Transforming education: Upcoming workshops to empower teachers in the far south

A series of teacher training workshops aimed at strengthening classroom practice is set to roll out in the far south over the coming months, as the Global Centre for Change (GCC) expands its focus on practical support for educators.

The initiative follows the organisation’s first workshop of the year, held on Tuesday, January 6, and Wednesday, January 7, at Jupiter Street Primary School.

The two-day session, run in partnership with Educating Outside the Lines Academy, focused on applying 21st-century teaching strategies in real classroom settings, with an emphasis on how learning is experienced by pupils, not only on what content is delivered.

The opportunity was extended to five schools in the Fish Hoek and Ocean View areas as part of GCC’s broader commitment to strengthening education at community level, GCC founder and CEO Tarryn Hallaby said.

Teachers from Jupiter Street Primary took part, engaging in discussions and practical activities to reflect on and develop their teaching approaches.

A key theme of the workshop was the difference between rote learning and enquiry-based learning, and how each approach affects learner engagement, understanding and retention.

“Teachers explored how the same lesson content can lead to very different outcomes depending on how it is presented,” Ms Hallaby said.

“We looked at how enquiry-based learning invites participation and deeper thinking, rather than simply memorising information.”

The training also examined the link between teaching methods and social and emotional learning.

“Emotional safety, a sense of belonging, and self-regulation all influence attention, participation and long-term learning,” Ms Hallaby said.

“Classroom structure and delivery can either support those foundations or unintentionally undermine them.”

One of the central elements of the workshop involved teachers taking part in experiential activities designed to mirror the classroom experiences of learners with dyslexia, ADHD and other often hidden learning differences.

“That experience helps teachers understand how capable pupils can be misunderstood or mislabelled when teaching methods don’t take diverse cognitive needs into account,” Ms Hallaby said.

Teachers were then guided through inclusive lesson-planning approaches aimed at removing unnecessary barriers to learning.

“We shared practical planning tools to help educators anticipate challenges, vary their delivery methods and design lessons that invite participation and enquiry, without lowering academic expectations,” she said.

Several participants described the training as an eye-opening experience.

In written feedback, one teacher said the workshop had provided “real key insight” into catering for learners’ different needs, abilities and learning styles, adding that they were excited to implement the strategies in their own classroom.

Another teacher said the course had highlighted how important it is to incorporate a range of learning styles into daily lessons to improve engagement, while a third participant said the training helped them gain clarity on their own teaching style and feel better equipped to meet both the academic and emotional needs of their learners.

Ms Hallaby said giving teachers practical tools can have a significant impact in the classroom.

“When teachers are given the right tools, incredible things happen in classrooms,” she said.

“The same lesson can either invite a child into learning or shut them out entirely. Our work is about helping teachers design lessons that include the learner, not just the curriculum.”

She added that when teaching is intentional and inclusive, learners are more likely to engage, understand and feel that they belong.

By the end of the two days, participating teachers reported feeling encouraged and better equipped for the year ahead, Ms Hallaby said.

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