Star teacher of the week: Helena Wilders
1. When did your journey start as a teacher?
Both my parents were educators. I didn’t plan on becoming a teacher but decided to change my future plans when a peer died by suicide. This happened during July of my matric year. I then decided that I wanted to work with teenagers to help them and give them hope.
2. Which subjects and grades do you teach?
I completed a degree in mathematics and Afrikaans as my main subjects, an honours in pure mathematics, a master’s degree in mathematics education, and a diploma in higher ducation. I started teaching in 1996 at The High School for Girls, Potchefstroom. I am currently teaching grades 10 to 12 (mathematics and mathematics for further studies).
3. Was teaching always something you wanted to do?
As a little girl, I often played school with imaginative pupils. When I grew older, I started to consider other professions, like medicine. My marks were good enough, but after the suicide of a peer in my matric year, I decided that I wanted to work with teenagers on a daily basis. Teaching seemed like the obvious choice to support and uplift the youth.
4. What is the most challenging thing about being a teacher?
The most challenging thing as a teacher is to break the lie-based thinking and learned helplessness of my pupils and often of their parents as well. A lot of people believe the lie that they can’t be good at mathematics. Therefore, they don’t give their utmost best and persist until they’ve mastered it. To get a pupil to believe in himself or herself and persist until they succeed – that is the challenge! And I see success stories year after year! The reward isn’t really in the maths marks (although that is a reward in itself) – it is in the realisation of an individual that he/she can do far more than they believed!
5. What do you love most about your profession?
I love the relationships I have with my pupils and colleagues. My relationship with everyone is unique since we all differ and have different needs. I love the challenge of getting a pupil to believe in his/her own abilities, to accept the challenge and to accompany them on their journey in realising and proving that they can do mathematics. This carries over to challenges in other areas of their lives – current and future ones.
This year, we had our first math camp. The aim of the camp wasn’t to do math but to discuss strategies and develop skills regarding their own mindsets about academics and mathematics. We alternated lectures and team-building activities.
6. What would you be if you didn’t become a teacher?
A doctor, an occupational therapist or a social worker. Helping people energises me. As a child, I dreamt of starting an orphanage. I am fulfilled if I can help and empower people.
7. What keeps you motivated and inspired to keep on teaching?
To see hope and 'I can' in a learner’s eyes – that keeps me motivated and inspired, as well as the relationships with my learners (current and past). I still have contact with former learners who are adults now. Even for pupils who changed from mathematics to quantitative reasoning (math literacy), the positive relationship we still have is my reward!
8. What do you enjoy doing in your free time?
In my free time, I love spending time with my family and friends – especially if it is in nature. Nature energises me! I love reading and learning about new things.
9. What is the greatest thing you have ever achieved?
It is difficult to measure the greatest thing I have ever achieved as a teacher. I think my greatest contribution has been to change learners’ mindsets to believe in themselves that they can pass and perform in mathematics. In South Africa, I had a learner who failed mathematics during his April exam in grade 12 and passed with distinction at the end of the year. Last year, one of my grade 12 students improved from 35% to 63% on his final grade 12 exam, and another student got 100%.
I strive to meet every learner at their level of understanding and identify limitations in their mathematical literacy. I think my greatest contribution is to give pupils and parents hope and determination and to encourage them to live to their fullest potential.
10. Do you have any motivation for prospective teachers?
I want to encourage prospective teachers to join our tribe. Empower yourself with more than your subject. The subject and extramurals are tools to build character in our youth. Teaching as a calling is a very fulfilling job!
Both my parents were educators. I didn’t plan on becoming a teacher but decided to change my future plans when a peer died by suicide. This happened during July of my matric year. I then decided that I wanted to work with teenagers to help them and give them hope.
2. Which subjects and grades do you teach?
I completed a degree in mathematics and Afrikaans as my main subjects, an honours in pure mathematics, a master’s degree in mathematics education, and a diploma in higher ducation. I started teaching in 1996 at The High School for Girls, Potchefstroom. I am currently teaching grades 10 to 12 (mathematics and mathematics for further studies).
3. Was teaching always something you wanted to do?
As a little girl, I often played school with imaginative pupils. When I grew older, I started to consider other professions, like medicine. My marks were good enough, but after the suicide of a peer in my matric year, I decided that I wanted to work with teenagers on a daily basis. Teaching seemed like the obvious choice to support and uplift the youth.
4. What is the most challenging thing about being a teacher?
The most challenging thing as a teacher is to break the lie-based thinking and learned helplessness of my pupils and often of their parents as well. A lot of people believe the lie that they can’t be good at mathematics. Therefore, they don’t give their utmost best and persist until they’ve mastered it. To get a pupil to believe in himself or herself and persist until they succeed – that is the challenge! And I see success stories year after year! The reward isn’t really in the maths marks (although that is a reward in itself) – it is in the realisation of an individual that he/she can do far more than they believed!
5. What do you love most about your profession?
I love the relationships I have with my pupils and colleagues. My relationship with everyone is unique since we all differ and have different needs. I love the challenge of getting a pupil to believe in his/her own abilities, to accept the challenge and to accompany them on their journey in realising and proving that they can do mathematics. This carries over to challenges in other areas of their lives – current and future ones.
This year, we had our first math camp. The aim of the camp wasn’t to do math but to discuss strategies and develop skills regarding their own mindsets about academics and mathematics. We alternated lectures and team-building activities.
6. What would you be if you didn’t become a teacher?
A doctor, an occupational therapist or a social worker. Helping people energises me. As a child, I dreamt of starting an orphanage. I am fulfilled if I can help and empower people.
7. What keeps you motivated and inspired to keep on teaching?
To see hope and 'I can' in a learner’s eyes – that keeps me motivated and inspired, as well as the relationships with my learners (current and past). I still have contact with former learners who are adults now. Even for pupils who changed from mathematics to quantitative reasoning (math literacy), the positive relationship we still have is my reward!
8. What do you enjoy doing in your free time?
In my free time, I love spending time with my family and friends – especially if it is in nature. Nature energises me! I love reading and learning about new things.
9. What is the greatest thing you have ever achieved?
It is difficult to measure the greatest thing I have ever achieved as a teacher. I think my greatest contribution has been to change learners’ mindsets to believe in themselves that they can pass and perform in mathematics. In South Africa, I had a learner who failed mathematics during his April exam in grade 12 and passed with distinction at the end of the year. Last year, one of my grade 12 students improved from 35% to 63% on his final grade 12 exam, and another student got 100%.
I strive to meet every learner at their level of understanding and identify limitations in their mathematical literacy. I think my greatest contribution is to give pupils and parents hope and determination and to encourage them to live to their fullest potential.
10. Do you have any motivation for prospective teachers?
I want to encourage prospective teachers to join our tribe. Empower yourself with more than your subject. The subject and extramurals are tools to build character in our youth. Teaching as a calling is a very fulfilling job!
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