“Very, Very Important People” Central to Kallai’s philosophy is a deceptively simple idea: that every child must be treated as a person of worth. She has described her pupils as “very, very important people,” and this belief is not rhetorical – it is embedded in her daily practice. “It means listening to them seriously, speaking to them with respect and acknowledging their feelings,” she says. “I greet each child by name, make eye contact and create space for their voices. They know they matter.” Such gestures may seem small, but at the Grade R level they shape a child’s first understanding of school – and, crucially, of themselves. Emotional safety, she believes, is the bedrock of learning. “This is where children form their first understanding of school and self-worth,” she says. “If they feel safe and respected, they are more willing to explore, learn and believe in themselves. Emotional safety lays the foundation for lifelong learning.” Teaching in Context Banana Primary School, where Kallai teaches, serves a community that has faced significant social challenges over the years. This context has sharpened her sense of
“It taught me that consistency matters,” she says. “Even when no one is watching, excellence still counts. Perseverance is about showing up fully every day, regardless of recognition.” With national visibility now comes a broader sense of responsibility – one she carries with humility. “I see myself as a representative, not as someone above others,” she says. “This recognition reminds me to speak for those whose work remains unseen.” Nurturing the Whole Child Beyond the classroom, Kallai’s roles as a mother and pastor deepen her approach to teaching. Each dimension of her life informs the others, creating a holistic perspective on care and guidance. “MOTHERHOOD AND MINISTRY HAVE TAUGHT ME PATIENCE, COMPASSION AND THE IMPORTANCE OF NURTURING THE WHOLE CHILD – EMOTIONALLY, SPIRITUALLY AND SOCIALLY,” SHE SAYS. SUSTAINING SUCH WORK REQUIRES ATTENTION TO HER OWN WELLBEING. Prayer, reflection and private space are essential practices. “I remind myself that rest is not selfish – it is necessary for me to continue giving my best.” Looking Ahead Among the prizes accompanying her award is an international teacher development opportunity – a chance to engage with global perspectives on early childhood education. For Kallai, the value lies not in personal advancement, but in what can be brought back home. “I hope to gain new perspectives on early childhood education and bring back innovative practices that can strengthen learning in my community,” she says. Far from redirecting her path, the recognition has simply affirmed it. “It confirmed that I am exactly where I am meant to be.” A Message to Future Teachers To current UJ education students – many of whom may feel daunted by the demands of the profession – Kallai offers reassurance rooted in experience. “Your impact may not always be visible immediately, but it is real,” she says. “Stay grounded in why you chose teaching – it will carry you through the hard moments.” Her guiding principle is disarmingly direct: “Teach with heart. Curriculum matters, but connection changes lives.” It is a philosophy borne out daily in a Grade R classroom where each child is greeted by name and reminded of their worth. For Kallai, teaching is not only about shaping young minds but about nurturing possibility. “I hope people understand that teaching is powerful work,” she says. “One committed teacher can change a child’s story – and through that child, change a community.”
responsibility rather than discouraging her. “It makes my role more intentional,” she says.
In communities where uncertainty can shape daily life, schools often become anchors. Teachers, in turn, become both educators and exemplars. “I know that for some children, school is the most stable place they know. I teach with compassion, structure and consistency, knowing that education can be a source of hope and normalcy.” “Schools are anchors,” Kallai says. “Teachers model care, discipline and belief in the future. When children feel supported at school, that hope ripples into families
and communities.” The UJ Foundation
Kallai credits her time at the University of Johannesburg with helping her understand teaching not merely as a technical skill but as both an art and a responsibility. Her training provided not only theoretical grounding but also the reflective habits that continue to shape her practice. “UJ taught me to reflect, to question and to see teaching as both art and responsibility,” she says. “The emphasis on child- centred learning continues to guide how I plan and teach.” Among her most formative experiences was the practical component of her training. “The work-integrated learning at Funda UJabule will always be my highlight,” she says of a period that bridged the gap between theory and the lived realities of the classroom. Through practical exposure, mentorship and ongoing reflection, she learned that teaching requires far more than subject knowledge. “It helped me understand that teaching requires adaptability, emotional intelligence and resilience – not just lesson plans.” Recognition and Responsibility Kallai’s journey to national recognition unfolded gradually, as she moved from school-level acknowledgement to district, provincial, and finally national honours. Each stage, she says, reinforced the value of steady commitment.
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