Choleric Children: Diving into the dominant personality
April 5, 2024
Choleric Children: Diving Into The Dominant Personality
Have you ever heard anyone say, “He has such a lovely temperament” or, “She can be very temperamental?” Have you ever wondered what that really means? The dictionary will tell you that temperament is a person’s nature or consistent behaviour. The important thing to remember, however, is that temperament makes up only part of a person’s larger personality.
At Crawford International, we are aware that all children have different personality types and different temperaments, and we strive to teach all of them in the way that they will learn best, a personalised learning journey.
There are four identified temperaments. They are: phlegmatic, melancholic, sanguine, and choleric.
A phlegmatic temperament is one found in an easy-going child, They are usually very relaxed, contemplative, and often shy. The phlegmatic child is a peace-loving soul who would rather be left to their own devices than to be stirred into action.
A melancholic child is a deep thinker and a sensitive soul. They are extremely averse to risk and challenge and rather look at a situation with compassion and understanding.
The sanguine temperament is the most social and happy of all the temperaments. They are energised by change and spur-of-the-moment decisions. They are usually positive people and like to talk, and talk, and talk.
A breakdown of the Choleric Child:
The final temperament, and the focus of our blog today, is the choleric child:
Outline of the Choleric Temperament
The choleric child can be described as the ‘hero’ child. They are highly motivated, results-driven people who always want to win. They have intense interests in many different things and always achieve well in whatever they do. They are ambitious and will take on projects, sports, and activities with lots of energy, often dominating other kids in the process. They are born leaders, but sometimes they can be so focused on results that they overlook feelings and may lack compassion.
Traits of a choleric child
- Confident and assertive
- Self-motivated
- Energetic
- Decisive
- Goal orientated
- Can be quick-tempered and often irritable
- May have control issues.
Tips on how to support a choleric child
The choleric child is not a walk in the park, but they are certainly a fun ride and a constant source of pride for parents. They have big personalities and they need “big” parenting and positive reinforcement in all teaching. Here are some tips on how to support a choleric child:
- Choleric children are often so driven, that when they don’t win they have a tendency to take it very hard. Parents and teachers need to offer positive verbal cues and an analytical situation assessment, which will help them to see the bigger picture and to recognise that lessons learned are often the real ‘win’.
- Choleric children are outspoken and say whatever comes to mind. They do this because they are analytical, not emotional, and can sometimes be out of touch with other people’s feelings. Here, parents and teachers need to slow the choleric child down and to encourage them to think before they speak and to consider the perspective and feelings of others.
- Choleric children have an innate need to control and often dominate situations. While this leads to natural leadership roles, at other times this can be overbearing to other children. Parents and teachers must acknowledge the choleric child’s need for control and allocate “important” tasks to them that they can self-manage.
- A choleric child will have a strong desire to try new things and will make it their mission to conquer those things. Parents and teachers, don’t stand in their way! Get behind them with the tools, lessons, books, and people, who will be able to give them the best shot at achieving.
- A choleric child has a need for independence. They want to do it on their own because they want you to be proud of them when it’s done. Parents and teachers, you need to offer the choleric child trust. Nobody wants their child to burn themselves with fire, but if you teach a choleric child to build a fire properly, then step back and allow them to do it – they will surprise you with how well it will be done.
- Choleric children can often become frustrated because things are not moving as fast as they need them to or because they are not in control of the situation. This can cause conflict with their peers, parents, and teachers alike. Parents and teachers be patient. Allow the choleric child the time to cool down, then discuss the matter with them in a mature, quiet, and caring way.
