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School leadership: What does it take to earn the badge? · Anele and the Club on 947

• 0:00
  Speaker 1: Wake up with a playing.
• 0:04
  Speaker 2: And the club on nine four seven.
• 0:06
  Speaker 3: Now, I'm gonna go back to my high school days
• 0:08
  Speaker 3: quickly and remind teachers that around this time you'll you
• 0:13
  Speaker 3: will find that everyone is well behaved in the school,
• 0:17
  Speaker 3: especially the grade elevens. And you ask yourself, why did
• 0:20
  Speaker 3: grade eleven so well behaved? Is it because we are
• 0:23
  Speaker 3: nearing exam season and they want to make sure that
• 0:25
  Speaker 3: they go into a.
• 0:26
  Speaker 2: Trick with really good marks.
• 0:27
  Speaker 4: Yeah, they getting ready for applications to university term saying.
• 0:31
  Speaker 3: The grade sixes as well, best behavior blazers, clean.
• 0:34
  Speaker 2: Socks, pulled up shoes, clean.
• 0:37
  Speaker 3: Walking in a single file, you know, homework done, academics
• 0:41
  Speaker 3: up to scratch. And then our remind teachers and people
• 0:45
  Speaker 3: in the education department that around this time is when
• 0:47
  Speaker 3: you guys are voting for prefect for the next year,
• 0:51
  Speaker 3: and this is why behavior suddenly finds itself in tip
• 0:56
  Speaker 3: top ship.
• 0:57
  Speaker 1: But is that so? Is that odd? How did it work?
• 1:00
  Speaker 2: School? Were?
• 1:01
  Speaker 3: The school voted, So there was definitely a popular vote.
• 1:05
  Speaker 2: But the teachers also.
• 1:08
  Speaker 3: Had a like a hand in it as to be like, no,
• 1:11
  Speaker 3: we know them, we deal with them. So the school
• 1:14
  Speaker 3: would vote and then the forty because there were forty
• 1:17
  Speaker 3: prefix us, the forty people who got the most votes
• 1:19
  Speaker 3: would most likely be the ones who become prefixed. And
• 1:22
  Speaker 3: then to give a head girl, head boy, deputy arts, culture, sports, academics,
• 1:27
  Speaker 3: all of that.
• 1:27
  Speaker 2: The prefix themselves vote for that.
• 1:30
  Speaker 4: Precise so they decide themselves among themselves, amongst themselves portfolio.
• 1:34
  Speaker 2: Who's gonna lead.
• 1:35
  Speaker 3: But once again, then the exco of the school, not
• 1:38
  Speaker 3: all the teachers, just the heads of departments.
• 1:41
  Speaker 2: Then are the ones who have a slight hand in there?
• 1:43
  Speaker 4: Can you say they can veto it? Absolutely? Can they
• 1:46
  Speaker 4: veto who becomes a prefix?
• 1:48
  Speaker 2: Yes?
• 1:50
  Speaker 5: You wouldn't know, would you, because it would be like
• 1:52
  Speaker 5: who's doing the counting? And then they would just be like, oh,
• 1:55
  Speaker 5: maybe those persons shouldn't be there with us.
• 1:57
  Speaker 3: We I know they could veto because remember you had
• 2:00
  Speaker 3: teachers who were quite young, right like twenty two.
• 2:03
  Speaker 2: To twenty three.
• 2:04
  Speaker 3: Straight out of ours, the fun ones, yes.
• 2:06
  Speaker 2: The pe teacher, the Aberka.
• 2:09
  Speaker 3: Teacher, and one of them would always slip to the results.
• 2:16
  Speaker 1: To people, oh yeah that always or recounted yesterday guy.
• 2:19
  Speaker 2: Yeah.
• 2:19
  Speaker 3: So for instance, we knew that the person who got
• 2:21
  Speaker 3: the most votes, there were two of them, one of them.
• 2:24
  Speaker 2: Was me, thank you, thank you, thank you popular?
• 2:28
  Speaker 3: Yeah yeah, of course, of course, of course call me
• 2:29
  Speaker 3: Donald Trump.
• 2:30
  Speaker 2: And then the other one, the other one.
