1st Annual MaP Naalano Leadership Conference

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Naalano Leadership Conference Delegates

Maru-a-Pula will encourage the development of the personal qualities of tolerance, compassion, humility, initiative, self-discipline, moral and intellectual integrity and leadership for their (the students’) own sake and because they are essential to the creating of understanding and respect between individuals of different races, nationalities, classes, faiths and cultures.

~ excerpt from the Maru-a-Pula School Constitution

The inaugural MaP Naalano Leadership Conference took place from the 30th June – 3rd July, featuring over 60 delegates. The delegates comprised of 44 MaP students and eighteen students from Legae Academy, Rainbow High School, Gaborone International School, Al Nur School, Ledumang Senior Secondary School (SSS), Nanogang Community Junior Secondary School (CJSS), Maoka CJSS, Mogoditshane SSS, and St Joseph’s College.

Ms Rachel Nyaradzo Adams (speaker on Courage & Leadership)

The conference aims to bring together young African leaders to consider the future of the African continent and this year’s theme was Culture and Leadership. Its vision is to inspire young leaders, create a network of change makers and foster a culture of mindfulness. It featured various activities and guest speakers Mr Andrew Taylor (MaP Principal), Ms Alice Mogwe-Jansen (Ditshwanelo Human Rights Center Founder), Ms Rachel Nyaradzo Adams (Narachi Leadership Founder), Dr Ava Avalos (Careena Center for Health Founder).

Each of the guest speakers shared leadership advice with the delegates. Through the talks, participants were able to identify the characteristics of good leaders, cultivate their own leadership abilities, and develop the courage and mindfulness to be leaders. In between talks, delegates participated in team building activities and performing arts workshops facilitated by Jono the MC, Urban Empire and MaP’s own Mr Thekiso and Ms Mothibatsela. Participants also enjoyed a day out at Mokolodi Game Reserve, where they learned about conservation and had the opportunity to create their own Afrotopia (African utopia).

’One of the aims of the conference was to meet, collaborate and create and we did exactly that!’’ said Katlego Paakanyo (U6).

Special thanks to Ms Botha and her team for organising this initiative and to the sponsors: Mr Hu Zhongwen (Steel Galaxy), AT & T Monnakgotla Travel & Transport, and MaP’s very own Service, Physical and Enrichment (SPE) Department and the Verbal Emancipation Team.

A group of delegates pose for a picture before beginning team building exercises
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Brian Lai

Brian Lai is one of four Harvard University scholars who visited MaP on an internship for eight weeks. He shares his MaP experience in his first four weeks below.

”Dumelang!

We hit the ground running. Ms He, Ms Langan, Ms Le Fevre, and I were quick to immerse ourselves in the Maru-a-Pula community. We opened up at assembly with a wonderful and enthusiastic skit of dance moves, embellishment, jokes, and hobbies that caused plenty of laughter and earned street cred from the forms 1, 2, and 3s. By the end of the week, we had already gone on a service trip, delivering basic foods to an impoverished area in Gaborone, ran a Q&A college discussion with the Form 6, beat the English Department and Mr Taylor at Scrabble, and all started teaching in our respective busy schedules of 3-5 classes per day. The highlights for me that week were the two meal-side conversations I had that Friday. A student invited us to her home, and we met her family over lunch. We talked a lot about our high school experiences and passed on any wisdom that we could to the student. The flow and ease of the conversation, laughs, and serious talks too with Ms He, Ms Langan, and Ms Le Fevre left me with a warm, and good feeling that I’m part of a great team at MaP this summer. The other meal was a dinner at Nando’s, thanks to the ever-so-kind Ms Khan. There I talked to another staff member, who had graduated from MaP and was a local. We started off talking about why I came to MaP and it ended up in an awesome talk about Botswana’s politics and its economy. Those conversations and the activities of the first two weeks had me fired up and ready to go for the next six!

I was so excited to see the rock quarry. On this fine Sunday, we were climbing up to Kgale Hill, a humble hill of 1,287 meters that overlooks Gaborone. The adventure was nice because it was the start of a full day spent with the Juilliard School interns. There were five of them, two actors and three dancers. I had never befriended performing artists, and here were some of the best in the US. They turned out to be great people, very talented and ended up putting on a great, great performance. I am proud of how they incorporated people from the community and so many of the kids in their show. As for us, I felt that things were going swimmingly. We have been proactive with the events, planning movie nights and SAT prep on the weekend, switching up where we sit per meal and getting really involved in the community overall. Two highlights of these two weeks were that on week 3, I got to teach an Upper 6 Math class by myself. I was the only one in the room, going over problems of trigonometric integration! That was exciting and challenging, and I have shared with my friends back at home that I have developed more appreciation for pedagogy since trying teaching myself. The second highlight would be impromptu Trivia Night. Ms Langan, Ms Le Fevre, and Ms He, being awesome teammates, baked a huge batch of cookies for the boarders. I passed them out to the boys, and had some extra. They were really, really delicious, and so the kids were fighting over them. To divvy them up, I ended up asking trivia questions. Apart from one kid, Gustav, who got probably half of them, it was fair and really fun. Everyone was so into it! I am having much fun, and I feel the love back from the students.”

