Frequently Asked Questions

As we get to the end of another six months and, in this case the end of the year, we all reflect on what our experiences and areas of growth have been. There is something different about this year’s reflection. They are not just words printed on a paper, but show a wisdom that has emerged in each and every staff member. Applied facts result in information. Applied information results in Knowledge. And applied knowledge becomes wisdom. What you can read below is not only wisdom per se, but the application of it as well. See how our school’s philosophy is being applied to the staff’s own lives as well as how powerfully this impacts the children. It is clear to see how inspired the staff are in seeing the possibility of this kind of learning environment throughout South Africa.

Robin Booth, School Founding Principal
From my side, there has been a huge degree of learning in the area of organisational development. This year has seen the shift from being a small starter school to a national educational organisation that is becoming known and recognised throughout country. One of the exciting things for me was working in the Gauteng area where people seemed to have heard about what we do and were all excited about it being taken to that area. It seems as if the last 5 years of our growth has had a positive impact on people’s vision of the future.
Another fulfilling time for me was working with the staff in one of our key strategy meetings. Developing strategy and resolving challenges is successfully done when a group of people come together and are skilled at relating to each other. There is a sense of flow and unity where ideas are generated and shared. For me, this was an experience of a ‘synergy’.
I have also thoroughly enjoyed working with a business mentor who supports our school in shaping it into a successful organisation, such that both business and educational models are incorporated. Out of this, our school will grow and expand in consistent ways.
I also stand humbled by the staff reflections below which so adequately describe what this educational approach set out to achieve and demonstrate. For everyone, even after being here for one, two or three years, the learning just continues to deepen and deepen. I think this has been one of my greatest experiences achieved to date.

Hebert Mbiba (Grade 5 & 6 teacher)

Reflecting on the first six months of the year I pointed out that communication is a virtue, a desirable merit that every educator must have and that I had grown from strength to strength. I feel I have grown even more to a deeper level of being able to function at a multi-functional level where I am able to deal with multiple tasks. My own self evaluation has been that my organizational skills that are necessary in an institution where team work is an important value have grown significantly. I attribute this growth to school expectations of a classroom practitioner to lead and co-ordinate other non-academic activities. From handling the school social, the top house camp and the School Share, I have learnt a great deal of organizational skills that one needs to have. Co-ordinating and supporting the L.O.V.E kids, helping them to be organized helped me to be organized.
If I were to be asked to describe Synergy in few words I would simply say an institution of higher learning where lives are transformed and a transition is experienced from one level of competence to the other. Why describe it as thus? One needs to work within the environment of the Synergy community in order to gain a full understanding and the implication of my utterance. It challenges even the most ambitious for academic and professional competence. It offers an environment of unlimited potential for professional growth and educational advancement. My experience during this first year of service in this synergetic environment has been that once somebody captures the spirit behind this form of educational philosophy and innovation, they would actually discover the value of it. It is unfortunate however that due to the way the general populace has been brought up, a noble innovation and divergent thought can appear to be detrimental. I brought my own training and skills gained over years of educational practice which I believe have blended well with the continuous training and development basics that are offered at Synergy. As I reflect back and celebrate my successful year at Synergy I would like to reiterate that there are a lot more benefits of having your child receiving education in a nurturing secure environment where they can express themselves without fear. There are even more benefits of having children at Synergy. More than you may have observed. It is a functional pre-requisite in today’s society that children speak out. Just take some time to ponder on these points:
• every child is viewed as resourceful and competent learners,
• the program occurs within a warm, nurturing and stimulating environment,
• children participate actively with the teacher in planning and researching projects,
• children are given opportunities for increased decision making, independence and responsibility,
• children are empowered to be full expressive and stand for and to their convictions.

Vuyo Madlingozi (Grade 3 & 4 Co-Teacher)
My biggest learning about myself is that I am a complete person and I don't need anyone to complete me. For me that means I am capable of making things happen for me instead of waiting for people to do things for me. It takes courage to act even if the fear that you are having is overwhelming. At the same time what drives me is the fact that to make things happen I have to be proactive. My life is slowly changing for the better as I give myself time to explore things and in that I find things that I really love doing. So I have realized that happiness is not something that is far away but it is within, and when I am happy I get contentment and fulfilment.
This has impacted my class positively because I am happier and mostly present. Being in a good space supports me to be productive because my head is clearer. In that my intellect is liberated, able to give new ideas and learning to understand the children as I have learnt to understand and know myself. It is easy for them to relate to someone who is genuinely there and able to support them.
Our biggest learning as a group is that it is always possible to work together and that a community’s made up of different individuals that are unique. But we are all committed in one goal; that of having a community that is flowing through respecting our classroom agreements. We need each other to complete this environment.
Parents would be pleased to know that their children's individuality is complemented and embraced. Children are highly respected in so much, that it is only here at Synergy that I agree with this statement that respect is a two way thing. Children are not only seen they are heard too. Their innovative way of finding solutions to their problems is really inspiring because that is really exposing them to the real world. A world that needs thinkers and people who take initiative and are responsible. How powerful our world would be if things were done the Synergy way, and people were on the same page. One of the things that make children enjoy coming to school is that they are given space to be who they want to be without being judged. We also value their ideas and inputs and in that we as teachers learn from them as they learn from us. We don't see teachers as people with all the answers but respect the fact that children are intelligent beings who need support to unleash what is already there. Even in challenging situations we treat children in what they ought to be and in that we support them to become what they are capable of.
I am inspired to step into my greatness as in these past few weeks I have tested and enjoyed the power of being great and doing exactly what inspires me. I have grown to be confident and that is thanks to Synergy as it is an environment that supports personal development and growth. My fear has kept me from being who I really am, so now my class is going to experience a whole new me. I strongly believe in transformation at the same time it starts at the moment I decide to change. What I know is there are no limitations on what you can be, have or do except the ones you place on yourself so I can be this changed person that I want to see me being.

KIM WEBBER (Grade 3 & 4 Teacher)
As I come to the end of my time at Synergy and I reflect back on the year that has passed, I am so aware of so many changes that have happened both in me and in the children. Many of you are aware of the change of my outward appearance – yes I lost a lot of weight. For me this change is an outward manifestation of what has gone on inside and it is these changes which I feel I have brought to the class and that have impacted the children.
I feel that in the previous year (2008), I was in survival mode and I was on a mission to swim and not to drown. The tension was created for me to look at myself and see who I was being and how this impacted others and sometimes it was very hard.

What this year has felt like is that I have been able to face myself, not from a space of that I am wrong and that I need to fix myself but rather to look to see what it is that I want to shift in myself so that I experience my life differently. It was not always easy but I found that the more I took myself on, the calmer I got inside. I feel that this is something that I bring to the classroom where the children do shift how they are experiencing things and look for ways to make those experiences different and to make their relationships different.

I am aware that I am much clearer in what my boundaries are and the shifts that I see in the children are that they are more prepared to take a stand for their own boundaries and to speak up and to ask for what it is that they need to be different in what they are experiencing with each other, with me or in the class.

What I feel like inside is that all those critical voices are quieter – they will always be there, yet I am able to manage them rather than have them control me. This comes from looking deep inside and being okay with where I was at. This then gave me the space to see what it is I do like and what it is that I want to shift without it all being about there being something wrong with me. This makes for a much quieter headspace which allows me to be more centered and grounded and calm. This is something that the children pick up on and which creates a safer space for them to be comfortable with who they are.

