My goodness, time flies when you're trying to keep all the balls in the air while simultaneously trying to convince yourself that you are, in fact, having a good time. No, a great time! Fake it 'till you make it, they say. So far, so good I guess.
Quick update: I employed an aftercare assistant so that I'll have more time for my studies. Now my assistant needs an assistant. It's a blessing, really. It is after all the aftercare that pays my studies. But oh my goodness, it's like they have a sixth-sense that lets them know that their teacher has left the school property and they can go absolutely bananas! The amount of times I was called back to aftercare this week, it's an annoying amount of time, really.
But, then I come home, open my laptop and am reminded (through the very interesting and knowledgeable modules I have), how much I truly -actually- enjoy my job. Teaching isn't for the faint of heart. And what a better way to be reminded of how much you enjoy your job than by joining in on the fun! The fun being the playing part of teaching: music and art!
Sometimes, as a teacher, you get stuck at the "fun" part of an activity, not always taking into account how some learners may experience/ approach the activity. When it should be the first thing we (teachers) should focus on when planning an activity. Especially when the said activity focuses more on a certain cultural group. I can understand why some learners could have felt uncomfortable during these activities for the following reasons: Not understanding what the song is about, but having to sing along when you haven't a clue what's going on. Some leaners are raised in more strict, religious homes than others. Putting those learners in a situation where their religion isn't being taken into account, makes for a rather unpleasant experience, during and after the activity. For the learner as well as the teacher.
In order the prevent future uncomfortable situations, such as the scenario, I would explain the song to ALL the learners as well as the aim and origin of the game. As well as the house music activity; I would clearly communicate an alternative activity to dancing that learners who don't feel comfortable dancing, can take part in.
We as Teachers should be extra aware of our learners' feelings before, during and after the completion of an activity as so ensure that no learner went unnoticed and felt left out, uncomfortable etc. Some learners absolutely love being put on the spot. Others would literally do anything to avoid being put in that position. We should also be aware of the different cultures in our classrooms, when learner can speak Zulu for example, it doesn't mean that they belong to the Zulu ethnic group/ culture. Never, ever assume that all learners know what's going on, even if they don't look confused or concerned.
Always ask, never assume.
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