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Conclusion
Westbury secondary school is situated in Westbury, a suburb of Johannesburg,
South Africa. The rural area was set up in May 1918 by the Johannesburg Town
Council as a region for dark inhabitants and called it Newlands Location. The name
was questioned and was changed to Western Native Townships. It would undergo
numerous name changes during Apartheid. By 1967 it had its last name change
when it progressed toward becoming Westbury.
Numerous families in this area endure material hardship. Conspicuous gangs in the
area affect regular daily existence. Gangs provide opportunities and services to
people, for example, giving nourishment such as ‘loans, paying for funerals,
providing food and other welfare. Gathering legislative issues and racial personality
formed records of the circumstance. A few inhabitants communicated the view that
the legislature victimizes, and has deserted, coloreds. Most learners who attend
Westbury secondary resides in the Westbury suburb. Material deprivation generally
has a negative effect on educational achievement.
The history of the suburb could not be left out because it helps a lot when one wants
to discuss the school context. It helped us to understand what learners and the
community goes through; their daily existence and beliefs. This led us to the point
where we were then able to understand and discuss the kind of teacher that would
be suitable for the school. An ‘ideal’ teacher, this is the kind of an educator that
would be capable of working at Westbury secondary and be able to change lives for
the better. A teacher who connects learner’s reality/prior knowledge with the content
to make learning more meaningful. A teacher that collaborate with other teachers for
more knowledge, with parents, community members and learners concerning gaps
that are found in education. She/he understands that learners are diverse therefore
making the classroom more friendly, free and safe so that learners can learn and
communicate effectively.
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