• 2:33
  Speaker 3: He assumed that he would become head boy because he
• 2:35
  Speaker 3: got the most votes. He did become a prefect, but
• 2:38
  Speaker 3: he just didn't become a head boy. But if you
• 2:40
  Speaker 3: are an adult, you could see that he didn't have
• 2:42
  Speaker 3: the admind prow rass to become head boy. So great
• 2:46
  Speaker 3: that you're popular, great that the kids.
• 2:47
  Speaker 2: Listen to you.
• 2:48
  Speaker 3: Great, So then you are just a nice weapon to
• 2:50
  Speaker 3: have as a prefect, not as somebody who must lead
• 2:52
  Speaker 3: the prefixt so.
• 2:53
  Speaker 6: Just feels familiar. I think they only made me a
• 2:54
  Speaker 6: prefect to neutralize my influence. You know when when the
• 2:57
  Speaker 6: gods in prison put you in charge of your because
• 3:00
  Speaker 6: otherwise you'll run a mark instead of buire.
• 3:02
  Speaker 5: Exactly, how else are they going to get to keep
• 3:04
  Speaker 5: your blazer on unless you have to tell everybody to
• 3:06
  Speaker 5: keep put their blazer on?
• 3:07
  Speaker 6: But apparently at some of these will off schools for
• 3:11
  Speaker 6: want of a better phrase. Your parents and the depth
• 3:15
  Speaker 6: of their pockets and how how much they may donate
• 3:19
  Speaker 6: to certain school projects can also help you along, especially
• 3:22
  Speaker 6: if you're gunning for those head boy head girl positions.
• 3:25
  Speaker 2: I don't want to lie to you. That's age old.
• 3:27
  Speaker 3: There was a running job with us as well, when
• 3:29
  Speaker 3: my mom was like, I'm not making sammis on a Saturday.
• 3:31
  Speaker 2: For sport to get you guys to be prefer it,
• 3:33
  Speaker 2: earn it yourself.
• 3:35
  Speaker 3: Yeah. No, it's definitely a thing, and I yes, there
• 3:39
  Speaker 3: is shame in it, but I don't think they should
• 3:41
  Speaker 3: be shaming us speaking about it, because you were showing
• 3:43
  Speaker 3: us just yesterday there's school that's got three head girls
• 3:45
  Speaker 3: because everybody gave the same amount of money.
• 3:47
  Speaker 6: I mean, I don't know if that's what happened in
• 3:49
  Speaker 6: that case, let's walk it back, but it is peculiar
• 3:54
  Speaker 6: to see a school with more than one head girl
• 3:57
  Speaker 6: or head boy, and it raises the qu of what's changed,
• 4:01
  Speaker 6: because remember it used to be such a big thing,
• 4:03
  Speaker 6: like one person, this was your Symber moment. And now
• 4:08
  Speaker 6: if if your parents and I'm not saying that's what
• 4:11
  Speaker 6: happened with these people, but if your parents are able
• 4:13
  Speaker 6: to nudge the school in a particular direction, then is
• 4:17
  Speaker 6: it still about the children?
• 4:19
  Speaker 1: Is it still fair?
• 4:20
  Speaker 6: Oh?
• 4:20
  Speaker 3: One one eighty eight thirty eight nine four seven I
• 4:23
  Speaker 3: think we have many questions this morning.
• 4:24
  Speaker 2: One of them is do you still call them prefix?
• 4:28
  Speaker 3: Because other schools call them counselors, Other school call them leaders,
• 4:31
  Speaker 3: other school called them RCL.
• 4:33
  Speaker 2: Representative, the executives.
• 4:36
  Speaker 3: What does what name does your school give to the prefix?
• 4:40
  Speaker 2: I don't know what else to call it now?
• 4:41
  Speaker 4: Yeah, And then because that's interesting for me, every school
• 4:44
  Speaker 4: has a different way of doing it, and that's what
• 4:46
  Speaker 4: we also want to know.
• 4:47
  Speaker 1: How how do you how do you get there? How
• 4:48
  Speaker 1: do you get there? Is there a path?
• 4:50
  Speaker 6: So?
• 4:50
  Speaker 1: Like do people campaign?