When Rafie Mehrji Manshadi walked out of Crawford International College Sandton in 2018 with seven distinctions and his Student Prefect badge, he had no conventional road map for what came next. Today, he is a certified AI specialist, enterprise consultant, and co-founder of Angel Enterprise - a multi-division business ecosystem spanning AI consulting, creative design, hospitality, promotions, and education. His journey has been anything but linear. After matriculating at Crawford, Rafie pursued a Bachelor of Optometry at the University of Johannesburg, completing his degree in 2023. But throughout those four years, one thing never left him: a deep fascination with technology and artificial intelligence. Where others saw a completed degree as a destination, Rafie saw a crossroads. He made the bold decision to step away from optometry entirely and pursue the field that had always captivated him most. "It was a challenge to deal with the fact that I spent four years studying and then completely changed direction," he reflects. "But I was never happy with the conventional path - study, get a degree, get a job. I knew I didn't want to be an employee. I wanted to build something." And build he did. At the heart of Angel Enterprise sits Angel Intelligence, Rafie's primary focus - helping organisations move from AI experimentation to genuine, measurable impact through consulting, workflow automation, and AI system engineering. Beyond that, the broader ecosystem delivers branding, hospitality staffing, promotional services, and structured AI education programmes, all operating under one cohesive vision. Holding certifications from the Dubai Centre for AI, IBM, Anthropic, and Yale University, Rafie brings rare technical depth to a field reshaping every industry. His Crawford years, he says, gave him something no curriculum can fully teach. "Crawford showed me how to be myself - and that if I don't see a path for me, I should create my own." That instinct - to build rather than follow - is precisely what Crawford has always nurtured. And in Rafie Mehrji Manshadi, Sandton College has an alumnus who embodies it completely.
With 15 years at Crawford International Sandton Pre-Primary and a career dedicated to supporting young students who need a little extra encouragement, Ms Goldberg brings patience and deep professional expertise to her role as a Learning Support Teacher. For the children in her care, her classroom is a place where it is safe to try and safe to grow. The Road to Teaching Ms Goldberg has spent her entire teaching career at Crawford International Sandton, where she has built a reputation as a trusted and deeply committed member of the learning support team. Over 15 years, she has worked closely with Grade 0 students, focusing on small-group intervention that meets children where they are and gently guides them forward. Her passion for supporting students who find certain areas of learning more challenging has been a consistent thread throughout her time at Crawford, shaping both her approach in the classroom and the relationships she builds with the children and families she serves. Qualifications and Expertise Ms Goldberg's qualifications focus on early childhood and inclusive education. She holds a Higher Diploma in Pre-Primary and Junior Primary Education, which laid a strong foundation in understanding how young children develop and learn. She furthered her expertise with a B. Ed Honours degree in Learning Support, equipping her with the specialist knowledge required to identify and address the diverse needs of students in the foundation phase. This combination of early years training and focused learning support expertise has proven to be one of her uniqueness in the classroom, providing targeted intervention for the youngest members of our Crawford community. Teaching Philosophy At the core of Ms Goldberg's practice is a belief that every child is capable, plus that the environment in which they learn makes all the difference. She is guided by patience and a deep respect for the fact that no two children learn in exactly the same way. Creating a space where students feel genuinely safe, safe enough to take risks, make mistakes and keep going, is not incidental to her teaching. It is the foundation of it. For Ms Goldberg, building academic skills and building self-belief are not separate goals. They grow together, and both deserve equal attention and care. "My teaching philosophy is centred on patience, encouragement and understanding that every child learns differently. I believe in creating a safe and supportive environment where students feel confident to try, make mistakes and grow. My goal is to help each child build both their skills and their self-belief." What Ms Goldberg Values About Crawford For Ms Goldberg, Crawford International Sandton is more than a place of work. It is a community she has been part of for over a decade and a half. "My colleagues are like family, and we share a very close and supportive environment. Being part of such a strong team makes my work even more meaningful." This sense of belonging and shared purpose is something she carries into her classroom, creating the same spirit of care and mutual support for the students in her groups that she herself experiences among her peers. Beyond the Classroom Outside of school, Ms Goldberg is a proud mom to three teenage boys, a full and lively household by any measure. She finds balance and energy through regular gym sessions, long walks with her dogs and a well-deserved cup of coffee. These small, grounding rituals reminds us of the same intentionality and warmth she brings to her professional life. Quick Facts: 15 years at Crawford International Sandton Role: Learning Support Teacher, Grade 0 (small group intervention) Qualifications: Higher Diploma in Pre-Primary and Junior Primary Education and B.Ed Honours in Learning Support Passionate about building confidence and self-belief in young students Mom to three teenage boys Enjoys coffee, the gym and walking her dogs
