Developing the Character Within the Ambassador Learner

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After years of degradation of the values of learners, educators, parents and principals, finally a practical toolkit has emerged to assist revitalising the value and respect of education and the role it should be playing in our society.

– Hilton Mark Visagie

Director: Examination System Administration, Certification & Data Management, Department of Basic Education

The authors had my attention from the title until the very last word. Through this book, I am reminded that I am one of the most valuable and influential people on earth – A TEACHER, called to change society. It serves as a mirror in which educators and parents can see and rediscover their self-worth and realise that change begins within ourselves. Definitely a must-read!

– Sadie Smith

Educator and parent, Subject Head, Uitsig Primary School

The Ambassador Learner explores character development from inside out. I find the manner in which the authors explore and present the theme from the perspective of the different stakeholders both liberating and stimulating. It is an easy read with lots of helpful hints.

– Bertram Loriston

Director of Education, Overberg Education District

This book inspires a positive mental attitude in teachers and parents and through that empowers them to work together towards moulding and shaping ambassador learners who are ready to face the tremendous challenges in our schools and country today.

– Zukiswa Dayile

Parent and SGB member, Highbury Primary School

A valuable resource that can be utilised by Life Orientation teachers. This book shows how all stakeholders can own and practise values which will bring about lasting, positive change.

– Doreen Solomons

Former Deputy Chief Education Specialist, Life Orientation, Western Cape

Leon and Fredeline are prolific authors, responding to a felt need for a culture characterised by value-driven education. I recommend this work to all those who are at the advantageous and strategic position to turn the tide towards access to comprehensive quality education for all.

– Bishop Ziphozihle Siwa

Presiding Bishop of the Methodist Church of Southern Africa and President of the South African Council of Churches

The Ambassador Learner is definitely a book that is long overdue – a book our current education system has been waiting for. If all schools in our country could apply the practical guidelines/advice provided in this book, our schools will not only excel on all levels, but will become the schools we all have been waiting for.

– Karin Damon

Senior Education Specialist, Creative Arts, Gauteng Department of Education, Tshwane South

This book couldn’t have come at a better time than now. All stakeholders in education need to have this manual to help us realise our transforming purpose in a broken society. This book has the potential to transform our homes, schools and community.

– Cecilia Zenani

Educator and parent, Macassa High School

As a learner, I am the face of the school, and represent my school, whether in school uniform or not. I must be an example at all times. This book helps me to be that.

– Angie Pitt

Learner, Middelland Secondary School, Middelburg, Eastern Cape

This book reveals a basic truth – the character of a learner is shaped by teachers and parents who model the character they want to see in their learners and children. In the pages of this practical book we are shown how character produces respect.

– Levina Paulsen

Educator and parent, HOD, Highbury Primary School

What a remarkable resource. Every principal should have this book in their schools. It caters for the whole school community and reinforces the values-driven vision and mission of the Education Department, on Provincial and National level.

– Marion Rhode

Former Deputy Chief Education Specialist, Western Cape

A fresh approach in empowering learners, parents, educators, and principals to face and deal with the social ills experienced by most schools in South Africa. These basic values are sure to turn ALL into proud ambassadors of their schools and country.

– Isaac Langeveldt

School Principal, VRT PITT Primary, Swellendam

It is our duty as teachers, parents and leaders in education to model those traits and values we want to see in our learners. This book gives us the HOW-to-do it.

– Edith Wynne-Trollip

Curriculum Support, FET, Overberg Education District

Rarely do we see a book that focuses on both the inward and outward making of the individual. The authors are to be highly commended for skilfully marrying four worlds. Every learner, parent, educator and principal would benefit immensely from engaging this book.

– Phumla Satyo

Director: Curriculum FET, Western Cape Education Department

Each education institution should be afforded the benefits of this publication as I am confident the implementation thereof will ignite far-reaching positive, strengthened and sustained outcomes for South African education.

– Verna Stuurman

Former Chief Education Specialist/Circuit Manager/Curator Principal, Western Cape Education Department

Dedication

The Ambassador Learner is dedicated in memory of the late Mr Melvin Caroline, Director of Education, WCED, a visionary leader who gave birth to Highbury Primary School. He sadly passed away a few months after the school opened its doors.

The Ambassador Learner is also dedicated to the learners, leadership, staff and parents of Highbury Primary School – a school that opened its doors in January 2015 with only a handful of parents and staff, and a mere 141 learners. By the time this book was launched, on 24 November, 2018, Highbury Primary School had evolved into a school of choice, firmly rooted in a culture of excellence, with 749 values-driven ambassador learners.