~ Brian Lai

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Ruiqi He

Ruiqi He is one of four Harvard University scholars who visited MaP on an internship for eight weeks. She shares her MaP experience in her first four weeks below.

”Upon arriving on the Maru-a-Pula (MaP) School campus in Gaborone, Botswana, after a particularly long 2.5-day transit, my fellow interns and I went straight to planning our introductory skit for assembly the next morning, which was filled with song, step-dance, rapping, miming, dabbing, and even Mr Lai’s orange-juggling. I then attended my classes on my first day at the school. I tutored English to eager, hardworking ESL students one-on-one in the library, attended discussion classes with upper forms (grade levels), led icebreaker activities to giggly, hyper drama students, and even got to help plan and teach a curriculum to MaP’s equivalent of health classes. My favourite part of my first day of classes, though, had to be the discussion with the Form 6 classes about feminism and whether it is “right” for women of various cultures to wear whatever at all they’d like to be able to wear. The discussion was so deep and comprehensive, and all viewpoints were accepted; it was surprising and absolutely exhilarating to see the level of intensity and liberalism (equivalent to that found at a university) of the discussion. One of the highlights of the first week was attending service-physical- enrichment (SPE) activities in the afternoon; my favourite has been the service activity “Childline,” in which we attend a childcare centre for orphans and underprivileged children and play with them. Seeing the children laugh when we entered the orphanage and playing with them made me feel like I was actually making a difference, and my heart beamed with joy. Other highlights include Shivali, a talented and kind Lower 6 student, inviting us to her home for an afternoon of food, talk, and tea; we were also invited to Principal Taylor’s home for two fantastic evenings of Scrabble and delicious dinner. 

We began the third week by putting on a movie night for the MaP boarder students on a Saturday evening, screening Pirates of the Caribbean while providing them with candy and home-made popcorn. We then continued our adventures by climbing Kgale Hill with the Juilliard students, who had arrived toward the end of the first week to hold a three-week dance and drama workshop, complete with a final performance capstone, for the MaP students. I was still recovering from a severe iron deficiency sickness but I mustered up my strength and courage to climb the Hill. After we arrived at the peak, the air was refreshing and I could see the entire city. It felt great to know that I pushed myself to reach this point. The third week also marked the beginning of my participation in the Juilliard adult drama workshops. Every evening, from 7-9pm, I would attend the drama workshop in which we wrote and practised a beautifully crafted mosaic of cultural and personal monologues. This culminated in two shows at Maitisong (MaP’s premier stage for the arts) toward the end of the fourth week, in which we had an extremely successful run. I enjoyed growing very close with those in my adult drama workshop and combining our stories for an impactful cultural kaleidoscope. On June 22nd, we celebrated Ms Langan’s birthday by surprising her with a ginormous pink and white cake with exactly 21 candles. We surprised her with the cake in front of all the MaP boarders during dinner and we all sang happy birthday at the top of our lungs. Last but certainly not least, throughout these two weeks of classes, lunches in the cafeteria, and SPEs, I also grew extremely close to many of the MaP students, whom I shared countless laughs and deep conversations with.

~ Ruiqi He

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Genevieve Lefevre
Genevieve Le Fevre

Genevieve Lefevre is one of four Harvard University scholars who visited MaP on an internship. She shares her MaP experience in her first four weeks below.

”Upon our arrival at Maru-a-Pula, one of the first things I noticed was how friendly and welcoming everyone was. Ms Haley Langan and I were the first two to arrive. On that first day, we mainly just unpacked and rested, and we sat with some Form 2 boys at dinner. Day two was a Monday, and instead of jumping straight into class, we met a lot of the faculty members and teachers. On our third and fourth days, we had to introduce ourselves in assembly. Mr Taylor emphasised that he was expecting a polished and captivating performance, so we prepared a brief, amusing skit. We also had our first day of classes on Tuesday. I work with a lot of the drama and music classes, and I also help out with French, Forms 4-6s discussion classes, and Form 1 PSH.

