Educational Thoughts

When I moved from South Africa to New Zealand, I was hopeful and excited to step into a new educational landscape. With many years of teaching in special needs environments, I came prepared to give my best, ready to learn, adapt, and grow.

But my introduction to New Zealand’s Modern Learning Environments (MLEs) was anything but smooth. The transition was harsh, stressful and discouraging. I stepped into classrooms with beautifully open designs, flexible seating, and multi-teacher setups, only to quickly realise that behind the modern exterior, there was very little genuine learning taking place.

As someone trained to teach using structured, evidence-based approaches, I found MLEs overwhelming, not just for me, but especially for the students. While I am always open to new methods and change, I couldn't ignore what I was seeing: distracted children, inconsistent routines, unclear boundaries, and a severe lack of focused instruction. For the first time in my career, I felt like I was failing – not because I lacked skill, but because the system made it nearly impossible to teach well.

Students Need Structure

In single-cell classrooms, I know every student: what excites them, what challenges they face, and how to meet them where they are. This kind of individual attention is not just harder in an MLE setting - it is nearly impossible.

I’ve seen firsthand the benefits of traditional classrooms:

• A calm contained space where distractions are minimised.
• Consistent routines that help children feel secure
• A consistent adult presence who sets the tone, routines, and culture of the class.
• Immediate intervention and support when a child is struggling emotionally, behaviourally, or academically.

Students thrive in environments where there is order, where love is paired with firm boundaries, and where the teacher stands confidently, not as a friend or facilitator, but as a steady, caring authority figure. They know they are expected to work hard, be kind, and contribute positively. But they also know I care for them deeply, and I will go the extra mile for every single one of them.

The Teacher as the Anchor

My teaching style is warm but firm. I love my students as if they were my own, and they know it. They also know there are rules, expectations, and consequences. Respect flows both ways.

In MLEs, I found my authority diluted. Students weren’t always sure who to listen to. They wandered between learning stations, often disengaged. I saw many children slipping through the cracks, particularly those with additional needs, anxiety, or learning difficulties. These are the children who need clear instructions, reduced sensory input, and the constant presence of an adult who understands them. MLEs, by their very design, make it difficult to meet these needs effectively.

Traditional teaching allows for the anchoring presence of the teacher. This presence is vital, not only for students who struggle but for all students. With multiple teachers in a shared space, accountability becomes blurred. Behaviour expectations vary. Some children dominate group spaces while others fade into the background. It is all too easy for a child to avoid participating, and almost impossible for a teacher to track each student’s progress consistently.

One Size Does Not Fit All

One of the biggest concerns I have with MLEs is that they often assume all children learn best through independence, collaboration, and choice, but the reality is far more complex.
I have worked with children who need structure like they need oxygen. They flourish when learning is broken into manageable steps, when transitions are clear, and when there’s a single adult monitoring their emotional and academic needs closely.
I want to be clear: I am not against change. I’ve adapted countless times throughout my career. I use technology, I collaborate with colleagues, and I constantly revise my approach based on the needs of my students. But changes must be grounded in what is best for the students and not what looks impressive on a walk-through or fits neatly into a trendy educational philosophy.
I’ve often felt silenced when voicing concerns about MLEs because my structured, traditional way of teaching was seen as outdated or irrelevant. However, we must remember that traditional doesn’t mean ineffective. In fact, many of the most impactful practices in teaching have stood the test of time precisely because they work.

Balance is Key

There’s no one perfect system, but we need to stop assuming that open-plan MLEs are the future for every child. We need to acknowledge that structure is not the enemy of creativity. That clear expectations don’t stifle freedom, they create it. That teacher authority, when rooted in love and respect, builds safety, not fear.

That is why I was genuinely relieved and overjoyed to return to a traditional, single-cell teaching environment at Manukau Christian School. It felt like coming home. In this setting, I am able to do what I was trained to do: teach with clarity, care, and conviction. I can build strong relationships, set clear boundaries, and create an atmosphere where every child knows they belong and can succeed.

At the end of the day, my classroom is not about furniture or floorplans. It’s about the students entrusted to me: being seen, known, supported, and guided. That will always be my bottom line.