they are not the only ones doing the talking in class. Learners are asked how they feel and to give as much input as possible. Drawing up ground rules together with their educators has been a very empowering experience for many of them.

As one educator pointed out, "the Quaker Peace Centre has had a ripple effect on us." She described how they can carry what they have learnt with them into all aspects of life. There is a sound of knowing laughter as another educator recalls how they all used to "shout a lot and lose their tempers really easily," and how this is "not so frequent anymore!"

The educators at Hawston Primary are very vocal about their praise for the facilitators from the Quaker Peace Centre. Together with our caring and their commitment, we are proud that our `whole school development' approach really made a difference to many lives.

Staff at Hawston Primary and facilitators from QPC staff dressed up to share their dreams