On Wednesday, Mr Taylor invited us over to his home for Scrabble night. It was a fun night, and Scrabble was intense. It was a close game with competitive teams, but in the end team Harvard came out victorious. Though we won by sheer luck, we relished in our bragging rights for a couple days. The following week when we had Scrabble night with the students visiting from Juilliard. Ms Langan, Mr Darryl Gene Daughtry Junior (affectionately known as DJ, from Juilliard), and I were on a team and won again. We’ve determined that the secret to the game is having Ms Langan and I on the same team.

During our first weekend, there was an amazing student-led production called Verbal Emancipation that we all went to. It was amazing to see all of the talent that the MaP students have. There were a lot of rappers who performed, but there were also singers, actors, poets, and one dancer.

On Sunday, June 18th, we climbed Kgale Hill with the Juilliard scholars. The hill felt a lot more like a mountain, but the view from the top was amazing. Later in the week, Ms Langan had her birthday and Ms Khan (MaP’s Director of Form 1 & 2 Studies) ordered a huge cake for her with candles and everything. We had it at dinner and were able to share with all the MaP boarders, which was really nice. We were moved by Ms Khan’s kindness and we were able to keep it a surprise for Ms Langan. That Friday, Ms Langan organised a dodgeball tournament that had a pretty good turnout. Then on Saturday morning, we held an SAT prep session, where we put together a game of Jeopardy using Microsoft Power Point. All the questions were problems from an SAT practice test or questions that we made up that are important general SAT knowledge. The students were split into three teams and worked together to answer the questions. They were receptive to the game, and it seemed to be helpful for them.

The following week, the Creative Borders Collective showcase was held, hosted by the students from Juilliard. A lot of students and faculty got involved, and it was a lot of fun to watch. Ms Ruiqi He was actually able to perform in one, so it was great to get to watch her. The Juilliard students are each extremely talented. That weekend, Ms Langan, Ms He, and I took a trip to Namibia. It was an amazing experience. We were able to go quad biking on the Namib Dunes, take a seal and dolphin boat cruise, and enjoy the waterfront and local restaurants.”

~ Genevieve Le Fevre

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Top (from left): Theo Groth, Thabiso Nyoni, Gabriel Christi Michael, and Adarsh Nalamalapu Bottom (from left): Kabelo Tsiane, Lesedi Kereteletswe, Lebopo Sebusang and Keagan Heldsinger

This term, eight of MaP’s Form Five students participated in the Elite Division of the 2017 Talent Search, conducted by the Institute of Information Technology Professionals South Africa (IITPSA). Adarsh Nalamalapu (5K), Lesedi Kereteletswe (5L), Thabiso Nyoni (5J), Keagan Heldsinger (5K), Gabriel Christi Michael (5K), Theo Groth (5M), Lebopo Sebusang (5M) and Kabelo Tsiane used the online version of Talent Search, which tested their computational thinking (logical problem-solving) ability. Each of the students received a certificate for their efforts as follows:

Gold: Adarsh Nalamalapu and Lesedi Kereteletswe

Silver: Thabiso Nyoni, Keagan Heldsinger and Gabriel Christi Michael

Bronze: Theo Groth, Lebopo Sebusang, and Kabelo Tsiane

According to their website, ”the Talent Search is the South African version of the Bebras Contest, which attracts more than a million participants around the world each year. The contest requires the use of Computational Thinking – those skills that are also required for Mathematics, Science, IT and Computer Applications. The Talent Search identifies learners with the skills but, at the same time, gives all an opportunity to develop these skills.”

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Nothing is as difficult as trying to write about your own life. It is easy to look around and find something or someone to write about, as long as it is something other than the person you spend every waking moment with. Writing about your life forces you to pause and look back and try to summarise what you know is beyond summarising. This mammoth task is also a great risk because you might misrepresent yourself or worse still come across as a bit cocky and earn yourself a legion of enemies. For these reasons and others, I am nervously stroking the keys of the keyboard, hoping that my end product will not miss its mark completely, which is to offer hope to many young Batswana out there.

As I find myself waiting to venture out to Stanford University this September, I cannot help but wonder what would happen if time travel was a possibility and I could ride its invisible waves back to my primary school days to whisper into the ears of the little girl clad in a sky-blue Galaletsang Primary School pinafore and Bata shoes that in a few years she would be heading to one of the top universities in America. I doubt she would comprehend the significance of the revelation because it is something that was beyond her imagination.

