COVID-19 AND FUTURE FOCUSED LEARNING AND TEACHING
Angela Johnstone • May 18, 2020
COVID-19 AND FUTURE FOCUSED LEARNING AND TEACHING
Crawford Preparatory teachers had the wonderful experience of attending the IB African Education Festival in Johannesburg at the end of February 2020. It was a gathering of like-minded people, who came together from all four corners of the globe, to learn from and to be inspired by one another, and to leave motivated and excited by being a part of an organisation such as the International Baccalaureate.
The theme of the conference, ‘Leading and Learning in the 21st Century’, was designed for those who are leaders in education, whether it be policy makers, leaders of educational institutions, principals, deputy principals or leaders in educational pedagogy within their classrooms.
The theme of the conference was based on the following questions and this allowed great scope to learn and to grow.
‘As educators, how do we challenge ourselves to be more effective practitioners and remain inspired? How can we create educational ecosystems that thrive within and beyond the confines of a classroom? How do we develop students who understand their role and will be positioned to succeed in our globalised, integrated and collaborative world?’
These questions, in hindsight, are incredibly valuable in the current situation the world finds itself in today. Our practice and pedagogy ask all the above questions as we embark on remote online learning due to COVID 19. Never has global collaboration in education been more important than it currently is today.
Our professional connections are crucial as we work through these uncertain times. We are relying on and seeking information from those who have been in this situation in weeks gone by and to be globally connected with people who freely offer advice and their services educationally, is true collaboration.
New ideas on working remotely online and having access to resources and digital platforms that will assist us in our quest to deliver a top end and collaborative education for the students that we teach, is crucial. There is a common understanding, no matter what country and heritage we come from. Teachers from all walks of life and nationalities are discussing new ideas and sharing valuable resources, which in turn creates an impactful learning community that we find ourselves a part of. New leaders within schools are coming to the fore as they are the ones who through agency, are inspiring, innovating and integrating.
The African Education Festival was ‘an opportunity for thought-leaders in education to discuss current education trends, explore innovation in education practice and capture key developments in both education leadership and learning’ and was timed perfectly for teaching and learning communities to embrace the concepts of future focused learning and each other, as it is through education that the world has common ground.
Future focused learning prepares students across all curriculum areas and learning stages with skills and capabilities to thrive in a rapidly changing and interconnected world. It engages their sense of curiosity, helping them to make meaning of our world.
We, as educators, are trying hard to make meaning of a world that has changed drastically in the past two months. We need to be future-focused and embrace new technologies and learning platforms to ensure that our students can continue to thrive, grow and learn.
Once this destructive and terrifying time is over, we will not teach in the same way that we did before. Our learning environments will change and expand, as we too, have needed to collaborate, be flexible and reflective, think critically and creatively, be problems solvers and use a diverse range of effective teaching strategies to inspire learning, and to become growing, active and informed global citizens.
In some way, the African Education Festival was preparation for the time that we currently face, not only on our continent, but globally. COVID-19 will leave a trail of destruction but somewhere in the chaos and the challenges that face us, an opportunity and an excitement is created in knowing that our teaching will have changed, and we will be true future focused teachers.
Angela Johnstone
Deputy Principal
Crawford Preparatory La Lucia
A Lifelong Educator Mr Chris Herbst has spent 41 years in the classroom. With a Bachelor of Education from the University of the Witwatersrand, he has taught countless learners over the decades. He joined Crawford International Sandton in 1999 and currently teaches Afrikaans to students from Grade 8 to Grade 12. His role spans across five different year groups, a challenge he embraces. “I have my hands full as I navigate the excitement and challenges of teaching an additional language to five different grades,” he says. Why Teaching Still Matters For Mr Herbst, teaching is not a job. It is something he feels deeply connected to. “Teaching is my great passion and calling. The classroom is where I find my motivation and inspiration,” he shares. “When we have a really good lesson and I see our students leave having learned something new, or figured out a challenging concept, then I am motivated and inspired all over again.” These everyday moments keep him grounded in his purpose. They are the quiet victories that reaffirm his place in the classroom. Freedom to Teach with Meaning Mr Herbst values Crawford’s approach to learning, particularly the way it supports teacher agency and student-centred learning. “I love the fact that the focus is student-centred, and that as teachers we have the freedom and the responsibility to create a teaching and learning environment that works best for every learning need,” he says. He believes this flexibility allows for learning to become more meaningful. “If I identify that a particular topic or poem has piqued the interest of my class, I have the freedom to delve deeper and really explore the subject matter without being bound by rigid syllabus rules and time frames.” Connecting Language to the Real World Teaching Afrikaans in a school where it is often an additional language means finding ways to make it resonate. Mr Herbst understands that for many students, the subject may not come naturally. “For many students, learning another language may initially feel like a requirement rather than a passion,” he explains. To bridge that gap, he brings the language to life through content that students can relate to. “It’s important to integrate engaging, real-world content such as music, movies, and stories that align with the students’ interests.” These tools, he believes, help students see the language in context and build an emotional connection to it. A Teaching Legacy Over the course of his career, Mr Herbst has taught more than one generation in the same family. It is a milestone he reflects on with pride. “I have taught students who are now parents, and I am teaching their children today. It doesn’t get better than that.” But what stands out most for him is being remembered. “By far my biggest kick is when a past student recognises me and comes over to strike up a conversation and talk about their life and work after school.”
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ALUMNI SPOTLIGHT: DYLAN BIZJAK Crawford International Sandton From the classrooms of Crawford International Sandton to the forefront of aeronautical engineering in the Netherlands, Dylan Bizjak’s journey is one of ambition, resilience and innovation . Pursuing a Passion for Engineering After matriculating in 2019, Dylan initially pursued Aeronautical Engineering at Wits University. However, six months into his studies, a new opportunity emerged, one that would take him beyond South Africa’s borders. He secured a place at Inholland University of Applied Sciences in Delft, Netherlands, where he embraced the challenge of international study, even navigating his first year remotely due to the pandemic. Now a graduate with a BSc in Aeronautical Engineering (2024), Dylan has stepped into the professional world, joining Eve Reverse, a pioneering start-up dedicated to climate-positive innovation. What began as an internship in his final year evolved into a full-time role as a Research and Development Engineer, where he contributes to the creation of sustainable, carbon-negative materials. His proudest achievement? Playing a key role in the development of the Eve Dry Tile, an innovative flax fibre material designed to reduce emissions and waste in manufacturing. Achievements at Crawford International Sandton Gareth Beach Award (2019) – Recognised for bravery, dedication, self-development and outstanding achievement in swimming. Sportsman of the Year (2019) – Acknowledged for excellence in swimming, basketball and boxing. Reflections on Crawford Dylan credits his time at Crawford for preparing him for both academic and personal success on the global stage. “Crawford’s approach equips you for university and beyond, whether in South Africa or internationally. It’s not just about academics but about becoming a well-rounded critical thinker and team player. Exposure to diverse cultures, teamwork, individuality and taking responsibility for my outcomes were invaluable lessons I carried with me.” Words of Wisdom To his younger self, Dylan would say: “Step out of your comfort zone sooner. Growth happens when you challenge yourself. Leaving home was tough, but the personal and professional growth was worth every stumble along the way.” Dylan’s story is a testament to courage, hard work and the power of embracing the unknown. From South Africa to the Netherlands, he is proving that the sky isn’t the limit, it is just the beginning.
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