Teaching is Storytelling: The Art of Engagement in the Classroom
Whenever I am asked about how I view teaching moment, I visit many aspects of my life that helped me, however I do know that one story always comes to mind. It’s not that I haven’t had other profound experiences, but this one stands out—vivid, powerful, and formative. It encapsulates how I view teaching: as a shared moment of discovery, an exchange of perspectives, and an opportunity for growth. This story has even become my go-to even during interviews because it speaks to the core of my teaching philosophy.
In 2011, during a drama class, something unforgettable happened. Our lecturer walked into the classroom just as Taking Back My Love by Enrique Iglesias, featuring Ciara, was blasting through the speakers. Instead of asking us to turn it off, as we had expected, he did the opposite. He asked for the volume to be turned up and the song to be restarted. The class grew quiet, intrigued. What followed was nothing short of brilliant. He began breaking down the song’s lyrics, analyzing how it resonated with our lives, our relationships, and, incredibly, with the day’s lesson. This wasn’t just a song anymore—it became a lens through which we could explore themes of love, loss, and timing. And it didn’t stop there. The lecture morphed into an open dialogue where we each shared our thoughts, opinions, and experiences.
What could have been a simple background track became the catalyst for one of my most memorable learning experiences. That moment wasn’t just about music; it was about engaging students on a personal and intellectual level, connecting the subject matter to their lived experiences. This approach to teaching left a lasting impression on me, and I believe it holds key insights for anyone striving to be an effective educator.
Born to Teach
A friend of mine recently posted a picture of his brother, dressed sharply in a suit, ready for his first teaching practical. His caption read: “You were born for this, my man, you’re ready.” Coming from a family of teachers, Mlondi knows that his will do well, though he hadn’t always seen himself becoming a teacher. Yet, when the time came, he says ‘it felt as natural as breathing. Teaching was in his blood’
For many educators, this sense of being “born to teach” resonates deeply. My friend Mlondi, a natural-born teacher, often speaks about the joy he finds in his work. We’ve had countless discussions about how teaching broadens our horizons, forces us to grow alongside our students, and challenges us to refine our approach constantly. The true joy in teaching comes not just from seeing students grasp a concept, but from watching their eyes light up with wonder as they engage with the material. It’s a powerful reminder of the difference educators can make, especially when they’re passionate about what they do.
Teaching and Healing
Teaching isn’t just about imparting knowledge; it’s also about healing, both for the student and the teacher. This past weekend, I had a conversation with a friend, Octavia who shared how teaching had helped her heal from childhood traumas. Growing up in an environment where topics like identity and sexuality were taboo, she felt ridiculed and ashamed. Like many of us, she hadn’t received essential guidance from her parents, who found such subjects of sex too difficult or uncomfortable to discuss.
This is a common experience for many, especially within the black/African communities where certain conversations are considered off-limits, this is not fair though. How many times can we let black parents escape from having these essential dialogues with us. My friend, Octavia who is a Life Orientation teacher, takes it upon herself to create an open space for her students to ask questions and explore these challenging topics. She tells her students, “You can hide your face, crawl under your desk if you need to, but as long as you give me your ears and absorb the information, you can always come to me later if something isn’t clear.” Her goal is to guide her students with care, offering them the honest, age-appropriate information they might not receive elsewhere.
As Sir Ken Robinson often emphasized, education must be more than a mere transfer of information; it should be about fostering the whole person. My friend’s teaching philosophy echoes this, allowing her students to explore, grow, and heal in a safe, supportive environment. In turn, her students have helped heal her, bringing joy, laughter, and curiosity back into her life as they teach her new things, such as the latest dance moves or youthful trends. It’s a mutual exchange—one that reminds us all of the inherent humanity in teaching. She says “I feel like I am young again experiencing all the things I was deprived of as a child”
Teaching as Storytelling
This brings me back to how I see my own teaching practice. For me, teaching has always felt like storytelling. I believe that to engage with students fully, we must meet them where they are, becoming a bit like children ourselves—curious, imaginative, and playful. In the classroom, I often incorporate storytelling as a means of connecting complex concepts with real-world scenarios. I might associate a particular dance move with an everyday activity or create an elaborate story to help illustrate a point. This narrative-based approach keeps students engaged and fosters a deeper understanding of the material.
Reflecting on this, I realize storytelling has always been a part of my teaching style, even before I formally entered the profession. A couple of weeks ago while walking with Princess, I was stopped and reminded about who I was when in high school. I used to walk a group of neighborhood kids to school, actually I use to walk to school and these two kids wanted to walk with me. What began with just two children soon grew into a daily parade of six or more, all eager to hear the stories I would tell along the way. I wasn’t consciously aware of it then, but I was already practicing the art of storytelling as a teaching tool. I would laugh, sing, and engage with these kids as they listened to my random stories. What made me happy was that years later, as adults with their own kids now, they still remember those walks and the bright joy in their faces as they relived that moment made me happy and blush a little bit. `
Constant Evolution
As educators, we are constantly evolving, not only in how we teach but in what we choose to teach. I’ve always been drawn to the idea that education should challenge norms and push boundaries. Sir Ken Robinson argued that creativity is as important in education as literacy, and I couldn’t agree more. In my career, I’ve even created dance performances challenging aspects of traditional education, questioning its relevance in our rapidly changing world.
There comes a time, however, when every teacher must ask themselves: What do I have left to give? What information or experience can I impart that will truly matter to the next generation? These are questions I’ve begun to ponder as I consider my own future in education. Teaching is about more than imparting static knowledge—it’s about preparing students for an ever-changing world, and I want to ensure that the lessons I leave behind are as dynamic and adaptable as the world my students will inherit.
Ultimately, I want my students to remember me not just for the information I taught them, but for how I made them feel—engaged, excited, and curious. Teaching, much like storytelling, is about creating a lasting impact, one that resonates long after the lesson is over. My hope is that as I continue to teach, I will inspire my students to see the world differently, just as my drama lecturer did for me all those years ago.
As Sir Ken Robinson wisely said, “Great teachers mentor, stimulate, provoke, and engage.” This, I believe, is the true power of teaching—helping students see the world through new eyes, while they, in turn, teach us to do the same.