A young man aged about 12/13 hunched over on a counter focuses his gaze at the counter. He has been fidgeting in that position for almost 5 minutes. When I finish my sentence, he looks at me and says: ‘I like how you speak’. I smile at him and say thank you. He turns and leaves as someone who has accomplished exactly what he had set out to do. What he does not know is that he has won me over. Even before he paid me the compliment, my heart somehow wanted to embrace him and let him know that he would be alright. Not because of anything I had done but because of the woman he speaks to with such ease, his principal who is affectionately known as “mom”.
The majority of us are accustomed to walking into schools that have huge billboards announcing the school name, foyers that slowly usher you into the reception area and a cordoned off office reserved for the principal. Such offices are often decorated with accolades on the wall, pictures of students, teachers and unknown events. A huge desk showcasing just how busy they are as they are ‘running a school’. Not this school. It is conjoined to another building with 3 classrooms and 24 learners. No receptionist, no huge parking lot, no well-manicured gardens and definitely no huge office for the principal.
Today, I met a real principal – Richelle. One who is not just known for running a school but for actively being a part of the lives schools are meant for, students. She walks me through the small classrooms explaining the grades and the manner in which the curriculum works. Over a kitchen counter sitting on barstools, she explains to me her teaching ethic – EQ [Emotional Quotient]. As she explains it I quickly am reminded of my cousin Hailey who for a good 4 years of her primary school was in remedial class as she was classified as a slow learner.
Richelle explains that children are labelled as being below the standard level of reading, and writing; identified as being slow learners, being overly active and put on meds, talking too much, and other colourful descriptives; painting the picture that the problem lies with the child. She does not believe that is the problem. To her, the problem is the learning structure, its environment; its failure to adapt to the child and trying to fit each child into a tight, archaic mould. Even the problem of being bullied somehow leads to the victim being yet again pegged as the one having the problem. In her school, while the school adheres to the CAPS education system, they strive to enhance not just a child’s IQ but their EQ. Her eyes light up as she speaks to me and I immediately relate to this.
I sat down to think about what emotional intelligence development could entail and she enlightened me:–
To the little boy who comes from a home where he witnesses his mom and dad fighting, she walks with him, listens as he talks and reassures him that their fighting is not because of something he has done.
To the non-verbal little girl with Downs Syndrome, they have empowered her to express herself in art and share it unafraid with her classmates.
To the boy who “loved how I speak”, they have empowered him with the support of refusing to be defined by his educational assessment as one who will never read and write as he reads, writes and speaks eloquently.
To the wheelchair-bound little boy, they have empowered him to use sentences that start with I am able: I am able to wheel myself down to the playground. I am able to lift myself off my wheelchair. I am able to sit myself down on a swing. I am able to swing all by myself. I am able!
So what is the point of this? Richelle has created a safe haven for the side-lined, the underdogs, the black horses, the ones who definitely will not make it. She has changed the narrative and not because she has a rich benefactor or is rich; because with 15 years of teaching under her belt and an Honours degree in Education, an ill-equipped playground, 12 students she funds and 5 teachers on her side; she is making a difference.
This is to shine a spotlight on Richelle Ramella and the Labyrinth Prep School. They do not focus on the numbers but on the child and his or her needs and developing his or her emotional intelligence.