Acknowledgments

An immense thank you to my co-author wife, Fredeline. Your insight, support and contributions as educator, leader and parent were invaluable in co-producing this book. Together, we’d like to express our heartfelt gratitude to our family, friends, all the educators, non-educators, principals, parents, learners, the officials of the Department of Education, as well as many other people who have all contributed to the birth of this life-changing work.

A special word of thanks to the following people:

Leigh Joy Klein – Our daughter, a human dictionary. We could, at any time, shout when uncertain about the spelling of a word. Your love for languages served us well.

Verna Stuurman – Former Chief Education Specialist/Circuit Manager/Curator Principal. In our opinion, one of the most exemplary and influential leaders in education. Thank you for writing the Foreword to this book.

Curt Du Preez-Miles – A lifelong friend. You never cease to inspire us, and your editing and proofreading skills have added value to every single book we have ever written.

Hilton Mark Visagie – Director: Examination System Administration, Certification & Data, Department of Basic Education. An insightful and respectful leader in education.

Bertram Loriston – Director of Education, Overberg Education District. An open-minded, strategic, partner-driven leader, who knows how to develop winning, impactful teams.

Phumla Satyo – Director: Curriculum FET, Western Cape Education Department. A compassionate, visionary and bold leader. We wish her well as she retires from active leadership in education.

Reach Publishers – A skilled, caring, passionate and professional partner. The Reach team’s commitment to quality is reflected in this book. Thanks for your belief and interest in our message.

The Commentators – Sadie Smith, Cecilia Zenani, Karin Damon, Doreen Solomons, Zukiswa Dayile, Marion Rhode, Isaac Langeveldt, Edith Wynne-Trollip, Levina Paulsen, Hilton Visagie, Bertram Loriston, Phumla Satyo – these are all leaders in their own right, who influence education through values-driven action, attitude and example.

Highbury Primary School – For being pioneers in developing ambassador learners. Much of the content of this book is informed and shaped by the Highbury Primary School’s culture of excellence.

The Readers – By reading this book and embracing the principles it promotes, you become partners in the formation of a society and environment in which ambassador learners are nurtured.

Most importantly, TO GOD, the Author and Finisher – For blessing us with the passion, creativity and the ability to pursue our calling in making a difference through writing and speaking.

Foreword

I met Dr Leon Klein and his wife Fredeline, four years back during the latter stages of my tenure as Circuit Manager. They were called to serve the Kuils River Methodist Church and at our very first interaction, it became clear these two amazing people are going to be significant contributors to the development of our community in Kuils River.

Dr Klein was soon added to my list of facilitators for staff capacity-building programmes within my Circuit, as well as later in the schools where I served as Curator/Mentor Principal. Dr Klein’s approach and contribution proved impactful and significant.

The couple’s arrival in Cape Town coincided with the establishment of a new primary school in my Circuit, and after engaging with Fredeline Klein at our introductory meeting, I identified great potential as her passion for education and key elements of school leadership filtered through. Upon my request for her to consider taking up the principal post at this new concept school, she agreed – and we’ve never looked back. This school is developing into a beacon of excellence in our community with many successes over the past three years of its existence. I’m confident there will be many more in the years to come under Fredeline’s capable management.

Together, Leon and Fredeline are a powerful and formidable force on matters of educational transformation. Fredeline brings along the experience and expertise of many years as teacher and manager, while Leon – who also had a short stint in education – offers experience and expertise in people, relationships and community development backed by numerous proven successful projects and publications.

This joint project offers a publication characterised by the rich synergy between these two remarkable individuals. Their passion for the education of our children, people and most importantly the establishment of schools as hubs for ensuring values-driven, whole-child development, culminated in this work of art, a valuable tool and welcome addition to the limited resources available to us as stakeholders and role players in the education sector. This work is facilitating the development of our learners as exemplary ambassadors in their respective schools, communities and ultimately as exemplary South African citizens.

I deem this work a practical, user-friendly and easy-to-read guide to effective and sustained efforts in achieving, arguably, the most significant outcome of education – learners who understand and effectively play their role in society by leading purposeful lives.

This publication provides a toolkit on sustainable intervention strategies for character building that would impact learners, parents, educators and principals alike and could potentially affect the desired positive behavioural turnaround paramount in whole-school and societal improvement.