I am aware too that I have been able to shift from operating from a space of being a victim to having more of what I want in my life. I have changed my relationship to the things I “have” to do as part of being a family and a working mom to being something that I do AND I can chose to do other things too. What this means for me is that even while there are still the same things to be done, I can also have fun and that my life is not just about how much I have to do. What this means in the classroom is that I am more open to making our learning fun and we have done some things that have been really fun AND really meaningful – like Entrepreneur’s Day and the camp. How this has impacted my family is that we are doing a lot more fun things as a family, even when I am really busy at work – we even had supper on the beach the other evening and only went home after 8.00 – my kids were ecstatic and I felt refreshed and energized enough to go and tackle all those “have to do” things!

And so all these areas of growth have brought me to the end of my time at Synergy and I am profoundly grateful for what it is that I have learned at Synergy – some of them important life skills and some them of what it is to be human. I am so aware of what it is that I am giving up and at the same time excited about the prospect of creating a new life for me and my family. And this is another gift that I have learned at Synergy and it is having the courage to change my life and even in this state of uncertainty knowing that this is a time of creation and that anything is possible and having this deep belief that I WILL make more of the kind of life that want for us.

Cindy Adams, Grade 1 & 2 teacher
Enthusiasm, perseverance and commitment. In these last six months I have learnt that if I embrace challenges with enthusiasm, commitment and perseverance then I can work through my fears and come out the other side of stronger, clearer and with a great sense of achievement. A big fear of mine was needing to complete my teaching practical for my PGCE this year. It was daunting at the outset! Doing ten weeks of teaching prac with lots of lessons to plan and carry out, endless documentation to fulfil, resources to make and new classes to teach. All this on top of teaching my group with excellence and ensuring the continuity and consistency in their learning. Talk about overwhelming! There were times when I contemplated giving up and doing it next year, waiting for a ‘better’ season and space to become available. I have come to realise that that is my way of keeping a back door open. In that awareness I chose to close all back doors and embrace this daunting task with the context of having fun and being creative. Not only have I achieved excellent marks for my teaching prac I also became aware of the standard of my teaching in the feedback from UNISA. I realised that I am capable of more than I thought, that I am influencing children’s learning at deeper depths than I had originally been aware of. On top of that I had ensured that the Grade 1’s and 2’s had an excellent term 3 filled with learning, fun and meaningful connections and relationships. I became aware that I am able to do more than I had hoped or imagined was possible. My belief is that this was due to embracing rather than resisting; persevering rather than giving up; being committed to complete instead of taking a back door. I chose to look the scary situation in the face and move towards it, rather than away. I chose courage and stamina, instead of fear and defeat. This resulted in achieving more than was expected, way more!

So, how has this learning impacted the children in our group? I have noticed that children have started to take bigger risks too. They are embracing their fears with more confidence and willingness. For example:
• writing a long story
• talking to a friend about feeling hurt or disrespected
• learning to ask for what they need.
I have seen children climbing taller trees, learning new games, speaking with greater confidence and taking on their fears and challenges in the goals they set for themselves! There is a greater sense of adventure and willingness to try something new in our group. An example is the Egyptian projects that we completed this term. Children worked in groups of three or four to produce a poster and a model about ancient Egypt. Initially children wanted to work only in pairs, because they are well practiced and comfortable at working in pairs. Groups of 3 and 4 was a challenge, it was unknown and scary! What if it was too difficult or did not work? In the face of these fears children embraced the challenge. They closed all back doors and focused their energy on working together to complete the project. It has been so inspiring to watch this process. Children have worked through disagreements and the challenge of including each individual in a group task. They have learnt to work with children with differing abilities, strengths and weaknesses. I have loved seeing the children grow through this. Initially children who preferred to be told what to do learnt to share what they want and how they see things working. Children learnt to allow other children to share their opinions; and to ask rather than tell other children what to do. Children learnt to share, to let go of some of their own ideas and embrace the ideas of the group. This has been a stretch out of their comfort zone for all involved. There has been much growth, deepening of friendships, learning to take on increasing levels of responsibility and learning to include and to share. Lifelong skills have been learnt.

Because I am learning to embrace and persevere, I can support children to learn this in the same way. I can share my journey with them, allowing them to know that I too am learning and growing, taking risks and facing my fears. In this way they will learn to do the same in their own way. Instead of fixing and working it out for them I can ask questions, set tasks, stay silent or intervene with support. Next year there will be new challenges, perhaps bigger fears to face. I will need new strategies and new creative ideas. I will also need to continue to embrace, persevere and remain committed to the challenge. In that way not only will I grow and develop, the people around me will too. I look forward to seeing what new dances can be danced, what new mountains can be climbed, new trails blazed and new growth experienced.
For our dreams to become our reality we need to embrace our fears. In this way we can live and learn with greater ease and flow together, experiencing consistently more of what we are wishing for.

Kerri Hamlett, Pre-school teacher
In the last six months, amongst a number of other learning’s, I have grown and deepened in my understanding of how powerfully our approach to schooling influences and impacts children’s lives and how they learn.

What stands out for me most powerfully at this point is that children are empowered to ask for what they want to take on, by this I mean, it actually occurs to children to ask for what they want to do or learn about in the classroom environment. Children feel “safe” and “okay” to ask for what they want. They have an awareness that their requests and interests are taken seriously and that their teachers follow through on what they’re asking about.

I am curious to know if they have the same experiences in other learning environments.

The impact in the classroom has been that children have consistently expressed a desire to engage with learning experiences that are well outside of what, (I would imagine) the average four, five and six year old ask for. An example of this is children ask me to write them a page full of sums, or to make them a BIG book of worksheets so they can write and practice doing “harder stuff”. Children ask me to show them how to read.

As the pieces of the puzzle have fallen into place for me over the last few months, realizing that how we choose to support children in education has an undeniable impact on their capacity to learn, I am inspired to explore the deepening of that concept.

What this means for children in the classroom is exploring ways of making further and increased learning opportunities available to them. I am not clear on what that looks like, it could be having computer access in the classroom or increasing the number of learning resources that are available… I realize the impact on children’s learning of taking this on and making it happen.

I’m looking forward to seeing what the classroom will hold and uncover in the next six months…

Debbie Ntshangase, Pre-school teacher

This term I was present to changes that happened around me. My experience over the years has been that this can sometimes be frightening and unsettlingly. I have learned that even though I was uncertain about something, it was important to make a decision and then deal with the impact of my decision. The important thing is to be in action about it. What was not working yesterday might work today. Keep on checking in to see where everyone is regarding the changes in their lives and finding ways of how to support.
This can be said about children starting at a new school, having a new teacher, having to make new friends... All this can be very overwhelming and still, if I look back over the last few weeks I would like to think that we can pat ourselves on the shoulders and say that actually we all did just fine.
Some might have done better than others, even faster than others and differently, but we were in action: and this is what Synergy is about, embracing each others differences when action needs to happen.
My wish is for myself and everyone else is when change happens, to be in action so to leave us feeling inspired, moved and touched.