I always imagined I would go to Mosele-wa-Pula Community Junior Secondary School (CJSS) then to St Joseph’s College and then finally the University of Botswana, but a call from the Principal asking me to join the Maru-a-Pula School student body changed all this. Since I had obtained a merit in my Form three examinations, Maru-a-Pula wanted to pick up where Mosele-wa-Pula CJSS had left off and further educate me. I was very excited, but at the same time petrified. My loving parents had always provided me with everything I needed, but now I was bound for a school with children who had almost everything they ever wanted. I knew that the transition from Tswana medium to English medium was not going to be seamless, but it was a transition that I had to make. It was not always easy because there were days I doubted I deserved being among such great, gifted and well-off people. My mother sternly told me that I should focus on my education and to judge people based on their behaviour and not on what kind of car they had or their famous last name. Somehow this advice penetrated my thick skull and helped me enjoy Maru-a-Pula School.

I grew up as an individual and as a writer during my two years at this amazing school. I won many writing contests and even published a Setswana book, Ngwanaka Re Go Rileng during my final year with the help of my Setswana teacher. I was proud to publish a book in Setswana even though I was at an English medium school.

My teachers at Maru-a-Pula noted my achievements and awarded me a scholarship to Deerfield Academy in America at the end of my form five in 2004. Life in America accelerated my growth tenfold. I was confronted with race, sexual orientation and economics issues on a more magnified scale than in Botswana. When I eventually allowed myself to embrace these diverse issues and celebrate difference, instead of fearing it, my life became enriched immensely. I made friends from all walks of life and discovered their amazing cultures and tasty cuisines. I fell in love with Asian-American dishes. I would urge Batswana to rush to the nearest Chinese restaurant, contrary to popular belief that they will serve you dog meat. They will leave you wishing you had discovered their food sooner.

My year at Deerfield flew by. Prom and graduation were only a second apart and lasted only a minute, but I appreciated having the opportunity to experience proper American culture. The over-used adage that there is no place like home proved true in my case also. There were teary-eyed phone calls to home when my homesickness peaked. Tears over simple memories, like taking my little sisters to buy ice cream at a nearby friendly store.

Deerfield Academy helped me get into Stanford University, a school that admits about 1, 000 students out of a pool of approximately 2, 200 applicants each year. I feel ready to waive the Botswana flag high at Stanford University. My interests lie in the sciences and writing, but I still have some years to decide whether I want to be a doctor, an engineer or a writer and hopefully, I will make a good choice. Whatever I choose to be, I hope to contribute towards a better Botswana.

Dr Dithapelo Medupe

Maru-a-Pula School Alumna (2004)

Originally published in Echo Newspaper

*Dr Dithapelo Medupe (04′) has since graduated from Stanford University and is currently on internship at Letsholathebe II Memorial Hospital in Maun. During her time at Stanford University, Dr Medupe was inspired to invent Temalo Code and Decode, an educational game based on the interpretation of ditaola (divination bones used by traditional healers), which she demonstrated to MaP students in September 2016. Read more here.

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From left: Tokelo Mohlomi Makepe, Kagiso Mophuting and Mohammed Ali Hussain

Congratulations to Mohammed Ali Hussain (4J), Tokelo Molhomi Makepe (3K), and Kagiso Mophuting (3K), who won the Gold Junior Team Kata at the Zone 6 Karate Championships. All three boys came back with three medals each for individual Kata, Kumite and team Kumite. The boys trained hard for the competition and are proud of the results they achieved.

Kagiso Mophuting: ”It felt great to win and to hold up our country’s flag on the podium.”

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Mr Kevin Nigarura

The MaP community bids farewell to Princeton in Africa Fellow Mr Kevin Nigarura, who joined us a year ago as a teacher in the History Department. In his time here, Mr Nigarura made a true impact on his students, as described by Katso Magapa (2L) below:

”Saying goodbye doesn’t mean anything. It’s the time we spent together that matters, not how we left it.

I remember the first day like it was yesterday. We found Mr Nigarura in class. He was ready and excited to teach us. When he introduced himself he was confident and comfortable. We were making noise on the first day but then the next day, things took a turn very quickly. He gave us a syllabus, timetable, the time we had to arrive in class, rules and expectations. That day, I knew Mr Nigarura didn’t come here to play; he came here to work.

Months passed and then the big project came up. That’s when things got hectic because it made up 80% of your grade. I was ok with it at first until I heard what we had to do. I didn’t understand some parts of the topic. I tried going through my notes but nothing helped. I did the project with the information that I knew and surprisingly, I passed because the information that I had was correct. It’s just that I doubted myself. That’s when Mr Nigarura confronted me. He told me that I need to start believing in myself because he knows I can do it. From that moment, I worked very hard to get good marks and for that, Mr Nigarura, I thank you.