• 4:52
  Speaker 4: Because I see you see in these American movies if
• 4:54
  Speaker 4: they have these campaigns, I'd love that locally, I'd love beauty.
• 4:57
  Speaker 2: And then you have a debate, Yeah, in as same
• 5:00
  Speaker 2: what are you going.
• 5:00
  Speaker 5: To change in the historical No, there's none of that.
• 5:04
  Speaker 5: It's it's mostly it's counselors now, it's not prefects. And yeah,
• 5:08
  Speaker 5: and then generally the heads of the school, the head
• 5:10
  Speaker 5: boy and head girl must be in the academic top
• 5:12
  Speaker 5: ten because the amount of work that those kids have
• 5:15
  Speaker 5: to do, and they're generally starting in like early August,
• 5:19
  Speaker 5: like now, the year before the year before.
• 5:20
  Speaker 2: Because the metrics are done already.
• 5:22
  Speaker 5: They are already getting ready for prelims and finals and stuff,
• 5:25
  Speaker 5: so they already into their little reign. And generally you
• 5:30
  Speaker 5: want somebody in your academic top ten because there's so
• 5:32
  Speaker 5: much work that goes into like the heads of everything.
• 5:35
  Speaker 5: The parents will tell you the heads of those kids
• 5:37
  Speaker 5: they are at everything.
• 5:39
  Speaker 3: And then also as a parent, is it's still a
• 5:42
  Speaker 3: thing for your child to be a leader? Is it
• 5:43
  Speaker 3: still a thing for your child to be counselor are
• 5:46
  Speaker 3: you still you know, making sure that you're helping your
• 5:48
  Speaker 3: child put their best foot forward so bad they can
• 5:51
  Speaker 3: become head girl and head boy?
• 5:53
  Speaker 2: Like what does it mean to you for your child
• 5:55
  Speaker 2: to view that?
• 5:56
  Speaker 1: You know?
• 5:56
  Speaker 2: What did it get you?
• 5:58
  Speaker 7: Like?
• 5:58
  Speaker 2: Which doors did open for you?
• 6:00
  Speaker 5: Well, my child's a counselor. And somebody said to me
• 6:04
  Speaker 5: that it does make a difference on your application for university.
• 6:08
  Speaker 2: And I don't know if that's true.
• 6:09
  Speaker 5: So if somebody can tell me but does actually make
• 6:11
  Speaker 5: a difference, I'd be extremely grateful.
• 6:13
  Speaker 3: I don't know if it makes a difference, but I remember,
• 6:15
  Speaker 3: because I was deputy head tax gave me like I
• 6:18
  Speaker 3: think they sent a letter saying I get five thousand
• 6:20
  Speaker 3: runts off my my baby and then I still didn't
• 6:24
  Speaker 3: go to TAX right after a high school, I first
• 6:27
  Speaker 3: went to Midran University and when I finally moved to Tax,
• 6:30
  Speaker 3: it was still valid.
• 6:31
  Speaker 2: Oh wow, yeah, I'd love to Yeah, that's still around,
• 6:34
  Speaker 2: So I don't know, maybe TAX still has it. I
• 6:36
  Speaker 2: don't know.
• 6:36
  Speaker 3: Zero eight four double zero double zero nine four seven. Basically,
• 6:39
  Speaker 3: we just want to find out about the leadership facilities
• 6:43
  Speaker 3: leadership boards for kids and your schools. Are they still
• 6:46
  Speaker 3: called prefix? Are their counselors? Are they called RCL? How
• 6:49
  Speaker 3: do you get there?
• 6:50
  Speaker 2: And what does it mean?
• 6:51
  Speaker 1: Yeah, for you as a parent as well and for them. Yeah,
• 6:54
  Speaker 1: a kid's still ready, keen to be.
• 6:55
  Speaker 3: Yes, yes, send us a voice not zero eight four
• 6:59
  Speaker 3: double zero double zero nine four seven.
• 7:01
  Speaker 8: In my school, it used to be a proper job application. Wow,
• 7:06
  Speaker 8: you fellow an entire application. What's your details on it?
• 7:11
  Speaker 8: Saying what your strains are, weaknesses are, what do you
• 7:14
  Speaker 8: plan to contribute towards being a presect.