Patsy Hamilton, School Manager

In the movie Under The Tuscan Sun, the heroine of the story buys this beautiful villa in Tuscany. (Like I have to tell you, you most probably all saw the movie). Being in my role is a little bit like buying that house. It’s beautiful and full of potential and taking the step one knows there might be curveballs and upheavals and that in the end you’ll look back and say that it’s totally worth it.
Knowing that the curveball might come does not necessarily mean that you are prepared for them. It’s just not a surprise. The curveballs came flying at my head, among them the seemingly never ending drama with the water feature pump, a major server crash that left us high and dry technology wise and a flood in the preschool.
The last six months is a bit of blur. There were times when I had to learn a new skill very fast. (My IT knowledge has quadrupled.) There were times when I plainly just didn’t know, I learnt to ask for support. And then there were the one or two times when I doubted my ability. Then I realized that that is just my story and I needed to decide whether I want that to be my reality or not.
I look forward to the next six months. I am looking forward to knowing my job. I look forward to having systems in place that will stream line me doing my job. I look forward to acquiring the skills that are needed to manage relationships with staff and parents better. And like that tap in the middle of the room that eventually ran, I am looking forward to being in flow.

Victoria Hanratty (Co-Teacher)

My biggest learning over the past 6 months is that I take my job seriously. This has impacted my classes in such a way that they take me more seriously. Things that I need to be done are happening in such a way that works for me and the dynamics of the classroom. The biggest learning as a group is that I have received is getting to know the preschoolers. The thing that I would like to share with the parents is that I have completed my first year of studying teaching through UNISA.
Over the next 6 months I am inspired to study hard, get great marks for my assignments and exams, relax during the holidays and take care of myself and my needs during the holidays. Studying hard and getting great marks will give me more knowledge and confidence in the classroom. By me relaxing and taking care of myself during the holidays I will come back in the first term fresh and ready for anything. The environment will be calm and organized which will make a great learning environment for the children and the other teachers in the preschool

Ursula Coetzee (Aftercare Co-ordinator and Operations Manager)
I have had a difficult time with this reflection .I have sat for hours thinking what to write…..and that made me feel anything said would not be authentic. I am already a day overdue and one quote I have just heard, now inspires me to just say it as it is.” The more you play, the luckier you’ll get”-Gary Player.

This term, in my new position at school, has initially been what I would call lonely and unrewarding for most of the time in the early stages. I have been left feeling unproductive and despondent. Then, slowly things starting coming together and signs of the hard work I have put into promoting Synergy have been seen, seen as in by me. I have realised it takes time to see how what I do impacts the School. I have learnt I am way more impatient than I have ever believed. I have also learnt to believe in myself more and to be just me. To never be what someone else may or may not want me to be.

I have also recently, realised just how much Synergy has done for me in the area of my personal growth, in the way of how I would have reacted to conflict in the past. I had an extremely difficult situation where I did not retaliate nor take the comments personally. I have not taken part in acting victimised as I would in the past. I have tried to see others perceptions and realities and still keep my own reality what it is…..mine.

I look forward to finding out more about myself, good or bad in the future.

Reflections for the year 2007

Kerri Hamlett, pre-school teacher

My first year at Synergy has come with many and varied challenges, special moments and emotions. The challenges, special moments and emotions of this year have all come together in one result for me: transformation. If I had to summarize the year in two words it would be: inspired transformation.

I moved from a space from wanting to leave Synergy school and never look back, now to a place of knowing there is no other work place that would work for me in my life at this point…

For me being part of Synergy School in 2007 has left me…

1. Being inspired almost everyday
   
2. Being challenged and the best part of being challenged is learning that you, yourself are able to find ways to overcome it or make it work for you.
   
3. Everyday brings with it a new possibility… for me that is an exciting way to live as we constantly seek out what could work better for us and those around us.
   
4. I have become present to the enormous value in meaningful relationships for adults and children alike. I am consistently becoming aware of how one’s experience of life changes because of powerful relationships. I have experienced this principle in the classroom, seen the difference it makes to children’s lives and become passionate about making it happen as often as possible.
   
5. I have realized that, if I choose to, I can create anything I want for my life. I have come to believe that this is also possible for children and that I am able to play a part in making it happen in children’s lives.
   
6. I have become passionate about transforming education in our country, for all walks of life and building a nation of people who are empowered.
   
7. I have learnt that the word “potential” limits what one can accomplish and create.

It is my belief that the spaces that are created for personal growth and development at Synergy have supported me in getting to where I am at in my life now… I am hesitant to say 2008 excites me…at times I find the challenges frightening and insurmountable, at the same time I am willing to continue creating the possibility that 2008 will be beautiful…

Cindy Adams, Grade 1 & 2 teacher
I have grown and changed so much this year. Looking back, this year has been a real life-cycle for me. I have grown from a caterpillar, living on a leaf and getting ‘bigger’ and ‘fatter,’ into a butterfly. Growing wings to explore and be creative, moving beyond the leaf and cocoon to spaces of infinite possibilities. My sense is that the children have similarly experienced such transformation, each in their own unique way.

The caterpillar stage

At the beginning of the year I remember being unsure of what the year would look like. There was an open space and many possibilities before me. At the same time I was certain that I was in the place I needed and wanted to be. I felt a sense of belonging and connectedness with the people around me and with the principles that our community upholds. In a similar way, our group started off together with a sense of uncertainty as to how we would become a group, a team. At the same time there was a tangible sense that this was a space where we all belong, a safe and secure space. From this space our group started to create many deep and meaningful relationships. I remember many times when there was a tangible sense of community within our space. For example when we explored bones together: looking at our own body and seeing the differences and similarities between us. Or welcoming new children into our group: sharing our space and making them feel welcome. And the many community rings of listening and sharing, and learning how to engage with and support each other. The most tangible example for me and my highlight from the first half of the year was when shared what we liked about each other. The connectedness between us significantly increased and our self-esteem grew, as each of us realised just how much we are valued and loved within our group.

Working with Carey I grew very ‘fat’ and a lot stronger as a teacher and a person; soaking up everything that I could from her. I was shaped and moulded by her. She often unashamedly threw me in the deep end and then allowed me to find my own ways of doing things within our space. I learnt a lot about how to work in a team with her. I learned about myself through the mirror that she was for me. I also learned a lot from merely observing her incredible example and way with children. In many ways she mentored me into being a teacher. I grew into a very big and strong caterpillar under her wings and started to spin my own cocoon, continuing the transformation into being my own butterfly within the classroom.

The cocoon process…

From the time that it became a possibility to be the core-teacher for our group it felt as if a cocoon process begun for me. I started to step more into the powerful person that I inherently was, taking more responsibility for who I was and what impact that had on the children and our space. I really got that I was the one who was going to make this work or not. I could blame circumstances or external things, or I could seriously take responsibility and be a teacher. An incredible teacher who is certain of the inherent worth and power that she has inside her, and is consequently able to empower and support the children in a unique and significant way. The process of taking on the role of core-teacher was significant for me. I transformed from being fearful and unsure to being confident, certain and more powerful; taking more responsibility and waiting less for others to do so for me. I then began to create within myself and within our classroom space too.