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Meet Natasha Pillay: Nurturing Potential at Crawford International Fourways With nearly three decades in education and 14 years at Crawford International, Ms Pillay brings a unique blend of academic rigour, lived experience and heartfelt purpose to every classroom. Guided by a belief that every child can thrive when they feel truly valued, she continues to inspire students through inclusion and genuine care. The Road to Teaching Ms Pillay's teaching career spanning close to 30 years began in 1998 with the KwaZulu-Natal Department of Education, before extending internationally with a stint in the United Kingdom. This breadth of experience has shaped a grounded, versatile approach to education that draws on both local and global perspectives. The foundation was laid at Springfield Teaching College, where a first-principles approach to teaching was instilled, one that continues to inform her classroom practice today. Since joining Crawford International on 28 May 2012, Ms Pillay has become a trusted and valued member of the community, approaching the end of her 14th year at the school. Qualifications and Subjects Taught A commitment to lifelong learning is evident in Ms Pillay's impressive academic record. Alongside the foundational diploma from Springfield Teaching College, her qualifications include a B Comm degree majoring in Financial Management, completed in 2006, and a B Ed Honours degree majoring in Inclusive Education, completed in 2012. The focus on inclusive education speaks directly to a deeply held belief in the right of every student to access meaningful, supportive learning. Teaching Philosophy At the heart of Ms Pillay's approach is a simple but powerful conviction: that every child can reach their full potential when they feel supported and valued. "I aim to create a safe, inclusive space where students feel confident to take risks and explore new concepts. Seeing my students grow, take initiative and discover their strengths motivates me every day as a teacher." This philosophy is not merely aspirational. It is lived out in the daily rhythms of the classroom, where safety is treated as a prerequisite for academic growth and where each student is encouraged to believe in their own ability. What Ms Pillay Values About Teaching at Crawford The curiosity and unique perspectives of Crawford's students are what make each day inspiring. Whether asking unexpected questions, approaching problems from fresh angles, or challenging themselves to grow, these students bring energy and authenticity to the learning environment. Working within the framework of the IB philosophy has deepened Ms Pillay's own practice as a teacher and reinforced a commitment to continued learning alongside her students. Crawford International is seen not simply as a place of employment, but as a community of shared values and shared growth. Beyond the Classroom Outside of school, Ms Pillay finds joy in cooking hearty meals for a son currently studying Engineering at university. Weekends often include hiking trails at Hennops, where the outdoors offers space for reflection and renewal. In recent years, a personal journey toward greater spiritual awareness has also taken shape, through reading, visiting places of spiritual significance and the practice of meditation. It is a pursuit that speaks to the same values she brings into the classroom each day: intentionality, openness and a desire to keep growing. Quick facts Joined Crawford International on 28 May 2012, completing 14 years at the end of May 2026 Teaching career began in 1998 with the KwaZulu-Natal Department of Education Also taught in the United Kingdom Qualifications: Springfield Teaching College Diploma · B Comm in Financial Management (2006) · B Ed Honours in Inclusive Education (2012) Enjoys hiking at Hennops, cooking and spiritual development through reading and meditation Proud parent of a son studying Engineering at university
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Ms van Straaten is a passionate early years teacher who believes the foundation for a child’s lifelong love of learning is built in the earliest stages of schooling. Recently stepping into her role as a Grade 0 teacher at Crawford International Bryanston, she brings warmth, insight and experience to her classroom, creating an environment where young students feel safe, valued and ready to explore. The Road to Teaching Ms van Straaten holds a BEd degree in Psychology and Human Resource Management, as well as a PGCE in the Foundation Phase. Her background in psychology informs her understanding of child development and emotional well-being. She began her teaching career as a Grade 000 teacher, where she spent three years helping young children build strong early foundations. During this time, she developed a deep appreciation for the importance of play, secure relationships and responsive teaching in the formative years. Her move into Grade 0 marks an exciting next step as she continues guiding students through important developmental milestones. Subjects and Focus As a Grade 0 teacher within an IB framework, Ms van Straaten supports learning through a play based, inquiry driven approach aligned with the Primary Years Programme. She guides students through early literacy and numeracy development while also supporting their social, emotional and creative growth. Through carefully planned learning experiences, she encourages curiosity, independence and holistic development. Teaching Philosophy Ms van Straaten takes a holistic approach to learning. She believes emotional wellbeing is central to academic progress and prioritises creating a classroom where children feel secure, understood and confident to take risks. “In the early years, children are developing far more than academic skills. They are building confidence, learning how to express themselves and beginning to understand the world around them. At Crawford International Bryanston, I believe it is important that every child feels safe, supported and encouraged to explore. When students feel emotionally secure, they are more open to learning, collaboration and growth,” shares Ms van Straaten. What She Values About Teaching Ms van Straaten finds great fulfilment in witnessing the transformation that happens during the early years, from developing confidence and independence to celebrating meaningful developmental milestones. Working with young children continues to inspire her daily and she remains committed to nurturing not only their academic readiness, but also their emotional and social development within the Crawford community.