• 7:16
  Speaker 2: My daughter was an academic. She went on to win
• 7:19
  Speaker 2: the Talks Student of the Year, but she was not
• 7:22
  Speaker 2: interested in being a prefect, and well I was for her.
• 7:26
  Speaker 9: But she was like, no, Mom, I'm not in the
• 7:28
  Speaker 9: high school phase yet, but my four year old is
• 7:31
  Speaker 9: definitely the RCL counselor in our house telling us what
• 7:36
  Speaker 9: to do.
• 7:37
  Speaker 2: So it will be interesting to hear.
• 7:40
  Speaker 9: What the current setup is now in schools.
• 7:44
  Speaker 2: Oh man, I like it. She's training, she's training early.
• 7:47
  Speaker 3: Okay, ma'am, you're interested to hear what the currents that
• 7:49
  Speaker 3: up in school is. You, on the other hand, are
• 7:52
  Speaker 3: telling us how does one become a leader in your school?
• 7:56
  Speaker 2: You tell us your.
• 7:56
  Speaker 3: Parents can call and tell us, I think the paston
• 7:58
  Speaker 3: to do now because we're about going to pop quiz
• 8:00
  Speaker 3: as saen as a voice noted zero eight four double
• 8:03
  Speaker 3: zero double zero nine four seven. We'd love to know
• 8:05
  Speaker 3: the different roads to leadership that you guys have at
• 8:09
  Speaker 3: your schools. Let's hop on over to Pretoria real quickly. Kenya,
• 8:12
  Speaker 3: good morning.
• 8:13
  Speaker 10: Good morning, Anelica as well.
• 8:15
  Speaker 2: We are great. Are you good?
• 8:18
  Speaker 10: I'm good.
• 8:18
  Speaker 7: I'm good.
• 8:19
  Speaker 3: Okay, that's good. That warm's my heart to tell us.
• 8:21
  Speaker 3: Is your child a preevent?
• 8:23
  Speaker 7: Not yet, but she is.
• 8:25
  Speaker 10: Steadily heading that way.
• 8:26
  Speaker 6: M hmm.
• 8:27
  Speaker 10: She has been a junior such a council of twina
• 8:30
  Speaker 10: E since great change learned Grady Levens and elections around
• 8:35
  Speaker 10: the corner, and yeah, we are holding some preparing speeches
• 8:40
  Speaker 10: and we are practicing, and we're just gunning for those
• 8:44
  Speaker 10: RCL roles. That's what they call them these days.
• 8:47
  Speaker 3: Okay, so you say you're on the road to speeches.
• 8:51
  Speaker 3: So do they stand in front of the school and
• 8:52
  Speaker 3: deliver like a manifesto and then then does the school vote?
• 8:56
  Speaker 2: Who counts? Who's the IEC? You know, how do they announce?
• 9:02
  Speaker 10: So we are a bit upset, my child and I
• 9:05
  Speaker 10: about the whole election because they are changing it. Because
• 9:09
  Speaker 10: now grade eighth grade, the whole school has got to say,
• 9:14
  Speaker 10: and they are changing the structure. But we are choosing
• 9:17
  Speaker 10: to ignore all of that and just keep the eye
• 9:20
  Speaker 10: on the price of We will where we need to
• 9:24
  Speaker 10: give speeches, we will give the best species and just
• 9:26
  Speaker 10: do our best.
• 9:27
  Speaker 2: What worries you about the new structure.
• 9:31
  Speaker 10: It's diverting from the traditional grade twelves are the RCL
• 9:36
  Speaker 10: of the school and that is.
• 9:37
  Speaker 4: Oh there school. There are some schools like this way.
• 9:40
  Speaker 4: Every grade has a representative to the council. So that's
• 9:44
  Speaker 4: not just the metrics or whatever it is.
• 9:46
  Speaker 3: But do you not find a kind of that They
• 9:49
  Speaker 3: still the great towns are still in charge. It's almost like,
• 9:52
  Speaker 3: you know, you're a minister of this and then everybody
• 9:55
  Speaker 3: else is like a premiere of a province and an
• 9:58
  Speaker 3: nec and do.
• 9:59
  Speaker 2: You know what I'm saying.