Becoming a butterfly, growing wings…

Starting the third term as the core-teacher was amazing for me. I had the support of Carey, at the same time I took ownership of the space and began to make it my own. I started to try out some new ideas and the things that we created as a group are real highlights for me. The Friday project was a mini-life-cycle in itself. The children’s projects were birthed in their imaginations and took shape and form throughout the four weeks. I saw each child grow and develop through their project. The projects and children took on more definition and shape, things were removed and things were added. They learnt from each other: sharing ideas, working through conflicts and creating solutions. This process culminated for me in the exhibition. Each day I saw the children become more confident to share their projects and their self-esteem tangibly grew. Other highlights were our explorations into the Rain Forest, sharing vulnerably about our families and learning how to support each other in deeper way through becoming more comfortable with conflict.

Being the core-teacher has grown me incredibly. I am continuously learning about myself. Through this transformation process I became aware that I was scared of anger and other ‘negative’ emotions. I have now grown to be more comfortable expressing and working through these feelings. This has created a space for the group to become more comfortable to express and accept a myriad of emotions that they experience. Linked to this I became aware that I sometimes ‘rescue’ the children: trying to solve their problems and make them feel happy. I have now grown to support them in working out their own solutions and I am more comfortable with them not always being happy within our space. This has allowed the children to be more authentic in expressing how they feel and not feel pressurised to always be happy or to find solutions immediately. In addition, the children are increasingly able to solve their own problems and make things work for themselves with little teacher support. Consequently, they have grown stronger and more mature; creating things for themselves rather than relying on me or the environment to make things work for them.

Sources of support in the transformation process…

I feel incredibly supported in this transformation process by the parents in our group. This was very evident when we planned the social together. This process brought us closer and deepened our relationships. I have become more confident engaging with the parents and have enjoyed the consequent intimacy that has grown. Doing CCI and Landmark has supported me greatly. I am much more powerful and secure within myself as a result of the awareness and skills that these courses have provided. Another source of support in my transformation process has been the Synergy staff – we have also been through a life-cycle process as a team. We function as a team more powerfully than before. I am excited that we are moving more into creating our school together with increasing clarity and power.

Now that I have found my wings and have become more aware of my inherent value and power, I look forward to ending the year with much strength and joy, completing the year well as a school and as a group. Deepening our sense of community and strengthening the connectedness between us and continuing our journey to become more powerful individuals.

CJ Allen, Grade 3 & 4 teacher

The day I observed a class at Synergy, followed by an interview with Robin, I left the school with a strong feeling that Synergy was the school I would start working at. The feeling was very strong within me, definitely my gut speaking. That night Robin phoned me to let me know I was on board! I remember clearly the morning I was to meet some of the children who would be in my class, as well as meet their parents. The first people I met were Michael Coombes and family. And so the journey began, getting to know the children, parents, the routine at Synergy, the day to day operations including daily pictures, journals, meetings, reflections, staff development, preparation, workshops, ways to engage children and just being – growing and learning in the context of Synergy.

To adjust to a new system, a new way of life, although exciting, can also be overwhelming at times. Not only in fulfilling day-to-day responsibilities and policies, but more importantly that I am working with children who will be our next generation; individuals all so unique in character, each with gems inside of them, precious little beings with their own jewels to share with the world. In my heart, this is the most important responsibility, one not to be taken lightly. The first term was my most challenging term at Synergy. Not only in trying to learn multiple things as quickly as possible, but also because I did not want to make any mistakes in dealing with the children. Perhaps one of the things I learned in first term is that everything is a process. Learning a new system and way of life will have its challenges and in that one will make ‘mistakes’. However, I learned to see it as ‘learning how to do it better’ rather than making a ‘mistake’. Perhaps it is only a mistake if you already know better?

While I am there as a facilitator to guide their education and development in any way I can, I too can learn and grow from everyone and everything around me, and indeed I have. In that beautiful symbiotic relationship, we give each other gifts that will always be a part of us and will stay with us forever. Happy faces due to achieving swinging from a height, getting a concept in class, developing pride in themselves as they realise they CAN, is what has been a gift to me and will always remain with me. The greatest joy I have within me now, stems from the journey I have travelled this year, with the parents and children. Seeing our class go through changes, building friendships, developing in more ways than merely Numeracy, Literacy and world knowledge, but more importantly as a human with emotions, needs, thoughts, talents and social dynamics has been what really touches me. Focusing on the self-esteem, confidence, clarity, compassion, understanding, patience and the human heart is what has made this year so beneficial for me. It is what I see as the driving force in building relationships, with other people around us, as well as the way we deal with ourselves.

I will leave with a smile knowing that each one of us, parent, student, teacher, staff... human, is a part of a greater mosaic, impacting each other and together creating something greater than an individual on our own. Our uniqueness can enhance another and in our own learning (from others), we can benefit and impact others around us, celebrating each other as unique individuals with something to offer, something to learn and possessing the ability to progress. We are unique, at the same time part of the human family. One of my favourite quotes attests to this idea:
“Consider the flowers of a garden; though differing in kind, colour, form and shape, yet in as much as they are refreshed by the breath of one wind, invigorated by the rays of one sun, this diversity increases their charm, and adds to their beauty.... Diversity of hues, form and shape, enriches and adorns the garden....” -Taken from the Baha’i writings, written by Abdu’l-Baha

Tahirih Cook, Grade 5 & 6 teacher
As a teacher at Synergy Schooling, my reality consists of a number of different interactive levels of community. There is my classroom community – me and the children in my group. Then there is the small community of people who inhabit the top house space – the grade 3 and 4 children and their teachers. From here the community expands outwards to include the rest of the children and adults in the lower house (grade 1, 2 and preschool) and school administration. Beyond this, there is the parent community and other adults who are associated with the school. Embracing all these little communities is the wider society of South Africa and the global community. Obviously, it is my classroom community, the children that I teach, which consumes the majority of my day-to-day reality.

A personal highlight of 2007, has been my growing awareness of these different levels of community. I have become increasingly conscious of the way they impact and shape the educational experience of the children in my classroom, as well as my day-to-day reality in the classroom. I have had tangible experiences of how interconnected things really are and for the first time in my life, I understand why it is impossible to solve the problems of the world on your own. This was a startling insight for me, because I was brought up with a belief that individuals can change the world. Naïve as this may seem, I really believed in the power of the individual to create transformation in the world. Even so, I could never understand why it was so difficult to do everything on my own.

This year, I have gained some insight into why community is so important. I have also realised why we need to create conscious communities to harness collective agency to create real change in society. In a sense, I have finally understood that an individual's 'power' (or agency) is a reflection of the quality of the relationships that exist in the communities that they are part of. This realisation ties into the things which stand out for me in educational experience with my group this year. As my awareness of community, relationships and communication have shifted this year, there has been a noticeable shift in the quality of these things in the classroom. Yesterday, I was observing the 8 children who I spend my days with, play together during break. I could see how much they enjoyed being in each other's company, how well they communicate with each other, how easily they relate to one another and I felt a deep sense of satisfaction. I realised that this small community now is populated by a group of individuals who feel connected to each other and have a deep sense of belonging. I know this is a powerful force because each time we have a new child come to visit or join the group, there is a collective shift to incorporate this new member, like muscles stretching to make space for new growth.

