Helena Ndamwena Shatona

1. Why did you decide to become a teacher?

I decided to become a teacher to make a difference in the lives of as many learners as I can. Becoming a teacher has let me impart life lessons that they will not forget and put me in a position to influence their decisions, behaviour, strengths, weaknesses and imaginations.

2. What were your aspirations at a young age?

I had a strong desire to become a doctor, but my two teachers at junior secondary school inspired me with their teaching strategies. My agriculture teacher, Mr Nelia Boy (may his soul continue to rest in peace), and my mathematics teacher, Mr King, made me fall in love with teaching.

3. What motivates you to get up?

The smiles on my learners’ faces melt my heart, the jokes and stories we share; teaching is fun, I have just grown fond of it. On the other hand, in my favourable working environment, I have the best team, my colleagues are more of a family, this made it to be a conducive working environment. Knowing that every day I have something new to learn, be it from my colleagues or learners. Being a teacher is not only about teaching, but we also learn from our learners. To teach is to touch lives.

4. How long have you been a teacher?

I have been a teacher for ab amazing seven years.

5. Challenges and outcomes

Balancing diverse learning needs.

Learners are different and have diverse learning needs, thus satisfying all of them, in the same way, is a serious challenge. They all have their own pace of learning (fast and slow learners). I overcome this by incorporating different teaching strategies to cater to both slow and fast learners. However, this is not always a solution, so compensatory teaching might be the way, and that helps.

Learners with wayward behaviour.

It is rare to find a group of people who all have good behaviour. The same applies to the learners - not all of them are well mannered and respectful. I have encountered several cases of disrespect from learners, where I have lost my temper, which is normal for a human being, but rules safeguarding them can be a headache sometimes. Sometimes you would find a learner refusing to do an activity. Fortunately, I have a supportive school management and disciplinary committee; they always step in and work in favour of both parties (learner and teacher). Learners with worrisome behaviour are referred to teacher counsellors for counselling.

Overcrowded classes.

Teaching four or more classes and each has more than 45 learners is challenging in terms of assessing them as expected. As a language teacher, giving a longer piece activity to those learners, marking and giving feedback to the learners on time, one has to sacrifice, by either taking books home for marking or working after hours.

6. What is your favourite book, song, favourite place?

My favourite book is ‘Being and Nothingness’ by Jean Paul Sartre. It is one of the most serious works and greatest articulations on ontology I have read. ‘Thank you Lord for Your Blessings’, by Bill and Gloria Gaither, is my favourite song. It gives me strength, renews my soul, gets me going. I would love to visit the Fish River Canyon.

7. Lessons learnt from learners

These lessons learnt from my learners challenge me to acknowledge skills, consistently evaluate my teaching to meet the needs of each group of my learners, teach fewer topics in greater depth, and continually articulate with fervour the value of learning content over getting grades. These lessons continue to transform my thing about learners and the methods I use to teach effectively and to help them learn deeply.

8. Tell us about your journey.

I grew up at Onelombo-Olupandu, raised with lots of love by my grandparents and namesake. I attended my lower grades at Olupandu Primary School. After school we always had classes with our grandmother, writing our names and vowels on the ground, counting with sticks, and it was worth it because I struggled in my classes. I matriculated at Iipumbu SSS and obtained an honours degree from the University of Namibia.