LOCKDOWN LEARNING: HOW TO MAINTAIN A POSITIVE ENVIRONMENT AT HOME
AdvTech Group • May 8, 2020
LOCKDOWN LEARNING: HOW TO MAINTAIN A POSITIVE ENVIRONMENT AT HOME
South African families are going through tremendously challenging times as most continue to stay at home during the country’s extended lockdown. While it is not yet clear when schools will start to re-open, thousands upon thousands of learners are working hard to stay on top of their educational journeys, while those parents who can do so are still working from home. External pressures combined with fear and anxiety about the future are taking their toll on parents who are, at the same, tasked with ensuring their children don’t fall behind. These, and other factors, are exacting an undeniable emotional toll in homes during this time, an educational expert says.
“The current situation facing those parents who are trying to do their best on the work front to ensure the sustainability of their companies and their livelihoods, while having to oversee their children’s schoolwork is without a doubt extremely stressful, and it is important to take a step back and gain perspective at this time,” says John Luis, Head of Academics at ADvTECH Schools.
“It is no easy task to keep children productive and learning at home, while also trying to get your own work done under trying circumstances. But we urge those parents who are ready to throw in the towel, and who quite simply have had enough, to aim to regain a sense of equilibrium and a positive environment even if it seems impossible right now,” he says.
Luis says that ADvTECH, in its preparation ahead of lockdown, introduced Pastoral Care Teams at all their schools in recognition of the fact that the current situation would come to pass.
“From the start, we were ready and committed to continuing our teaching and learning through our online and distance offering, and recognised that parents and family members would need to support, guide and monitor the learning taking place at home.
“But addressing the continuation of the curriculum was only one part of the story. We realised very early that this was going to be an unsettling and uncertain time for everyone concerned, and that we also had to support our parents and learners in the challenges and demands that would accompany this time in addition to the learning aspects.
“So we put in place Pastoral Care Teams at each school to help learners, staff and parents maintain a sense of community by maintaining regular contact, and to ensure that we are firstly aware of, and then able to help them address issues arising during this time. Many of these issues, as flagged by our partner schools abroad who went through lockdown for up to nine weeks before South Africa did, are now being realised in homes across the country.”
Luis says despite the fact that public and private schools are all planning and preparing for the return to physical sites, the approach will be phased, which means that many learners outside of the designated first returning grades will still be learning from home for several weeks and even months.
“It is very important that the educational journey continues for these learners so that they do not fall behind their peers. But at the same time, the situation needs to be managed in a way that no harm is done do the relationships within the family, as a result of this pressure to continue.”
So parents should aim to re-establish a productive yet calm environment even in the face of the challenges of this time, he says.
“One way in which this can be achieved, is by creating a schedule which allows for both family connection and deep focus time. We as parents must set the example by demonstrating that while things are different, we can build our resilience muscles.
“In the mornings, before children start their work and parents dive into their to-do lists, make the time to connect – read your children a book, get some fresh air, and just be. When the work starts, be realistic. Don’t try to make your average 9-to-5 happen. Structure the day to allow for work-immersion slots, and during this time don’t feel guilty for not engaging directly with your children. Too much screen time is still not advisable, but if it allows the children to decompress while you can apply intense focus to your own work, it will do more good than harm.”
Parents should also dedicate some time to being able to assist their children – and must ensure that they can focus on their child’s needs and learning during this time - without running over their own pending work repeatedly in their minds.
“Try to banish your own concerns during this time, and give your child your full attention. It may only be half an hour, but make that half an hour count in terms of connection,” he says.
Finally, everyone should have some downtime together during the day, potentially around lunchtime, he says.
“Build up your reserves for the afternoon shift by going offline, taking a tea break, hanging up the washing, and so forth. It is important for parents during this time to look after our own wellbeing and state of mind by actively managing these factors, and not allowing our fears and anxieties to rule our entire days or our interactions with our families. By realising the need for, and then ensuring we maintain positive space and connection despite challenging times, we will be better positioned to continue our lives post-lockdown without having to start rebuilding our personal relationships as well.”