As you can imagine from what I have written so far, it is the project work of the children in my class which has been a highlight for me this year. Things took off in the first term with the playground equipment project that turned into a 3-dimensional landscape of a wildlife sanctuary. In the second term, the class decided to explore the theory of evolution as a group. Then in the third term, we focused on a class trip which in turn, led to the emergence of the music cd. This theme has continued well into the fourth term and more recently there has been a desire to get involved in science experiments and learn about human history. The content of the project work provided the group with a challenging, exciting, uncertain and dynamic space for learning to take place. We have all learned how to confront challenges, work together, communicate and deal with uncertainty. It has not been easy. There were times when I longed for the structure of a ready made curriculum which I could teach rather than an emerging process which I was facilitating. It did not take me long though to realise that what I really wanted was 'structure' to remove the uncertainty and the sense of responsibility I felt to control the learning process. This is something I have had to confront in different ways at different times. For example, when things were not going anywhere at the beginning of the year with the play ground equipment project, I decided to hand this responsibility to the group rather than take control of it and make it happen on my own. I presented the problem to the group - “We are 3 weeks into the playground equipment project and we are still in the design phase....what is the problem?” This was one of the first big risks which I took in the classroom this year and I am glad that I did because I think that this decision was a catalyst to the community building process in the classroom. The children's response to my question (after some discussion of course), “We don't know how to cooperate. Let’s figure out how to work together as a group.” So we talked about it and the project worked out. More recently with the music cd project, I handled things differently when we got stuck. I asked the group if there was anyone who wanted to manage the project after we worked out everything that we needed to achieve to make it a success. When no-one volunteered for this role, I offered to take it on and the class agreed. In this project, we have all worked together but our roles have been different. In the first term, the group was just beginning to confront the relationship between their ability to work together and the success of their project. This term, I feel that the group is deepening their understanding of what it means to work together. The children are starting to see that it is their diversity and individual contributions to the 'group project' that make it successful.

Learning how to work together has really been the unifying undercurrent in everything my group has done this year. Each time we have tackled a new project or confronted a new challenge, it has been our ability to work together which has determined the outcome. So, as I sit here writing this reflection and see all the children I spend my days with in my mind's eye, I know that this year has been a success. They have all grown and matured. They have formed a connected community. They are strong, capable, caring, intelligent, interesting and compassionate human beings. I also know that I have done this on my own, my ability to have an impact on the classroom environment is shaped by the quality of the relationships which exist in the communities that I am part of. The other staff at Synergy and the parents of the children I work with, give me the energy and support which makes this all possible. So I think we should give ourselves a big round of applause for a great year!

Vuyo Madlingozi, Grade 3 & 4 Assistant

This has been a wonderful year and has been a learning curve for me. With the support of the courses that the school offered me I have a wonderful experience of discovering myself. As I’m still on the journey of self development and personal growth I enjoy the getting in touch with the true self. That is supporting me in managing our class with great confidence and worked on my low self-esteem. I am at a very good space with myself and that is evident by the relationship that I am having with the children in our class. It is easy to support and understand the children when you are having a good relationship with them. Trust is being built out of the relationship that we are having. As I’m working with CJ we managed to form a great team. That is made possible by the fact we always make it possible that we are on the same page about things that concerns our class. Because of the opportunities that the school made possible for me, I am now open to constructive feedback and understand that it is about growth and support. That strengthened the relationship that I have with my colleagues. What I like most with Synergy is the fact that there is a strong support system and it is nice to know that you are not alone when things are not going your way.

I’ve grown to relate freely with the parents from our class and grateful to them for trusting me enough to leave their children under my care. I count myself lucky for working at Synergy because I am now exposed to revelations about myself and getting insights about things that I used to take for granted. That leaves me empowered and clear about what I want to achieve by the end of each day .When you are clear the children can get you easily. It is such a pleasure to work with our children as they are teaching me how to be a teacher all over again .Their enthusiasm and their eagerness to learn new things put the smile on my face and make me realise that they do get something out of our partnership. It is such an opportunity to come from a different background because it gives them an opportunity to learn a thing or two about me and I also get an opportunity to learn more about them. My Xhosa lessons have been good as the children are giving their best effort. Once again I would like to thank you for trusting us with your kids and for making this year work for all of us. Thank you for being wonderful parents to your kids because most of the things that happen at home impact them at school. I wish you to have a wonderful holiday.

Debbie Ntshangase, Pre-school teacher
It was just the other day that we started the school year and already we finding ourselves at the end of it. It was an exiting year for me. I came from a space of uncertainty and fear of whether I will be able to create a classroom where parents and children can be a part of. My biggest fear always has been when parents shared our morning ring. The question was whether I can support both the children and parents during this time. As much as I wanted to work with children I came to realise that it is not about loving children but really being part of a bigger picture. Whether it was taking minutes for parent sharing or getting the Journal out on time, it was all part of being a Teacher.

Looking back, I had grown so much as a person and all because you really supported me in my journey in becoming this new person. I acknowledge you for the understanding and compassion that I received from you whenever I slipped up by forgetting things at times. Having got that really gave me the courage to take initiative to hold my first Parent sharing and really taking a stand in sharing with you how important it was for the children to have you with us in the Morning ring when I experienced a bit of a resistance coming from you at the time. It was for the first time that I was excited about having parents in the ring. I also give acknowledgement for the part that CCI played in supporting me in creating this new more confident me.

Just to share with you that CCI gave me the tools to live my life powerfully whether it was in my relationships with you or your children or my self. My reflection of this year was really of children being happy and looking forward to come to school. They are proud to be a part of Synergy and so am I.

I would like to take the liberty to really thank you for your commitment during this year to in supporting me supporting your children.

Patsy Hamilton, pre-school assistant
As the end of the year is rushing toward us and I pause to reflect, I am not sure where to begin. I’m not sure whether it is human nature to automatically dwell on the things that have had a negative impact or maybe it is just me. And if it is just me, being a more aware, more conscious person, I choose to dwell on the positive.

The children! I have watched children master physical challenges like the monkey bars and riding a scooter for the first time, feeling so proud and chuffed that one would swear I gave birth to them. I’ve watched children finding their voice, expressing what they need. I am thrilled to see children dealing with shifting leadership rolls. Children who used to just tag along are now “the boss” of the game and others are asking them to play. Most of all I am still blown away with some of the thinking and understanding that they have. A conversation about God, the soul, birth and where we come from clearly stands out in my mind. I can go on and on but apparently, I have to fit this on one page.

Kerri, Debbie and I set ourselves the goal of becoming a highly effective team. It was not always easy as we had to get to know one another on a new level, sort out communication, get a clearer understanding of each other’s understanding. We also wanted happy children and parents. In that area we had MANY challenges and did not always get it right. Yet we emerged on the other side stronger, surer and more determined.

Looking through the projections for each term, balance seems to be the common thread. Although I haven’t quite managed to get everything done to my own exacting standard by five everyday or managed to not favour one area of my life at the cost of another; I am happy to say that I am happy. I am thrilled to have done Landmark and honestly ecstatic about having completed Master I. I get that I am able to choose how and from what place I want to view everything in my life. I am powerful and every day I, me, Patsy Hamilton makes a difference. Knowing that the last term was going to be fast and hectic my goal was to make it to the end of term with my sense of humour intact.

