A brief interlude into the teacher/academic humdrum that usually occupies this space on the blog. I was inspired last week – something that doesn’t happen too often, and I wanted to share the story.
As someone who’s navigated the labyrinth of educational theory and the oftentimes disillusioning world of teaching practices, I’ve grown a bit, let’s say, sceptical. In a world where educational reform seems as fleeting as the latest technological gimmick, and where genuine passion in teaching feels as rare as a quiet day in the classroom, it’s easy to become a cynic. I’ve often found myself questioning whether the flame of true teaching—a calling that goes beyond salaries and standardised tests—still burns in the heart of the profession. That was until I met Gavin. Gavin is not your typical educator. In fact, to call Gavin just an educator would be an understatement. Gavin is what you might call an educational revolutionary. In a bold move, Gavin turned down lucrative offers that would have turned many heads, choosing instead to embark on a journey that would impact millions of young minds across the globe. Gavin built an online school from the ground Up (pun intended) —a concept that, at its inception, seemed as outlandish as it was ambitious. This wasn’t just any online school; UpSchool is a platform that transcended geographical barriers, cultural differences, and socioeconomic divides. It was a beacon of hope for those who had been let down by the traditional educational system, for those who sought more than what their local schools could offer. For those who believed in the power of learning but had yet to find the right spark to ignite their potential… and it’s all absolutely FREE!
The cynic in me initially scoffed at the idea. I’m no novice in the area of starting a school for the common good (Dayamani Foundation), but this was different – profound to the point of inspiration… even for a natural cynic. But an online school? Really? Aren’t there hundreds of these? How is this one any different to every Ed-Tech out there trying to capitalise on the revolution caused by the pandemic, where we were all forced to learn online? How could this one make a difference in a digital age where attention spans are shorter than the commercials between YouTube videos?
As I delved deeper into what Gavin had created, the children and teachers he was reaching, I was forced to stifle those thoughts and was grateful the words never passed my lips. The platform wasn’t just a collection of lectures and quizzes. It was a vibrant community of learners, educators, and dreamers. It was a place where education was not just about memorising facts but about inspiring change, fostering creativity, and nurturing curiosity. What struck me most about Gavin wasn’t just the impressive scale of the achievement but the underlying philosophy that drove it. In an age where education has become increasingly commodified, and teachers are often undervalued and overworked, Gavin stood as a testament to the idea that teaching is not just a job but a vocation. By turning down the allure of money for the promise of impact, Gavin demonstrated a commitment to education that was both humbling and inspiring. Meeting Gavin and witnessing the fruits of this unwavering dedication to education gave me something I hadn’t felt in a long time: hope. Hope that there are still individuals in the world of education who view teaching as a craft, a calling, and a chance to make a genuine difference in the world. Hope that amidst the cynicism, the bureaucracy, and the endless debates about educational reform, there are beacons of light like Gavin who remind us of what truly matters. As a teacher educator who has often found themselves on the brink of losing faith in the system, meeting Gavin has rekindled a belief in the transformative power of education. It reminded me that at the heart of teaching is the potential not just to impart knowledge but to change lives and change the future. And perhaps, just perhaps, it’s time for this cynic to embrace a little optimism.
Maximising Student Potential 