• 10:01
  Speaker 10: Guess what we are hoping what happened. But it's a
• 10:04
  Speaker 10: brand new structure from next year, so we'll see how
• 10:07
  Speaker 10: it turns out.
• 10:08
  Speaker 2: Okay, Well, good luck to her.
• 10:10
  Speaker 3: And this is going to be very cliche, but she
• 10:13
  Speaker 3: must just literally be who she is because when the
• 10:17
  Speaker 3: when the entire excitement and the shine comes off, and
• 10:20
  Speaker 3: trust me, it does, it does come off, you are
• 10:23
  Speaker 3: left with who you are and that's who you lead us.
• 10:25
  Speaker 2: So she must just she must just win it as herself,
• 10:27
  Speaker 2: trust me. Yeah, I know.
• 10:29
  Speaker 10: Thank you so much, Alene. Yeah, all the best to
• 10:31
  Speaker 10: my daughter corner and.
• 10:34
  Speaker 2: Vote for Akay. Vote for Akay, Vote go Akay.
• 10:38
  Speaker 3: You may use that, Yes, you can as a come
• 10:41
  Speaker 3: or you are insance and good morning.
• 10:44
  Speaker 7: Good good morning. Vote for ak vote for a k.
• 10:46
  Speaker 2: Yes, vote for okay. Okay. Tell us about your little ones.
• 10:52
  Speaker 2: Come on, do you have one?
• 10:55
  Speaker 7: So I am a teacher. My kids are still pretty
• 10:59
  Speaker 7: small for that, but I'm a teacher at a school
• 11:01
  Speaker 7: inventing it just occurs to a boys' school. But I
• 11:05
  Speaker 7: think as custodians and as doults that are responsible for
• 11:08
  Speaker 7: these young people that are going to these leadership roles,
• 11:11
  Speaker 7: I think it's important for us to firstly protect them
• 11:15
  Speaker 7: and guide them because there's too much passion and yes,
• 11:19
  Speaker 7: teachers that generally this pressure comes from parents. I mean
• 11:22
  Speaker 7: you would have heard just now from the previous scholar
• 11:27
  Speaker 7: who tend to put a lot of pression on this
• 11:29
  Speaker 7: is because perhaps it's what we wanted for ourselves for them.
• 11:35
  Speaker 7: But I think from my school, the way we do it,
• 11:39
  Speaker 7: there'll be a boys vote and generally by Green Live
• 11:43
  Speaker 7: and boys know who their head boy is perfect, who
• 11:49
  Speaker 7: are the leaders within the house, So they'll vote and
• 11:52
  Speaker 7: they generally know and they're almost all of his accurate.
• 11:56
  Speaker 7: You know, whatever they think is tends to be the uh,
• 12:01
  Speaker 7: the portfolios or the leadership goes up the fort they
• 12:04
  Speaker 7: would be from credits. But I think what's important to
• 12:07
  Speaker 7: the teachers, Like I said, we've got we've got a responsibility.
• 12:13
  Speaker 7: We have to guide these young people, to train these
• 12:15
  Speaker 7: young people come up, and more important than anything else,
• 12:18
  Speaker 7: we know them. We know them from credits.
• 12:21
  Speaker 3: Yeah, I want to ask you a question because you say,
• 12:23
  Speaker 3: in a boys school more often than not, and this
• 12:25
  Speaker 3: is my observation with boys' schools, it's always leaning towards who's, uh,
• 12:29
  Speaker 3: who's great at sport?
• 12:31
  Speaker 2: Right, who's who's great at rugby, who's gread at crickets
• 12:33
  Speaker 2: and and all of that.
• 12:35
  Speaker 3: So in a situation where it's a boys school where
• 12:37
  Speaker 3: we're all very much sports charge, especially if the school
• 12:40
  Speaker 3: does well in a specific sport, you know, how does
• 12:44
  Speaker 3: a person who is just an academic or an academic
• 12:48
  Speaker 3: and you know, mildly sport or like full on culture,
• 12:51
  Speaker 3: how does somebody ascend you know, the ranks to become
• 12:54
  Speaker 3: you know, a head boy or a deputy head boy.
• 12:58
  Speaker 7: Absolutely, I mean, I know I couldn't agree with you more.