So what is blue and doesn’t weigh very much?
Light blue.

School Staff share thoughts on 2008
Friday, 23 November 2007
The Synergy Team 2008

“We are a courageous, passionate and hardworking team that through co-creative, organised effective systems, and continuing personal and professional development while consciously deepening our personal relationships, we experience a synergetic, inspiring and self-believing team that impacts the broader community.” STAFF VISION 2008

Below are the reflections of the staff members on their experience of being part of this school. They share their growth, their learnings and their 'truths'. These are uncensored and full of detail. As you will read, the staff at Synergy have a lot to share because they feel they are making a real difference to the lives of the children, the parents and perhaps, to you the website reader. If you would prefer to read these reflections as a downloaded pdf, please click on this link for 2007 Reflections

Robin Booth
Image The one definition of the word ‘reflection’ is “a fixing of the thoughts on something; careful consideration”. So if I fix my thoughts on this past year and observe what is has brought me, I have been humbled to see people grow, change and take on the challenge of being a teacher, a parent and a human being. Somehow children seem to exist in a niche on their own. They take their lives on and adapt to change at a rate far quicker than us as adults. The following pages are the reflections of the teachers. They share with you their observations and thoughts on what this year has meant to them, and the growth they have undergone.

I love the saying, “I am not sure who invented water but I am pretty sure it wasn’t a fish.” This saying is so apt for us at Synergy. It is so difficult to describe and to see the thing that by its mere existence, defines a part of who we are. The fish is separate from the water but without it the fish doesn’t exist. Therefore to some degree, water is part of the fish. And in this school, we are part of something which is bigger than just us as people and children learning about reading and writing. Through the course of this year, I get glimpses of the ‘water’, our ‘inter-connectedness’ and see how this school plays a role in that process.

Kerri Hamlett, pre-school teacher

Reading through July’s reflection sharing I am present to this reflection being more about what I have processed personally in the last six months. It is less about my learning through the children or because of a classroom experience and more about what I have processed on a personal level. So this reflection sharing is motivated by what I have experienced and learnt for myself in the last six months.

I walk away from 2008 knowing and believing that I am able to make happen what I want to happen in my life. Typing that sentence and processing all that it means I feel tears prickle in my eyes. Regardless of; high interest rates, never enough time, not having the perfect space, not knowing if people will believe it’s valuable, working with the unknown, not always having all the answers, not having enough money, what if it fails and all the other conversations that have taken place in my consciousness, (head) around why I am not able to do something or make something happen.

I continue to believe that I am able…

I have began my life journey of believing in myself and getting at a core level that I am able! Working from the understanding that who you are being as a teacher has a direct impact on the children and how they begin to see themselves consider this…

There is a child in my class who would desperately like to own a set of drums. In an informal conversation during an outside play session a few days ago; we talked about really wanting things and the frustration of not knowing how to get them or how to make getting them happen. We discussed a couple of your own ideas for making things happen and what’s possible with each other. We didn’t reach any real conclusion in our conversation at the same time I believe I challenged his beliefs around what he thought was possible for himself.

A few days ago, at school he showed me some money, he had made from selling fudge. Through an experience he created for himself he has began to get that through his own actions and commitment he is able to make happen what he wants for his life.

During the conversation we had outside I was coming for a space of believing that each person is able to make “it” happen for themselves. I wonder if the outcome of that conversation would have been different had I agreed that not having the money you need is a limiting factor…

Cindy Adams, Grade 1 & 2 teacher

At times I feel like I am a ‘learner’ at Synergy School. I guess in some ways we all are. As I reflect at the end of each season I am aware of the learnings that I have experienced, and inevitably my learnings are linked to one of the core principles of our school. Thinking back on the last six months my biggest learning seems to be of that of learning that, “I can.” This is not the first time that I have “learnt” this and my sense is that this learning, and other “SynEDgy learnings,” seem to come in layers. Once you think that you’ve learnt the lesson and you can close the book, the next layer becomes visible. Then it’s a deeper awareness, a greater depth of integrating your changed perceptions and new commitments. The learning does not seem to have an ending; rather the next stretch of the journey unfolds as the last stretch ends.

In reflecting on this I year I am present to many new “I can’s.” I can be a fantastic core teacher without an assistant, I can say what I need to parents and children alike, and I can not share those needs too. I can stand firm in what I believe and be open to hearing someone else’s belief (and it does not mean that my beliefs are any less valid). I can teach with passion and enthusiasm when I do not feel like I have the energy for either. I can be clear, firm (‘strict’) and liked simultaneously – in fact I have come to realise that they all go hand in hand. I can do things that I am scared of doing and, in the face of the fear, be powerful and courageous. I can let go of being right and hold a space for others to say what they need to say. I can go further even when it feels like I have reached the end. In many situations I am aware that, despite my thoughts and feelings telling me otherwise, I CAN.

I love the way that whatever new awareness or growing I am experiencing is so often mirrored within the group that I teach. It clearly shows that what we teach children comes so much more from our being than from our content filled, well-structured lessons. It is clear that this year many of the children in our group have realised that, “they can.” They can do the monkey bars, they can find five new friends, they can read all the books in the Harry Potter series and they can read, “The Ugly Duckling,” all on their own. They can get better at soccer, at reading, at writing and at having a correct pencil grip. They can learn to share what’s not working for them, with their best friend or with children that they do not know. They can speak to their parents about things that don’t work for them and they can find something to acknowledge in every child and teacher in our group. They can support each other and ask for their own space, they can share what they need and want, as well as accept when things need to be different. They can give to children from a refugee camp, enrolling the school in doing the same, and they can look at what we can do to protect endangered animals. They can keep trying when it’s a big challenge; and they can choose to do something different that works better for them. They can do so much and there is still more that they can do.

I am so proud of the way that the children in my group have grown and blossomed this year. There is a greater sense of confidence and, “I CAN -ness,” in every child in our group. Not only have they learnt the three R’s (reading, writing and arithmetic) they have learnt many other R’s too. Respect, responsibility, relationship skills and values, relating to different age groups and in diverse contexts. They have developed a deep realisation of how much they are able to do, how much they are able to create and to be who they chose to be.

At the end of this year I am present to just how much these children teach us: • how to be quick to forgive • the importance of playing with your friends immediately after forgiving them • how to ask for what you need, knowing that it is a sign of strength • the importance of perseverance, especially when the odds seem to be against you • and how to believe in yourself, to say, “I can,” even if I don’t think or feel like I could.

As this year draws to a close, I am present to how much more I (and we) can learn from the children next year in our new group. In embarking on this new stretch of the journey I am aware of the endless possibilities of what I CAN do next year.

Tahirih Cook, Grade 5 & 6 teacher

I think it is the curriculum work which my group has engaged which defines the last 6 months. During the 3rd term my group focused on history – personal as well as the history of South Africa. This inquiry project began with the children writing their personal narratives. Their task was to reflect on how they have been shaped by significant events in their lives. Children started this process by identifying the events which they felt were significant in their lives. I learned a great deal about them as human beings as they shared and remembered. One of the things which stands out for me are their memories of school. I was surprised at how many children talked about things which happened to them during their first few years at school. Children talked about experiences where they encountered conflict with other children, with teachers as well as with their parents. These experiences seemed to be defining moments in their lives as well as their construction of self. Out of this sharing our group had a powerful conversation (the first of many) – what do you do in situations where you are not as good as others at something or where you do not meet the expectations of those around you. The conclusion reached by the group was that you are not defined by those around you; we are all individuals who have unique talents and capacities. The skill or ability of others does not have to be a judgement of you. As usual this type of insight and exploration was very exciting for me.

