My Teaching Experience
Kopano Dandala • June 5, 2020
My Teaching Experience
During these challenging and uncertain times, the one question as a teacher that I have is “Has teaching stopped since the lockdown?” In short the answer is no, teaching and learning have been amplified in more ways than one in many households. The way in which we teach and learn, structure our days, amend our curriculums and activities has changed. It has given us the opportunity to take a look at what teaching can include in the future when we all return safely to school.
On a personal note, I used to be “allergic” to morning traffic and the morning school run. From waking up around 5:00, to psyche myself up for the day, to waking my little ones up to get ready, to leaving the house, to getting stuck at the same spot almost every day unless we left home super early, to spotting the usual cars and regular people we see in everyday traffic, to the drop off zone at our Preparatory School and simply shouting out “Hi, how are you?” to other parents from the children I teach or taught at the Pre-Primary. I actually miss this morning routine. The interaction, the friendly wave and smile and nod from parents. Gosh and how can I forget the moms that step out of their cars to brush their children’s hair in the drop-off zone.
I then have a two-minute drive to the Pre-Primary school where I would shut the windows to listen to my favourite soundtrack on full volume. These two minutes allow me to change my mind set, to switch roles from Mom to Teacher. I am not just a mom of two anymore, it’s about being Teacher Kopano; everybody’s mom, friend, sister and colleague.
I miss the warm greetings on the stairway from the security guards and the morning chats with the parents and their little ones, before I enter the classroom. But I can confirm that every step down into the “magical world of learning” (Our Pre-Primary) was an affirmation to leave my worries behind and get ready to make a world of a difference in someone’s life today.
Our Principal; Barbara the queen of our magical castle always waves her wand first thing in the staffroom by checking where everyone is at, updates on school, students, parents or meetings. A “Happy Birthday” here, a “get better” there, a “don’t forget your exit registers” or a “let’s be more sensitive to so and so, they going through a difficult time to “okay, have a good day!” The morning ritual in the Staff Room is always welcomed and leaves me feeling grounded.
In my classroom, I see the smiles, the feelings of excitement from our little ones who are pleased to see their lockers, favourite toys, games and friends to reconnect and learn through play all over again will forever remain indelible in my mind.
And now?
Yes… and now?
Online teaching is different; it can be challenging not having the face-to-face interaction. The screen has replaced the warm smiles, the morning greetings, and the ritual which we have been so accustomed to. So not only is it imperative that we provide the education and platform for our children to grow, learn and develop but also use the technology that we have access to have the face-to-face interaction.
To be quite honest, I didn’t get overwhelmed knowing that I would have to teach online. I made a conscious decision that this will be a change and learning curve where I would have to extend what I love and spread a little bit of me into slots of digital learning, interacting and sharing of ideas online.
Our morning rush has been replaced with; jokes in the bathroom while brushing our teeth and setting up schedules for the day. Juggling life at home is tough sometimes. On the brighter side we get to share a home-cooked lunch each day as a family.
Our staff meetings allow me to get to see my colleagues. Barbara still waves her magic wand at the beginning – like she does in our previously old normal. She makes everything okay. Right opposite me one of my children lip syncing a question or two because they stuck and cannot do something, which means muting my mic, strategically disappearing/off camera for a good 15- 20 seconds to assist and slip back into the meeting. We get lost in the multitasking, which has taken a whole new meaning now.
To get ready for the lessons I have at home, we eat, top our water bottles up with water, get a bathroom break and have our stationary, books and a whiteboard with markers on standby but hey if you’ve ever wondered what train surfing while juggling and doing somersaults was like, Subway Surfers has nothing on me, I hop from 1 meeting to the next seamlessly. I have to be all fresh and ready for the next group. I meet with 3 groups of 4 children each in the morning session within the hour! After that, straight into teaching and marking my own children’s work, to making lunch and eating only to get ready by 13:30 for my 14:00 slot for the afternoon session of TTOS (Teaching and Training Online Surfing) and multitasking because as you run over from your one slot you already have parents and other teachers asking on WhatsApp and on the chat bar if the lesson is still on and why are you not there?
Load shedding has now been replaced by poor connections, having to quickly plug your laptop in and that means disappearing for a good 10 seconds to plug in. Leaving meetings by mistake because you were trying to invite someone else to the meeting and having to re- connect again, so you don’t lose your learners.
Online learning means hugging the top part of your laptop because your learners tell you that they miss you. It means virtual high fives and sharp, sharps (thumbs up) replace the real deal. Activity and communication through the screen is somewhat abnormal but has become a reality and a norm nonetheless. Teaching online has meant that my carpark and corridor chats have now moved to my WhatsApp messages and groups where I could limit it before and cut home from school but now it’s all intertwined!
But that’s not where my day ends. I still need to catch the afternoon online training sessions to keep in the loop of everything and to know whether you are keeping best practice or not. And while I am in training I am chatting to a distressed mom who is really battling with their little one to complete a certain task. Sometimes my advice which I do every so often, is that I remind them, “It’s not the end of the world. Stop what you are doing,” your child is asking for time out and really wants their mom back, which could mean like in our household, laying on our camping blanket on the grass outside facing the sky to see what shapes the clouds are making and just absorbing the warmth of the sun, interacting and answering questions not school related. Sometimes, I watch my two children skate on their skateboards and roller blades and just take it all in like just as they wake up or just before I cook supper they will come and watch me stretch and or do yoga and join me do an exercise video because, as much as everything else “out there” has stopped we need to continue.
My husband and I have learnt quite a bit of things from each other and more importantly from our children. We have learnt quite a lot about how they learn, what they know and how they absorb information. Our children are shocked at how much we actually do know and I am surprised at how much I have learnt from watching documentaries on animal kingdoms to ancient worlds and living and sharing of ideas and implementations of lessons with other teachers. I told my own two children, the sun is still going to rise and it is still going to set, you need to decide what you want to achieve by sun set and make that happen. So if it is through a game, a read with my sister, a conversation or prayer with granny we need to have achieved something by the end of the day and the rest is history…like we are history in the making.
By Kopano Dandala – Grade 0 Teacher, Crawford Pre-Primary Fourways
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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