ABOUT ADvTECH
The ADvTECH Group, a JSE-listed company, is Africa’s largest private education provider and a continental leader in quality education, training, skills development and placement services. The Group reports its performance in a segmental structure reflecting the Schools and Tertiary as two separate education divisions, and Resourcing as the third division.
ADvTECH’s Schools division comprises 10 brands with more than 100 schools across South Africa, including Gaborone International School in Botswana and Crawford International in Nairobi, Kenya.
It owns 9 tertiary brands, across 30 campuses across South Africa and the rest of Africa, and its higher education division, The Independent Institute of Education, is SA’s largest and most accredited private higher education provider. ADvTECH’s 9 resourcing brands places thousands of candidates annually, assisting graduates to make the transition from the world of study to the world of work.
Beyond the Classroom: The Role of Parents as Educational Partners In today's changing educational landscape, the idea that learning only happens at school is no longer true. Schools and families working together on education is the most effective way to do it. Parents as educational partners means more than just helping with schoolwork. It is making a long-term, joint commitment to helping a child's emotional, social, and intellectual growth. Why Parental Partnership Matters Many studies have shown that when parents are involved in their children's lives, they do better in school, have better control over their emotions, and feel more motivated (OECD, 2021).When parents are engaged, students experience a sense of consistency between home and school. This alignment reinforces values, supports positive behaviours, and cultivates a lifelong love of learning. Some schools facilitate this through digital communication platforms that provide parents with real-time insight into classroom activities, feedback and progress. This transparency allows parents to reinforce learning at home and address challenges proactively. From Engagement to Partnership Going to parent-teacher meetings or school events is not enough for a good educational collaboration. They require open dialogue, mutual respect and a shared commitment to the student’s growth. At different stages of schooling, parental involvement may take on various forms: Pre-Primary and Preparatory: Reading to kids, playing educational games, and asking questions and having discussions to spark their interest. College Phase: Helping students choose their subjects, talking to them about their future goals, and teaching them how to manage their time and deal with their emotions. Parents' roles change, but the main premise keeps the same: build a secure support system where the child feels seen, listened, and encouraged. Building trust and a sense of shared duty Parents and teachers need to talk to one other on a regular basis. Whether through digital platforms, face-to-face meetings or school-led workshops, the goal is to ensure that families feel informed, respected and involved. Giving parents chances to take part in strategic projects, student celebrations, and community-building events is a great way to deepen the school-home connection. This shared responsibility not only helps students do well in school, but it also shows young people how to work together and respect one another. Promoting independence and responsibility While partnership is essential, it is equally important to support student independence. Parents play a critical role in encouraging autonomy by allowing children to take ownership of their learning, make decisions, and experience natural consequences in a safe and supportive environment. By guiding rather than directing, and supporting rather than rescuing, parents help students build resilience and confidence. This balanced involvement nurtures individuals who are capable of self-reflection and personal growth. In conclusion, learning doesn't happen in a vacuum. It is a group effort that works best when people work together in a meaningful way. When parents, teachers and school leadership work in partnership, students benefit from a coherent and supportive learning environment. Through open communication, mutual respect and shared purpose, we can ensure that every student is equipped not only to succeed academically, but to flourish in life.