I think that it is fair to say that the past two terms have been characterized by ongoing explorations of this nature. I feel that the children have become more open and accepting about who they are – their strengths and their weaknesses. It is my sense that they have become more present and willing to take responsibility for their actions as well. As a result, I have found that their relationship with themselves as well as with others have become easier; their ability to engage with conflict and to find solutions which meet the needs of those involved in the situation has also developed. I realise now as I write this reflection that even though I said it was the curriculum which has been a highlight for me, in actual fact it has been the children’s personal growth and development which has brought me an immense amount of joy and pleasure. The curriculum about their personal history and the history or South Africa was fascinating. The exploration of mapping and geography has also been engaging. Our work around Numeracy – laws and patterns has been rewarding. At the same time, I can see now that it has been human and relational development which has been facilitated by the curriculum that lies at the heart of the educational experience for me. I believe that this is directly connected to the experiential nature of the educational process as well as my commitment to creating space for children to develop as human beings. The one process cannot happen with out the other. When I ask the children to identify what they remember from this year, it is all the activities that they recall. They talk about the outings, science experiments, art activities and projects. They talk about times when they were active creators and participants of their own learning. So as the year comes to end, I feel good about everything that has occurred in the last 6 months. It has been a positive, generative time for me and for my class!

Kim Webber, Grade 3 & 4 teacher

As I was contemplating what I should write in these reflections, I was mindful of a conversation that happened just the other day. It was home time and I was on playground duty at the gate. There were a number of the parents from my class sitting chatting on and around the log and one called out “Hey Kim how was your day?” And another responded immediately “It’s more like, Hey, Kim how was your year?!” Along with this was a lot of warm laughter and a lot of understanding that made me feel valued as a human being and as not just being the teacher. So how was my first year at Synergy?

For me this has been a year of incredible personal growth. It is something that I value enormously and I am not aware of any other place where the tension is created for this level of growth to happen and that has the support that is in place to assist the development that comes out of this. One of the deepest shifts that I have experienced within myself, and this is something that I have felt almost physically, is how much more comfortable I am with being me. I experience it as feeling more centered at the core of my being ,which gives me an inner calm that is creating space for me to now look at the areas of my life that I want to grow in and for creating more of the life that I want. This has been a fundamental shift for me. I am aware too that this is something vital that I bring to the children. As I grow, so it supports their growth too.

What I have valued so much is the depth of the relationships that happen at Synergy. I really enjoy the sense of community that we have created in our class and what this means to the children and what it gives them. I have watched in awe at some of the games that have happened at break, where the group games have involved the whole class and how they create and evolve these games together, some of it spoken, a lot of it through doing and being. Another aspect of the depth of the relationships is where our class has been a safe space to be vulnerable. I am aware of a number of instances, particularly in this last term, where there have been children who have been upset about something and have sat in the ring, with tears in their eyes and asked the class to support them and no one has made fun of them but have let them feel what they are feeling and have looked for ways to support them. This has been with both boys and girls. It has been incredibly powerful to be a part of this. It also makes me aware that the more I acknowledge how I am feeling, the more I create the space for the children to be able to express how they are feeling.

Another aspect that I have valued about the relationships at Synergy is depth of the relationships that happen with the parents. I feel that I have got to know so many of you in a way that I never got to know my own children’s teachers in the past. I have so enjoyed making so many connections that feel like they go beyond my just being the teacher. I am aware that having my own child in the class has been a part of this and this is one of the great things about having Declan in my class. It gives me the opportunity to get to connect to parents in a very different context, as a parent. With that has come support where I would not have expected it, when I was sick lifts for my children to school and meals being made, being able to support each other when we need a child to be looked after, an ear to listen when something in life gets us down….

And so I look forward to my next year at Synergy. I am excited at bringing more of the conscious me to the classroom, of me being clearer, more focused, more centered and ready to have a lot of fun learning!

Vuyo Madlingozi, Grade 3 & 4 Assistant

This has been a good and a difficult term for me at the same time. In it I realized and learnt the truth about the practicality of Synergy being the space where you can be yourself without being judged. I strongly believe in the Synergy staff with the kind of support that I’m getting now because I’m seeing it happening to me now as I’m sick. They are greatly supporting me. Also in this term the chemistry between Kim and me has grown. Our working relationship was so good and the results were that were always on the same page about everything. Everybody has been a learning curve for us because we would talk about what happened each day and look for ways of doing it differently for us to get different results in connection with the class. In this term my personal connection to Kim grew as our levels of communication deepened.

That brought out the other side of Kim and me trusting her more and more and helping us to understand each other. With the administration day at home that created clarity as I would say we were always very much prepared as we used to be. The more clear we are resulted in us being the more clear to our group. I’ve enjoyed interacting with each and everyone in our group as that brought growth as they are all different individuals. I learnt that it is important to understand people that you are in relation with, being children in your class or anyone. Out of that understanding you get a good relationship.

Debbie Ntshangase, Pre-school teacher

My biggest learning about myself this term was that the more I stayed in action the less time there was for me to give in to my 'mind talks' that sounds like; “I can’t, I should not, what if, I don’t want to....” The result was feeling connected to the person that I know I CAN BE.

One other learning was that change does not happen over night. It takes hard work, dedication and commitment. I saw children grow from being unsettled and anxious about school into happy and content little beings. This only came about with commitment from parents, children and me to take one step at a time and what I saw was children that “grew up overnight.”

I also became present to the fact that the more I shared myself without any expectation that it should happen at a specific time and place, the more meaningful these sharings become. I would like to believe that these are times that we as humans integrate at our best. On that note, a “Big thank you” for those of you that created those moments with me this term.

As 2008 is coming to a close, for the first time I came to realize that Synergy has advanced tremendously since its humble beginnings. I would like to think that together with the rest of the Synergy community we should take rightful pride in the accomplishments occurred over the years. I came to witness continued opportunities created that brought about amazing energies of a growing community with a common goal; “To see Synergy grow”.

My wish for myself and everybody else at Synergy for next year is that we as a community can continue to serve as that environment in which individual effort and collective action can compliment each other so that we can get closer to our "Goal".

Patsy Hamilton, pre-school assistant

As the last couple of days of this term and this year flies by, I have that panicky feeling I get when I play Pictionary or Charades and the sand in the timer is just about to run out. I feel like there is still so much to do, things I've not quite completed and things that have slipped my mind. Now, I could beat myself up about all the things that are incomplete, instead I'll be kind to myself and give myself credit for what I have accomplished.