Each education institution should be afforded the benefits of this publication as I am confident the implementation thereof will ignite far-reaching positive, strengthened and sustained outcomes for South African education.

VERNA V.F. STUURMAN

Former Chief Education Specialist/Circuit Manager/Curator Principal, Western Cape Education Department.

Currently a PhD student in Education Management and Leadership

The Chapter… Into the Chapters

Our society is morally sick, and schools have become the places where most of the sickening symptoms are displayed and vomited out – daily.

We wish we had a prettier word to describe the ugly mess seen and experienced in schools – but there isn’t. Social media, television and newspapers report extensively on these shocking realities – which has become the new normal – given birth to by a culture of DISRESPECT: Learners assaulting teachers; teachers exploiting and abusing learners sexually and physically; parents harassing teachers; learners bullying learners; day rape; gun and drug abuse in schools, and so the list goes on – a list that makes anyone’s stomach turn.

President Nelson Mandela believed, Education is the most powerful weapon which you can use to change the world. We believe that too, but agree with author, C.S. Lewis that, Education without values, as useful as it is, seems rather to make a person a more clever devil.

The Ambassador Learner seeks to offer an alternative to this evil culture – VALUES-DRIVEN EDUCATION with CHARACTER DEVELOPMENT as its foundation. Finally a book where learners, parents, educators, non-educators and principals are not blamed, but trained to become the change we all wish to see in our schools, homes and communities – and heal a sick society.

This book is about creating schools committed to developing the character within the ambassador learner – schools everyone loves…learners love to attend; parents love to be involved with and feel safe to send their children to; teachers love to teach at; non-educators love to work at; principals love to manage and lead; communities love to talk about positively.

This book is about creating school ENVIRONMENTS and a CULTURE where RESPECT for self, others and the environment becomes the norm, not the exception – in ALL schools – no matter the size, location or status of the school. These schools are not perfect – they are healthy.

Before we continue, I have a confession to make. The Ambassador Learner was never intended to be a book –at least not one written by myself and my wife…together.

There are certain things in life you just don’t dare do together with your wife. Do you know why God created Adam before Eve? Because God didn’t want anyone telling him how to make Adam. That was exactly why I never even entertained any thoughts about writing a book with my wife. I was too scared she might end up telling me how to write it. Just joking, okay!

On a serious note, after working on this book, together, for more than three long years, I can honestly say that without her, there wouldn’t have been a book titled, The Ambassador Learner.

Our common passion for education turned this project into one of the most exciting and meaningful ones we have ever worked on. In fact, it is more than a project – it is an opportunity to respond and devote our lives to something much bigger than ourselves: To help heal a morally sick society by reintroducing values-driven education in schools.

A Healthy Approach

The scary and shocking evidences of a valueless society are seen playing out in our schools, every single day. We are all disturbed by it. But, does complaining about the problem contribute towards a solution? Does reacting on social media change behaviour? Does blaming a sick society heal it? Does naming or shaming each other, the education system, technology or the media make us want to work together towards making a difference?

The Ambassador Learner is about creating an alternative approach – an approach that focuses on contributing rather than complaining; responding instead of reacting, and training instead of blaming.

Education is everyone’s responsibility. The Ambassador Learner brings together school, home and community in an attempt to create healthy environments in which a new or rather, a different and transformative CULTURE of respect is developed, owned and practised, by all. Together we can achieve that change – through values-driven education.

Before we dive into the content, there is something we’d like you to commit yourself to: Don’t proceed to the next chapter until you have read every word in THIS chapter. We included The Chapter…Into The Chapters for a purpose – to provide you with foundational and invaluable insights into the rest of this book. Most importantly, it will help you make WHAT you read part of WHO you ought to become – AN AMBASSADOR learner, educator, parent, principal, district official – CHARACTERISED by inward values that will transform you outwardly. Here are some of the common values we are focusing on in this book: Politeness, helpfulness, service, responsibility, neatness, humility, tolerance, teachability, thankfulness, honesty, forgiveness, cheerfulness, etc.

Behind writing this book is something else – a story…a real life story. A story that gives us confidence that values-driven education is the solution we have been waiting for. If the lessons in this book are internalised and practised with an open and honest mind and a healthy attitude, you too will have a story to tell – a real life story of the transforming power of values-driven education.

LONG STORY, SHORT…

The Ambassador Learner was intended to be a three-hour workshop – not a book. That’s it. Long story short: When my wife was appointed principal of a new, non-existing school – and I mean non-existing as in NOTHING, no building, no parents, no learners, no staff, just a dream – a figment of the imagination of the then District Director of Education, the late Mr Caroline – this book was conceived.

