However, taken to the context of a classroom teaching and learning environment, some students are born great, while others have to toil and sweat to achieve greatness. In every classroom generation, there is a distinct and rare gem of intellectually gifted students who seem to achieve greatness effortlessly. The so-called straight students do not necessarily have to apply themselves fully as others do, but remain assured of top grades or number positions in the pecking order. But a majority of students are destined to burn the midnight oil to achieve great grades.
The big lesson I learnt in my personal encounter with secondary education was that while success comes relatively easy for some, some must force the issue. As a student, I was in the category of the latter group and it was not until I began navigating my junior certificate course that I became much more aware of this. When they released my first half yearly Form One examination results back in 1983, I was stunned. I found myself placed at position 13. I remember this vividly because it was like I had an encounter with a ghost. It was the biggest shock of my life.
Obviously it dawned on me, the hard way, that the transition from primary school foundation to secondary school level was a rough affair and not as seamless as I had imagined. I had emerged from a background of winning things at primary school and there I was suddenly relegated into the background, having experienced the worst results in my eight-year history of learning. For the first time, I suffered the indignity of not only placement at the 13th position in the pecking order but also experienced a trophy drought season. It was a serious cultural shock as much as it was embarrassing.
It was then that I realised how robust and rigorous the competition was. The outcomes of the mid-year examinations really exposed my academic vulnerability and the extent to which I had taken lightly the transition to Form One status. The terrain was much more rugged and bumpy than I had thought. It became clearly evident that old approaches, which sustained and brought my academic prosperity at primary level, needed a serious overhaul.
My first ever secondary school prize giving ceremony of 1983 came and went as planned and as things stood, I walked out, disappointingly, empty-handed. It was indeed a rude awakening. Following the slow and embarrassing start, I personally made a bold statement of intent to do whatever was necessary to reawaken the tiger in me so that I could claim my rightful position in the pecking order (top 3 was the target). I needed to force the issue and push myself much harder in order to change my performance trajectory. After a deep and intensive soul searching and introspection process, I had no doubt what I needed to if I were to stand and get counted. Coming from a poverty stricken background was another source of motivation pushing me to seek to achieve greatness. Besides, I spared some thought for my financially struggling parents who had to dig deep into their pockets to finance my secondary education, which at the time was unaffordable and inaccessible to many families.
There were not many people in my village that had made it to secondary school and deep down in my heart, I knew I represented the entire village as much as I represented my own family. Failure would have been a personal and family tragedy as much as it would have been a village tragedy.
I always tell students that if they cannot do it for themselves, they must do it for their families, village and country. Associating oneself with a big picture beyond personal level is a sign of maturity and responsibility. So as things stood then, mission failure therefore, as Simon Sinek would put it, was not an option. I had to force the matter in order to catapult myself into a position of honour and distinction in the academic log where I could compete favourably with the naturally talented few. A bit of self-discipline and restraint, belt tightening, knowing what short-term pleasures one could forgo was the beginning of what was to become a dramatic turnaround. The most potent and telling strategy was increased contact with books.
Lack of sufficient contact with books is an affliction bedevilling a good number of students who failed to achieve academic proficiency. I literally transformed from a casual student, leaving a lot to chance, to a studious and bookish student. The school climate was also enabling and conducive. Not only was the rigour of classroom instruction top notch but also there was an added advantage of schooling in a boarding school and one exploited to the full the proximity of boarding hostels to the academic arena to cover sufficient ground. It was now a case of a relentless focus on books and getting better than yesterday. My persistent pressing and pushing efforts were not in vain. When the 1984 half yearly learning outcomes came out, I had moved dramatically seven places up to a more dignified sixth position.
I never looked back and subsequent years were characterised by an upward mobility. The cherry on the icing was that I featured in the list of prize winners, having been found worthy of a prize for Setswana. The dream that was frustrated in the first academic season was relived in the second year and consolidated in subsequent years. My academic harvest got better and better as I climbed the academic ladder. In the final analysis, I sealed my position at the top only playing second fiddle to one very brilliant undisputed king of the academic ring. The boy in question stubbornly remained on top until completion of our JC race.
But, my biggest accomplishment was featuring prominently in every prize awarding ceremony. The most gratifying development was that I was able to diversify and scoop prizes in more than one subject.
The same principles of hard work, focus, persistence, perseverance and most importantly forcing the issue are relevant to improved livelihoods as much as they were in my academic journey. I would urge students to persist and like Winston Churchill, seeking victory in the Second World War, never surrender in their quest for improved learning outcomes. The same would go for the unemployed graduates seeking job opportunities. There is no silver bullet as yet but forcing the matter can yield good results. There is no insurmountable challenge. While some achieve greatness with relative ease, others must burn the midnight oil to achieve prosperity.
