His pupils describe him as the best teacher in their school career, who makes lessons from the sleepy and daunting subject of history, fun. This teacher is at Graeme College, one of the schools in Grahamstown that got the most distinctions for history in the recent matric exams. Grocott's Mail spoke to Grade 12 History teacher, Robin Stephenson, to find out what he's doing right. Humbled by the compliment that he seems to have the formula for good results, Stephenson said, "One has to look at comparative schools.
There are some schools that are privileged in our country and others are not. The culture of learning is stronger in some schools." He said if they were doing something right, it must be that they'd managed to achieve the fundamental aim – for the learners to engage with the subject, debate it, learn life lessons from the subject and have opinions concerning it.
His pupils describe him as the best teacher in their school career, who makes lessons from the sleepy and daunting subject of history, fun. This teacher is at Graeme College, one of the schools in Grahamstown that got the most distinctions for history in the recent matric exams. Grocott's Mail spoke to Grade 12 History teacher, Robin Stephenson, to find out what he's doing right. Humbled by the compliment that he seems to have the formula for good results, Stephenson said, "One has to look at comparative schools.
There are some schools that are privileged in our country and others are not. The culture of learning is stronger in some schools." He said if they were doing something right, it must be that they'd managed to achieve the fundamental aim – for the learners to engage with the subject, debate it, learn life lessons from the subject and have opinions concerning it.
"The children must be excited about learning. They must be excited about history," Stephenson said, explaining that his goal was not to "get so many As, but to look forward to the history class. He said he always encouraged debating in every lesson.
"So I always try and find a controversial point in the lesson and maybe link it to current affairs." He said the syllabus was quite modern and that issues such as democracy and the TRC invited debate. "I am always on the lookout to see what we can debate, and we build the facts around that, rather than just looking at the facts. "I know History is fact-based and you can't run away from that. Kids must learn the facts – but you can't put the cart before the horse. They need to really love history and it needs to brought to life.
They must want to engage with the subject." Stephenson said the history exam comprised essay writing that teaches pupils counter-arguments, because as historians they have to engage and criticise. The other part of the exam is source-based questions.
He said pupils analysed past exam papers, including their own tests and exams. "I make detailed notes of where the learner has gone wrong, and I spend a lot of time addressing those," Stephenson said. He also said they read the same content in grades 11 and 12, so the marks improved as they got more comfortable with the subject and it is much easier in the final matric exams.
"Basically as a teacher, I am there to inspire and to encourage. I am there for the learner to love the subject." Graeme head boy in 2010, Jurgen Stroebel, who got 84% for matric history, said, "He makes lessons fun. He's the best teacher in my school career. He always looks on the bright side." And Siphelele Tom, who matriculated in the same year and got 74% for history, said, "He's very influential, very charismatic and loves his work. He always refers to his past experiences and encourages okes to learn hard."
Past matriculant Sibabalwe Mini thought back to his history lessons and said, "What he does is begin a class with a comment to get our attention – such as a rugby player, like Percy Montgomery, to get us talking. He teaches with a comedic touch and it was easy to remember all the information, because it was entertaining.
Grey Box- Other tips from a top teacher Reading is critical. I encourage them to read newspapers, magazines, politics.
* Encourage learners to formulate a point of view and take a stance in society.
* Setting realistic goals is good. I always push them a little higher, to see if they can get a higher symbol. For goal-setting I look at their Grade 11 results and build on them, evaluating the performance often.
* Encourage the weaker learners.
* Work with the other teachers in the department.
* As a teacher, when you mark an essay don't just mark, but comment. "Kids are lazy these days and give little content. You have to push them."
* Sense of humour. I sometimes discuss other issues like sport. Let them enjoy themselves and be comfortable – sometimes moving into vigorous debates. I sometimes provoke a little bit of a debate.
* We have computers here, we spend a lot of time doing research and watching films like Mississippi Burning that assisted the learners in understanding [the concept of]civil rights.