Once people got news that Fredeline was appointed to move this dream from concept to reality, many well-meaning people started warning her: One person said, Congratulations on your appointment Fredeline…lucky you…you were away for more than 20 years – things have changed for the worse in our schools in the Western Cape – there is just NO RESPECT…learners are not interested in learning and teachers are no longer interested in teaching…School principals are just there for the money and power…I don’t even want to talk about parents…in my 32 years of teaching, I have not seen more uninvolved and uninterested parents in my life. Good luck to you…you have no idea what you are letting yourself in for…but don’t worry, we are here to support you.

Another person said, All of the best…I hope you’ll have enough hair on your teeth, because these start-up schools don’t survive for long…two years max. The department is quick to start these schools, but don’t support their growth.

Fredeline was optimistically scared, but confident about one thing. She was determined to use this rare opportunity to create a culture, different from the one people warned her against.

After a week of receiving – or rather being bombarded with – some very negative congratulatory messages, I decided to take her out for coffee – just to check how she was really doing. I looked her straight in the eye and asked, "Fredeline, I want you to be honest. How do you really feel about everything?"

In her usual calm manner she responded, About what everyone is warning me against? Well, Leon, I respect what they are saying…that is their experience. I know them very well…they were very passionate teachers once…It was very sad to hear them speaking like that, but I think they were honest. After listening to them and reading all the messages, I am even more excited about making a difference. I have an opportunity to start a different CULTURE…

I was patiently and expectantly waiting for her to unpack what she meant when she said, I have an opportunity to start a new, or rather a different CULTURE.

Well, when the explanation didn’t come, I put my psychology hat on and prompted, A new or different culture?

Yes, she said – and continued sipping her coffee, looking at me in a way that suggested, figure it out yourself.

So I did. I said to her, You are right. It is often more exciting to start something new, from scratch, than renewing something that is old. Let me confess. I didn’t just say old. I think I used the words boring, stale, and dull. I wasn’t trying to be rude…I was simply trying to describe some old environments people get used to.

She lowered her mug and said, Yip, exactly. Maybe they are right. I have no idea what I am letting myself in for. But I am glad. I think having been out of Cape Town for twenty years was a good thing. I can now use that as my excuse for not getting involved in the bad-culture-talks everyone is warning me against. See it this way – not having a clue of what the bad culture is all about in the Western Cape, means I have no baggage… and therefore have a much better chance of developing a new or different CULTURE within this new school environment. Don’t you agree?

I paid the bill, put my arms around her and as we left the restaurant I suddenly felt a peace and confidence in my spirit, knowing she was ready to create this new environment and to lead this different culture – irrespective of all the challenges that might come with it. That’s what courageous servant-leaders do. We love how the late actor John Wayne puts it: Courage is being scared to death, but saddling up anyway.

ENVIRONMENT SPEAKS…

If education is about creating an environment in which change or transformation takes place, well, then environment matters. A school’s environment speaks volumes about its culture.

We needed to verify that. Over a period of three years we, mostly myself, visited MANY schools…all types and shapes – some on appointment, and others as undercover, or secret agents. I sneaked in and observed the environments – sometimes sitting in the car for hours…with no coffee.

Truth is, believe it or not: Your school’s environment communicates either bad or good messages about your school’s CULTURE.

The many congratulatory messages Fredeline received were evident of that. People didn’t complain. They simply became the messengers of their environments and the voice of truth for the culture created by those environments. Those messages seldom lie.

We have conducted many interviews with learners, parents, educators, non-educators, principals – and occasionally with visitors. During our visits, we have not just heard, but also seen various environments – all speaking messages of truth, loudly, about a school’s culture…some good, but mostly very sad and bad messages.

Truth is: It is not the size of your school, the facilities or resources you may have or not have, or the area where the school is located that will determine whether a school has a good or bad culture, but the environment created at and by a school.

TEST THE VOICES

You might be thinking, you are not in our environment, daily…so please don’t come and talk nonsense. Don’t take our word. Test the truthfulness of what we are saying for yourself – yes, test it. Pause for a minute and ask…and answer…the question you probably hoped we would never dare ask. What does your school environment say about your school’s culture? Do you even know those messages? Do you even see or hear them? Go ahead and ask:

• What messages are communicated about respect when learners run pass a teacher, parent or a visitor without greeting them?