Six months ago, I set the goal of being a co-teacher rather than being an assistant. I can tick that one off as accomplished. Well and truly. I took on, not only the preschool classes but also Cindy's class on several occasions. Not always easy; and I had to face who I was being in those moments. I had preconceived ideas about what children should be doing and should be capable of. In my mind, MY expectations were reasonable and obviously completely do-able. As a result, I was faced with a lot of frustration. As we all know, frustration is the result of unmet expectations. Once I let go of my ideal desired outcome for a session or a day, I could just be present and have fun. I also needed to let go of my pet-peeves and perfectionist tendencies. Although I think I will never get rid of my too strict reputation, children know that they can still have fun with me. And to be honest, I kinda like being known as the strict teacher.

I have also further defined my job description to include that of the staff representative on the board. I have taken on liaising between the parent reps and the staff. I made team build session with Gavin Coetzee happen and organized the soccer match and I think most importantly, been an ear to listen and a support for staff.

The thing I have rediscovered about myself is that I can play a great many roles. I have the ability to take on many things, and when I lack the ability or know-how; I have chutzpah by the truckload. The challenge is: keeping organized. The biggest learning in the past six months is that I am not nearly as organized as I thought. The system I have for organizing and keeping track of what is going on in my life did not evolve with my evolving role and it is missing the mark. Is it the cause of feeling anxious? Definitely. When I feel that I am not in control and completely on the ball, it occupies my mind and consciousness, I can't be fully present. That in turn interrupts the flow of my day and my space. Although it is not always easy to have your shortcoming or flaws highlighted, I welcome this learning. It is often in the finding out of what is not working at full capacity, that clarity is found. With that clarity we then know what we need to do to get what we want.

What I want to more of in my life, is me being on the top of my game. I want to have more control. I want to experience more flow. I want to have more fun. So, therefore my goal for the next six months is clear. Devise (and update) a system that will keep all the balls in the air. What will the impact of that be?, I can hear you ask. I get what I want more. And the impact of that? The children will get more order, more fun and more flow. And the impact of that? Their families will get what they got. And so the ripples grow wider and wider. I wonder what the impact of that will be.

Ursula Coetzee, aftercare teacher

At the moment, I find my self asking. ”How many people am I?” By this I mean, I am learning to come to terms with my Sense Of Self. This is coming as a huge shock to me. Instilling a never known fear and at the same time a wonderful excitement.

I always thought I was just Ursula, with a kind, quiet existence. I now know I am so much more that that. I feel alive and committed to being me.

I have learnt that to others, I am angry, I am happy; I am content, I am honest, I am brave, I am level headed and logical. I am slow, I am easy going I am crabby, I am warm and generous and I am mean and critical can go on and on and on about how others may see me.

In all this, I have leant that no one will ever see me in the same light. Everyone has a different impression of me and of those around them. I now know it’s nothing personal. It’s just another way of looking at me. I look and act different to everyone around me, therefore impacting everyone differently too. I also now look at everyone else around me as different and with their own unique self.

By me finding my sense of self, the group in my care have come to realise why at times I do treat them differently. What in the past may have been seen as unfair, is now seen as, that’s what that specific Childs needs are. They have also therefore learnt more about me and my self-discovery path I am on. They at the same time are also learning more about the others in the group.

Over the next six months I would like to get to know all the children at Synergy better, not just those in my regular care. I will be spending more time, in the class with all your children. playing and learning with them.

I have enjoyed every minute at Synergy, even the difficult days, as those days are the ones I have learnt the most from. I look forward to next year with all of you.

Victoria Hanratty, co-teacher

The biggest learning about who I am in the past 6 months is that by loving myself unconditionally I in turn open my heart to love others unconditionally. I have recently started learning and am still in the process of learning how to love myself and accept myself for who I am on the inside and the outside. This has helped me to have built more confidence in myself, my class and in my Synergy Skills. By me haven grown in these areas has built a more understanding, comfortable and enjoyable class environment.

This has impacted my class in such a way that when I need to step into a conflict situation I feel more present, knowledgeable and experienced to handle it on my own. This has also impacted my class in such a way that conflict situations are being resolved. And in other areas like acknowledging feelings and understanding someone else’s understanding which are being used more and more frequently. As these Synergy Skills are being used and met, children are feeling more comfortable coming to me with their emotions and situations than previously. They in turn feel complete and satisfied.

The biggest learning as a class or as a group is that by us all working together and supporting each other creates a better learning environment.

What I would like to share with the parents is that I am going to study teaching through UNISA next year. It is a four year correspondence course so I will remain a part of the Synergy Team for quite a good couple of years with the intention of becoming a core teacher in the future. I will be studying the foundation phase.

What I am inspired to do over the next 6 months is to carry on with my math resource book for next year, to support the new teacher that I am going to be working with in any way I can and to study hard and achieve good results.

Tressa Colmer

Re-joining the Synergy School Team in October 2008, after three years in Swellendam, has hugely impacted my sense of being. The Synergy bug had bitten before I left the area and I spent the three years away with a burning desire to spread the good news of a philosophy that embraces a “strategy of the possible”. I grappled with a community that struggled to let go of truths that they considered to be absolute and a lifestyle that was closed to negotiation and the process of change. I arrived bright eyed and bushy tailed, but soon hankered to be part of a team that integrated differences rather than trying to eliminate them. I wanted culture to be constructed and democracy to be put into practice. I needed to feel valued as an individual and not become part of a pack. I wanted to develop a culture of learning that embraced experiential learning, where each child realised their true potential and a place where teachers, parents and children co-constructed the learning environment.

I recently read the book “Call of the Wild” by Jack London to my class. The story was loved by the children, but I think I loved it more!! As the story unfolded and Buck, (a tame wolf working with a pack of sled dogs), identified within himself the call to stop being part of the pack, I suddenly had a burning desire to break from the ropes and return to the place where I could nurture my passion, my innermost desire, or an instinct……an instinct to be in a space that resonates my life long desire to be part of an education philosophy that develops quality relationships, nurtures the individual and develops core values of dignity, respect, confidence and creativity. I no longer wanted to feel harnessed by a community that were determined to tame their children into traditional mindsets and into their own past realities. “When I was at school, we did it this way and look at me. I am successful, I am rich , I am …………so why do it differently” Like Buck I realised it was going to take the pack of dogs a long time to come to terms with the call of their instinct in order to break free . I was the wolf amongst a trained pack of subservient dogs and my life too short now to fight the good fight as a loner in the pack.

So when the opportunity to rejoin Synergy presented itself, I felt the rush of adrenalin and immediately fought myself free of the ropes and chains holding me back. I realised that I needed to spend time with those who were like-minded and where I could help to make a difference. On reflection I know that I had to spend time with the “dogs” to realise where I wanted to be. My experiences spent away from Synergy forced me to focus on my hearts desires………….my instinct, that Synergy is the doorway to freedom in learning. It is the future of education.

On returning to Synergy, the “wolves” had changed. They had grown up and the leader had matured! I have had to relearn the language, but the instinct is there! At times I have felt like the “wolf” that returns to the wild, and needs to urn the respect, as an outsider learning to be part of the bonded and synchronised team and to speak the developed Synergy “language”. But unlike the dogs who were whipped into submission by their owners, Synergy is like the wolves……. free, working outside of extrinsic motivators and yet working together as a family, in a free environment that promotes the individual without having to be whipped or harnessed.

As the “Call of the Wild” set me free, I look forward to working with the Synergy team in creating a place where children and parents are set free in a nurturing environment learning to live life now for the future.