In a significant recognition of its leadership in sustainable education, ADvTECH - Africa's leading private education provider - has been honoured for exceptional environmental stewardship at the Wildlife and Environment Society of South Africa (WESSA) Centenary Awards. Celebrating a century of inspiring environmental action, education, and advocacy under the motto “People Caring for the Earth”, WESSA acknowledged ADvTECH's deep integration of the Eco-Schools South Africa programme for its unparalleled scale and impact. “As WESSA marks 100 years of environmental leadership, partnerships like the one we share with ADvTECH remind us why environmental education remains one of the most powerful tools for long-term change,” says WESSA CEO Cindy-Lee Cloete. “When 42 schools within a single education group commit to environmental stewardship, the ripple effect extends far beyond the classroom into homes, communities and ultimately into the future leadership of this country.” At the awards ceremony on February 27, 37 ADvTECH schools received Silver Awards status, which celebrates two years of WESSA collaboration, and the schools below have shown their lasting dedication by participating in environmental initiatives and raising awareness. Trinityhouse, Little Falls: Gold status (4 yrs.) Crawford International School, Sandton: Platinum 2 status (7 yrs.) Tyger Valley College: Bronze Decade status (12 yrs.) Pinnacle College, Ridgeview: Green Flag Decade status (13 yrs.) Pecanwood College: Platinum Decade 2 status (17 yrs.) Additionally, also recognised for submitting the most eco-snippets All of the ADvTECH participating schools achieved full assessment letters for their submitted portfolios of evidence, with scores ranging from 70% - 98%. Top achieving schools were: Crawford International School, La Lucia Maragon Olympus, Faerie Glen Crawford International School, Sandton Crawford International School, Lonehill Abbots College, Northcliff Additionally, ADvTECH received a Partnership Award in recognition of its outstanding and unique contribution to environmental stewardship. “It has been another incredible year working closely with the WESSA champions at our schools, as well as the dedicated WESSA team. Throughout 2025, we witnessed some of the most inspiring and comprehensive portfolios of evidence ever submitted, reflecting not only commitment but also genuine passion for environmental stewardship and sustainability. The quality, creativity, and consistency demonstrated by our champions have set a remarkable standard and continue to inspire positive change within their school communities,” says Krystal Munian, Academic Advisor and WESSA Lead. “We extend our sincere gratitude to every champion and the school teams for their phenomenal hard work, perseverance, and dedication to advancing the project’s goals. And we are excited about the year ahead and look forward to building on this momentum through new activities, innovative initiatives, collaborative projects, and continued growth across all participating schools.”
Melvyn, a 2023 Crawford International School graduate, left Crawford in pursuit of excellence in the field of business and hospitality in Switzerland. Two years in, he continues to represent not just Crawford but all of Africa as a student-ambassador in Europe. He has gotten work experiences in Switzerland’s top hotels (including the The Dolder Grand - Ranked 1st in Switzerland in 2024 and The Chedi Andermatt - a five-star superior hotel) which are equipping him with valuable skills from the best of the best alongside his education at a renowned Swiss Institution. Whilst at Crawford, Melvyn was exceptional academically as well as in extra curriculars and sports. He completed his IGCSE’s with: 4 A*s, 2 A’s and 2 B’s before completing his O and A Levels. Whilst at school, he also received several distinctions and achievements including: Game Jam 2022 winner ( LINK ) Best in Business & Global Perspectives 2021 Commendation in Leadership Award 2022 Most Promising Football Player 2019 The Top in Languages Award 2021 The Good Fellowship Award 2021 Now in Switzerland, Melvyn is pursuing a degree in Business and Hospitality at the prestigious Business & Hotel Management School (B.H.M.S), where he continues to uphold the same standard of excellence that defined his time at Crawford Tatu. Alongside his academic journey, he is an active member of the school football team, balancing elite sport with the demands of a rigorous programme. His commitment to performance has earned him multiple GPA-based scholarships, recognising his consistent academic achievement. At the same time, he is gaining hands-on industry experience within Switzerland’s world-class hospitality sector, allowing him to seamlessly integrate theory with practice. Through his dedication both in the classroom and in the workplace, Melvyn continues to grow as a well-rounded leader, proudly representing Crawford and Africa on an international stage.