Meet Mashudu Bhengu: Bringing out the best in her students at Crawford International Lonehill Teaches : Zulu to Grades 1-4 Qualifications: Bachelor of Education: Early Childhood and Foundation Phase (UNISA) Hobbies and interests: Avid reader and gym enthusiast – it keeps her sane and grounded! Teaching is About Serving and Giving Back: Before choosing teaching, Mashudu Bhengu was interested in pursuing a career in nursing or social work, drawn to community service and giving back. In 2013, volunteering at an NGO in Lawley, she facilitated after-school classes for disadvantaged children. This experience sparked her passion for teaching, leading her to enrol in teaching studies at UNISA. One of Mashudu’s favourite aspects of working with children is their purity and honesty. She finds immense joy and fulfilment in teaching, seeing her efforts and commitment reciprocated with love and enthusiasm by her students. For Mashudu, no other career could bring such personal satisfaction. On Her Mentor and Teaching Influence: Mashudu vividly remembers her Grade 3 teacher, Mrs Harding, who significantly impacted her life. Mrs Harding’s patience, empathy, and unwavering support inspired Mashudu’s teaching career. Mashudu aspires to be a ‘Mrs Harding’ for her students, boosting their confidence, instilling a love of learning, and encouraging them to strive for more. On Her A-ha Moments: As a foundation phase teacher, Mashudu often wonders how much her young students absorb. But she is vindicated when she sees them apply their learning to solve problems, which gives her real thrill to see then work things out for themselves. Her A-ha moments come not just from their academic achievements, but also from witnessing her students develop as unique individuals. For Mashudu, teaching at the foundational stage is a profound journey, extending well beyond ‘subject matter’. While she may be teaching Zulu, Mashudu also knows she is nurturing young minds and hearts, instilling essential social, emotional, and life skills. On Teaching at Crawford International: Mashudu loves Crawford’s student-centred approach and the mutual respect between students and teachers. At Crawford, teachers encourage students to be self-empowered, curious, and responsible for their success. They teach the value of kindness, resilience, and curiosity, helping students navigate their emotions and interactions. The pride Mashudu feels when her dedication resonates beyond the classroom is immense. In her Zulu classes, Mashudu balances her student’s tech exposure with activities like singing, music, dancing, and rhymes, engaging all senses and learning styles. These activities provide a welcome break from technology, allowing children to enjoy spontaneity and just be children. Personal Philosophy: One of Mashudu’s favourite quotes is by Will Smith: “Following your dreams is a lonely, solitary, scary pursuit. You can't wait for somebody to think you can do it. You have to be willing to risk everything to become that seed of what you believe is in there. You have to be fearless. You have to be relentless in the pursuit of your dream.”
ALUMNI SPOTLIGHT: ROXANNE VAN DER WESTHUIZEN Crawford International Lonehill | Class of 2009 From the banking halls of one of South Africa’s most prestigious financial institutions to the stages and studios of New York City, Roxanne Van der Westhuizen’s story is one of courage, reinvention and the pursuit of purpose. Chasing the Calling After matriculating from Crawford International Lonehill in 2009, Roxanne was accepted into the Psychology programme at the University of Cape Town. A sudden family crisis and financial hardship brought her back to Johannesburg, where she began working to support her family. Years later, determined to finish what she started, she enrolled at Varsity College in Sandton. Balancing motherhood, full-time employment and a rigorous academic load, she earned her degree with distinction, graduating at the top of her class. Her career began at Investec Bank, where she rose through the ranks, first in client services and later in data analytics. Her success came through persistence, grit and repeated setbacks that ultimately redirected her. A moment of deep personal reflection led her to reconnect with a long-suppressed calling, storytelling through performance. In a bold leap of faith, she left her corporate life behind and relocated to New York to pursue acting. There, she studied under renowned acting coach Terry Knickerbocker, known for mentoring names such as Sam Rockwell and Daniel Craig. She was named Student of the Season at his studio. Today, Roxanne stars in stage and screen productions across the U.S., including her lead role in the upcoming film Emancipation of the Past (July 2025), and a standout performance as Regina in Not to Be Played With (available on Tubi and AppleTV). She is also developing her own series, which she plans to take to festivals and production houses. Achievements and Projects Lead role in Emancipation of the Past (2025 release) Featured in Not to Be Played With on Tubi and Apple TV Collaboration on Spicy Bob alongside Pete Simpson of Blue Man Group Student of the Season at Terry Knickerbocker Studio Creator and writer of a new series currently in development Roxanne reflects on her journey and earning one of her biggest roles yet, “this is the most difficult thing I’ve ever had to do, but also the most enriching. The vulnerability required in acting is daunting, but it connects me to myself and others in ways I never imagined. Despite the false starts and failures, I am exactly where I am meant to be.”
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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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