• What messages are communicated about order and safety of children when educators are standing outside their classrooms chatting or smoking during contact or teaching time?

• What messages are communicated about professional pride when classroom walls are full of old, outdated pictures/posters and teaching aids, or worse, empty walls?

• What messages are communicated about care when classrooms, offices and corridors all look like storerooms and school grounds are dirty and neglected?

• What messages are communicated about discipline when learners are always late for school, or worse, when educators and non-educators are in the habit of coming late?

• What messages are communicated about leadership when the principal is never at school…or so busy he never has time to answer phone calls, emails, or listen to concerned learners, parents or staff?

• What messages are communicated about partnering when parents are never involved, but the first to complain about everything?

• What messages are communicated about dignity when visitors are treated as invisible by learners and staff?

• What messages are communicated about selfless service when there is no relationship between school and community?

If you are anything like us, you probably have counted the above bullet points… there are only nine. The tenth point is to be filled in by you. The question we would like you to ask and think about is this: What do people remember and say about your culture once they have left your school environment?

Irrespective of whether you are a big or a small school; a resourced or under resourced school; a rural or urban school; a government or private school, a fee or free school…the question is: Does your environment send out messages about a school culture that speaks volumes about RESPECT for SELF, OTHERS and your ENVIRONMENT?

Think about this. An environment that speaks loudly of a CULTURE characterised by RESPECT, no matter size or location, will expose and deal with ill-discipline; will get your community to own and protect your school; attract partnerships; encourage volunteerism; attract committed educators and staff to your school; encourage parental involvement; cultural integration; and will groom supportive, engaging, and visionary School Governing Body (SGB) members – not interested in power to disempower, but to empower the environment.

And, here is a point many of you will really get excited about, especially the principals and SGB members: It will eradicate the culture of not paying school fees. When parents are proud of their school, paying school fees, volunteering and being involved will become part of the culture.

Why do you think the same parents – who never paid school fees and refused to be involved – suddenly can afford paying much higher school fees and become excited about being involved in another school – once they have left your school for greener pastures? What is the difference? CULTURE! In other words, a culture developed by a positive, nurturing and respectful ENVIRONMENT created by shared VALUES.

In this book, those shared values are called ambassador qualities. We focus on 10 basic values essential for helping any school, irrespective of size or location, to create a new culture that is owned and developed by learners, parents, educators, non-educators, principals, visitors and whoever chooses to buy into and be part of this different, new culture. The culture is not as new as it is different.

A DIFFERENT CULTURE

It took us more than three years to write this book – and we now know why it took us that long. CULTURE is something that evolves and matures over time. Over the last three years Highbury Primary School has gone from strength to strength – not without challenges though. It has evolved from small to success to significant. These words are used a lot in this book – and for very good reason.

What we are writing about in this book is a culture that was implemented, tested and evaluated – constantly and intentionally. It is an ongoing process. Culture is dynamic and has to be reinvented daily. You never arrive at a new culture, ever. It is an incomplete work in progress. One thing we know is this. As you read and internalise the content of this book, you too will become part of this work in progress…this new culture…or rather different culture, which we are hoping to see in EVERY school.

You never arrive…and you never create this new or different culture alone – you ALWAYS do it with others. Author, speaker and pastor, John Maxwell, puts it this way: One is too small a number to do anything of significance. Believe me when I say, if others don’t own the culture, it is not culture, because no one will take responsibility for creating it. That is the reason for us including ALL stakeholders in one book – learners, educators, non-educators, parents, management teams, principals, school, home and community.

This new culture dawned on the horizon of a new and progressive school, Highbury Primary School.

THE DAWN OF THE NEW

As nothing happens without effort and intentionality, this is an appropriate time to share, briefly, how the new culture dawned on Highbury Primary School. This piece of history is concrete proof of how the impossible can be made possible. It is what inspired this book – and it will inspire you. For us, it becomes the new dawn which we wish to see in EVERY school culture.

On January 21, 2015, Fredeline and her brand new staff started day one…with nothing, but a clear and compelling vision about THE NEW CULTURE they wished to see being implemented in the Highbury Primary School environment.

She told me how excited she was, standing in front of everyone, sharing that vision. All they had on day one was a borrowed building, 141 Grade R to 4 learners, a handful of parents, nine educators – Marcia Bezuidenhout, Sheyaam Leo, Lauren Daniels, Levina Paulsen, Shireen Jacobs (substitute for Minnie/Kelly Isaacs), Cora Beukes, Estelle Simons, Rameez Raubenheimer (the