• 13:00
  Speaker 7: I think we are working with a country that is
• 13:04
  Speaker 7: rugby craze and sports trains, especially in the boys school environment.
• 13:09
  Speaker 7: And you know, we are fortunately unfortunately fighting at like
• 13:13
  Speaker 7: a hundred hundred year history of rugby. And you know
• 13:16
  Speaker 7: how rugby isn't whether I like it or not, the
• 13:21
  Speaker 7: rugby number ten or the rugby captain is going to
• 13:24
  Speaker 7: be the most popular.
• 13:25
  Speaker 2: And that's in the school is good.
• 13:29
  Speaker 7: Yeah, So it is how it's but I think it's
• 13:31
  Speaker 7: important as teachers. Again, looking at my school, we had
• 13:35
  Speaker 7: a boy that became a head boy that didn't play
• 13:38
  Speaker 7: a rugby and that broke a pro a trend that
• 13:41
  Speaker 7: it happened a few years before. That's why I think
• 13:44
  Speaker 7: the executive and the teachers are important because in spite
• 13:49
  Speaker 7: of that, we can see what we see. But sometimes
• 13:53
  Speaker 7: we are putting a boy forward that's going to be
• 13:56
  Speaker 7: a cool representation of the badge and the school.
• 13:59
  Speaker 1: We need to that's the first leadership, all right.
• 14:05
  Speaker 3: So from what we hear from you is that it
• 14:08
  Speaker 3: is still very important to get a leadership position in
• 14:11
  Speaker 3: your school.
• 14:12
  Speaker 2: It kind of does set you up for the race
• 14:13
  Speaker 2: of your life.
• 14:14
  Speaker 3: But we're also saying that just because you don't become
• 14:16
  Speaker 3: a prefect or a counselor or r c L a representative,
• 14:20
  Speaker 3: it doesn't mean that you know your on is lost
• 14:24
  Speaker 3: and now for the rest of your life.
• 14:25
  Speaker 2: As you know that is that that is it for you.
• 14:27
  Speaker 2: But personally, the reason I still like them, you know,
• 14:32
  Speaker 2: the the role of leaders is humans are goal orientated.
• 14:37
  Speaker 3: Right and and and every time somebody has got a
• 14:40
  Speaker 3: goal towards there's a certain discipline that that is meant
• 14:45
  Speaker 3: that that is maintained every single day towards that goal.
• 14:48
  Speaker 3: And when you reach that goal, then you find another one,
• 14:50
  Speaker 3: and then you find another one. And so this is
• 14:53
  Speaker 3: one of the many goals that your child is going
• 14:55
  Speaker 3: to have in their lives. So, like Kanya, who's supporting
• 14:58
  Speaker 3: her child A k I like the fact that you're
• 15:00
  Speaker 3: standing behind your daughter as you guys are walking towards
• 15:02
  Speaker 3: this thing.
• 15:02
  Speaker 1: That's very cool.
• 15:03
  Speaker 11: Yeah, it drives me absolutely mental. Our parents who are
• 15:07
  Speaker 11: willing to serve on governing bodies in order for their
• 15:10
  Speaker 11: children to become prefect for our cl members. In our case,
• 15:14
  Speaker 11: it sets a dangerous, dangerous precedent where governing body members
• 15:19
  Speaker 11: are willing to turn a blind eye against absolute atrocities
• 15:22
  Speaker 11: that happen at the school just in order for their
• 15:26
  Speaker 11: kids not to fall out of favor.
• 15:27
  Speaker 6: We have a Google form that goes around and you
• 15:31
  Speaker 6: are given a unique code and it asks you who
• 15:35
  Speaker 6: you would like as a prefect.
• 15:36
  Speaker 8: You can pick up to I think sex.
• 15:38
  Speaker 2: Boys and sex girls and from that they coreate everything.
• 15:42
  Speaker 7: So admire school.
• 15:43
  Speaker 3: The grad elevens votes for denominations, and then the rest
• 15:48
  Speaker 3: of school votes further on, and then the grad elevens
• 15:51
  Speaker 3: votes again for their head prefix.
• 15:54
  Speaker 2: It's bad to making your mourning and LA and the
• 16:00
  Speaker 2: four seven