One thing I have learnt about Mr Nigarura is that he is punctual. Mr Nigarura is never late for class or anything else. He likes doing things on time. There has never been a class where we got there before Mr Nigarura; unless he had a meeting, which was unlikely. Even when History is the first period, he makes sure he finishes registration quickly and dashes to class to prepare. Mr Nigarura is a fun, inspiring teacher. He has different views about different things and has made us [Form 2L] work very hard to get good grades.

If you’re brave enough to say goodbye, life will reward you with a new hello. So Mr Nigarura, we wish you many new hellos in your life. Goodbyes are not forever, goodbyes are not the end, they simply mean I’ll miss you; until we meet again. Thank you.”

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Ms Julia Metzger

As my tenth month of teaching comes to a close, I think I might have finally hit my stride. It’s been quite the journey to reach the point where I am fully comfortable teaching my classes: it took time for me to get to know my students, for them to get to know me, and for us to come to a mutually agreeable class dynamic.

Another factor, however, is that I think we are all lulled into a false sense of knowing what teaching entails because we have been surrounded by teachers our entire lives through formal education. If you haven’t actually taught before, I’d like to challenge that notion. The truth is, teaching is monumentally challenging. I’m sure it’s challenging everywhere, but I can speak most directly about my experience teaching Maths to 7th, 8th and 9th graders at Maru-a-Pula Secondary School in Gaborone, Botswana.

Imagine 25 students in a classroom, each one with different abilities, different interests, and different struggles at home. Add in teenage hormones, incredibly stifling heat with no fans and temperamental airconditioners. Consider that here, and now, part of the mission of secondary education is to inspire students to pursue higher education and return to Botswana, or the continent at large, to make an impact in jobs and careers that may not have been created yet. This means that yes, although the topic for the day might be adding fractions, a lesson is also expected to teach creative thinking, analytical processing, and collaborative learning, and should fit together with other lessons to form a broader arc throughout the term that guides students to gradually build self-confidence, self-reliance, and independence.

Ms Julia Metzger performing with MaP’s Nteta Acappella Group

Now imagine the reality of a lesson. You are checking homework and notice one boy isn’t doing a thing. When you ask why he isn’t doing the problem written on the board under the giant heading “TO DO NOW,” he asks, “Oh, mma, were we supposed to do that now?” When you attempt to create a classroom discussion, another student distracts his side of the room as he flirts with a girl by applying her bright purple chapstick to his lips. You form pair-work to collaboratively solve some problems, and a child interrupts the class to motion you over and whisper that she can’t possibly work with her partner since he clearly hasn’t showered in days and he smells rank.

You take a deep breath. 35 more minutes to go until the bell, when you will gather your papers and rush off to another classroom to teach 25 new teenagers with their own individual issues and learning styles, Maths abilities and chapstick colors.

It is true that teaching can be rewarding and joyful and a bucket load of fun, but it’s also incredibly hard. Teenagers act like teenagers everywhere, from New York City to Gaborone, and teaching them has been a delightful challenge unlike any other I have ever faced.

Ms Julia Metzger

2016 – 17 Princeton in Africa Fellow at Maru-a-Pula

Originally published in Fellows Flyer, May – June 2017

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Darren Donaldson is a Canadian-born teacher, whose career has spanned over 24 years. He is currently visiting MaP on a fellowship with our Maths Department. He has taught in Canada and the United Kingdom, and is currently teaching Maths at the Tuxedo Park School in New York. He has a degree in Kinesiology (the study of human and nonhuman movements, performance and function) and an education degree, majoring in Mathematics.

Mr Donaldson was drawn to MaP by our Marimba band, which played at his school during their 2016 tour. He then set out to visit MaP, in the hopes of building the relationship between the two schools.

‘’Our biggest goal is to establish and develop a partnership between Tuxedo Park School and MaP for future years,’’ he said.

Mr Donaldson, a major league baseball enthusiast and fan of the Boston Red Sox, also strongly believes in community service. Upon learning about MaP’s Orphan and Vulnerable Children (OVC) Program, he started a campaign to raise funds towards sponsoring more students. With help from the Tuxedo Park School community, friends and family, Mr Donaldson’s campaign raised $5, 752 (five thousand, seven hundred and fifty-two dollars).

‘’I love seeing people who have a lot pay it forward,’’ noted Mr Donaldson. ‘’I also love the conservation of animals in Africa.’’

Mr Donaldson will be here for six weeks, teaching classes, interacting with staff and students, and participating in service, physical and enrichment activities. He will return to MaP in March 2018 with students from Tuxedo Park.

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