Going to boarding school is a thrilling journey, but it can also feel a little overwhelming at first, and it is perfectly natural to feel both these emotions! For parents, the thought of their child living away from home may be both comforting and hard. It’s heartening to know that your child is becoming more independent while still being cared for, but it can also be hard to get used to. Our boarding facilities at Crawford International North Coast welcome students from as young as Grade 6 and are meant to feel like a home away from home. From the first day, each student has their own room, which gives them a private space they can make their own. Every space starts off as a blank canvas, ready for students to add their own touches that show who they are and make them feel at home. Having a place to go that feels safe and pleasant after a packed day of lessons, sports, and other activities makes a big difference. Our highly experienced team encourages students to bring personal items from home that are familiar and make them feel at home. A Bluetooth speaker, a scented diffuser with a scent familiar to home, or framed family photos can make the room feel more like their own right away. There are a lot of ways boarders can make their rooms feel like a cozy refuge. To create a room, warm that is warm and stylish, students can think about adding fairy lights, soft throw blankets, colourful cushions, Polaroid photo walls, indoor plants, motivating books, or a plush rug. These small details make the room more than simply a place to sleep; they make it a place to recharge and show off their creativity. These things make a plain room feel like their own, motivating, and intimate. At Crawford International North Coast, boarding is more than just a place to stay. It's a time of independence, privacy, and community when every student thrives!. Our boarding ensures comfort and connection while our campus offers safety and serenity for our 100 boarders. Located just 10 minutes from Durban’s King Shaka International Airport, we are conveniently located for all our students travelling to Durban by air
At Crawford International Tatu City in Kenya, Mr Kizito Wafula Okumu has been part of the journey from the very beginning. As a pioneer teacher who joined the campus in 2018, he has helped shape both the academic and co-curricular identity of the school during its formative years. Mr Okumu teaches French from Primary through to A Level, bringing more than 16 years of experience in the subject. His path into teaching began with a simple yet influential note written in his Form 2 French book by his own teacher, encouraging him not to abandon the language because it would open doors. That advice proved decisive. He went on to complete a Bachelor of Education in French at Kenyatta University, further improving his proficiency through certification with Alliance Française and continued engagement with native speakers. Teaching for Global Perspectives For Mr Okumu, language is more than curriculum content. It is access to culture, connection and global opportunity. When visiting his classroom, one experiences this belief in action, encouraging students to see French not simply as a subject, but as a gateway to the world. Beyond the classroom, Mr Okumu serves as Deputy in charge of Sports and Outreach. A former competitive hockey player who won three national trophies during his school career, he understands the discipline and resilience that sport demands. He continues to be actively involved in the sporting community and brings that same commitment to Crawford International Tatu City, with a clear ambition to strengthen the school’s sporting profile. Equally important is his dedication to community outreach. Under his leadership, students participate in initiatives that extend beyond charitable giving. They are encouraged to take ownership of projects, to understand the realities faced by others and to develop empathy alongside leadership. It is an approach that reflects the Crawford commitment to educating the whole student. Teaching Philosophy Each morning, Mr Okumu greets students as they arrive on campus, energised by their curiosity and ambition. His philosophy is grounded in balance, “a sound body supports focus, perseverance and joy in learning. A sound mind brings purpose, strategy and sportsmanship to physical endeavours” he shares. Inside the School Day When asked what inspires his energy and love for teaching, he shares, “I’m inspired every morning by the joyful smiles of our students arriving excited for the day ahead. Standing at the foyer meet-and-greet, I get to witness their aspirations firsthand and embrace the privilege of helping shape these bright young global leaders alongside our incredible team." Interesting facts about Mr Okumu: Pioneer teacher at Crawford International Tatu City since 2018 Deputy in charge of Sports and Outreach Proud husband and father of two sons Enjoys nature, camping and off roading Former competitive hockey player with three national titles As Crawford International continues to shape global leaders across Africa, teachers such as Mr Okumu embody the shared values that connect our campuses. High standards. Global outlook. And a belief in developing students who are prepared not only for exams, but for life beyond school.
