The 2025 Chronicle

her former pupils, generations of boys and girls. This is testament to the en dearing and enduring relationships she forged with them during their school days, but also to the positive influence she had on them, way beyond the walls of the Maths classroom. Throughout her career Glynnis took great interest in each student individually, and this interest extended well beyond their mastery of Maths. She always found the time to come and watch the boys play sport here, and I don’t think she missed a single meeting of the Snell Society. This despite the fact that the meetings take place on Sunday evenings, entailing a significant drive at night on a poor road. Soon after Brendan started here I had a chat to him and I said I felt a key in gredient of success for teachers and Housemasters was to demonstrate high levels of care. While he agreed with me, he said he knew of no better way of doing this than of providing the boys with firm boundaries in which to operate. There is no doubt that Brendan has demonstrated the success of this ap proach in his time here. While, it is not part of my mandate today, I wish to take this opportunity to add my thanks to you, Brendan, for all you have done to transform the culture of Michaelhouse for the better. In many ways, Glynnis shares Brendan’s approach to demonstrating care. I wish to read, verbatim, a report from a teach er who was fortunate enough to sit in on one of Glynnis’s lessons. This is from Herman Visagie: “I had always known of Glynnis, but it was only when Win paired us for a cross-de partment class observation that I really got to know her. She came to observe my D Block English class. Choosing a D Block class was my first mistake. “After 15 years of teaching without any brutally honest feedback, that day changed everything. Glynnis took her role seriously – not for my comfort but for the boys’ benefit. She told me that my boys should enter through one door and stand to be greeted; I should stop checking my watch because it makes them think I don’t want to be there; and I should establish a stronger presence in the middle of the classroom. Basic advice – delivered firmly but with so much care – that I implemented imme diately. The basics.

“A week later I had the privilege of ob serving her Maths lesson. I was blown away. The boys entered with purpose, greeted her and got straight to work. Her bespoke standing desk was perfectly po sitioned so she could see every boy while writing on her iPad, which projected on the board behind her – meaning she nev er had to turn her back. Her confidence, clarity and mastery were remarkable. The boys hung on every word. She even handed out chocolates afterwards. Luke Macduff, however, assured me that that had never happened before. “I left her classroom feeling as inspired as I had felt the day I walked into my very first classroom. Since then I’ve come to respect not only the outstanding profes sional that Glynnis is but the profound impact she has had on so many of our boys. I often hear Founders boys say, ‘I’ll be fine in Maths – I’m in Mrs Owen’s class.’ “It’s a pity that in South Africa we don’t officially recognise expert teachers the way they do in the States, because that is exactly what she is. “Thank you, Glynnis, for your friendship, your wisdom and your inspiration. I’m so sorry I can’t be there today, but I wish you every joy in this next chapter.” Mathematics is a rigorous subject and Glynnis insists on rigour. I realised that, in an effort to make the subject accessi ble and enjoyable, I had become a little lax in some areas. Since Glynnis’s arrival I have tightened up on these things so, like Herman, I too have become a better teacher through working with Glynnis. I am sure this is true for many of us. In summary, I don’t think Glynnis is casting spells. She is simply setting firm expectations of behaviour, attitude and effort for each and every boy. She is also championing each boy’s cause, clearly communicating her unshakeable belief that each one can do better. She inspires boys to work harder, following which they themselves start to believe they can do better. From there it is a vir tuous spiral upwards. At a personal level I have really appreci ated Glynnis’s friendship and her interest in and support for SIMI, the maths pro gramme I run with my sister, Ruth. When ever we have visitors, oftentimes existing or potential funders to SIMI revision ses sions, Glynnis and Peter kindly help host them, even to the extent of putting on lunch in their home afterwards. This has

been greatly appreciated as I am simply too busy on the day to do justice to this important undertaking. Peter has been a tremendous source of support to Glynnis, accompanying her to countless events. Peter even assisted by helping coach a Michaelhouse hockey side for a season. Glynnis, please convey our thanks to Peter for his investment, directly and indirectly, in our school. I know that Glynnis is not done with Maths teaching and I know that she will contin ue to teach for many more years, either in a school or by giving extra lessons. Glynnis, we wish you all the best with this and with your retirement. We hope that this will be long, purposeful, rewarding and restful. Thank you for your service to our special school. Address by Paul de Wet

RYAN STRUDWICK

Ryan joined Michael house as the Senior Mas ter of Sport in 2018 after

a coaching stint at the Sharks and Maritzburg College before that.

He is a talented and competitive all round sportsman who played profes sional rugby for the Sharks and London Irish, whom he captained to the Pow ergen Trophy at Twickenham in 2002. Ryan succeeded in driving the passion and participation culture of sport at Mi chaelhouse, which played a significant role in raising the bar of our performanc es. He assisted in coaching the First XV in 2018 and 2019 before shifting his focus to the pipeline, where he coached the U16As with much success while re maining a constant support across the school’s rugby sides. Ryan’s passion and interest in people

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