In 2020, a group of rewriting Form 3 students walked back into Phatsima Tuitions wearing their brand-new senior secondary school uniforms. They weren’t returning for classes, but to say thank you. These were students who had once failed, who had faced despair and disappointment, but who through determination, guidance, and the support of their teachers had made it through.
For Naledi Simon, the Head of Academics at Phatsima Tuitions, it was an unforgettable moment. “I was in tears,” she says. “It reminded me why we do what we do. That moment
melted me.”
According to Simon, many of those same students are now thriving in tertiary institutions. She says every time she meets one of them on campus, she feels a deep sense of pride and fulfillment, knowing that Phatsima played a role in reshaping their lives.
According to Simon, the core of Phatsima’s work is identifying and supporting struggling students learners who may be falling behind not just academically, but socially and
emotionally as well. She explains that the school closely monitors students’ progress through regular book checks, with exercise books reviewed weekly and notebooks fortnightly. These simple but consistent methods help trace early signs of difficulty, such as incomplete work or repeated spelling errors. Teachers also pay attention to learners’ behaviour in and out of the classroom, looking out for those who isolate themselves during group work or break time—another subtle but important indicator of possible struggle. Through continuous assessment, including quizzes, assignments, class exercises, and presentations, the school is able to track academic consistency and identify learners who may need intervention.
Once a struggling student is identified, the support begins immediately. Simon says Phatsima offers extra lessons, one-on-one instruction, and peer-to-peer learning. “Students tend to learn better from each other,” she explains. “We also break concepts into mini, manageable bits to help them understand more easily.” Creating a safe, secure, and inclusive environment is just as important, she adds. Students are encouraged to speak up and are given platforms such as the Student Representative Council to express their concerns. According to Simon, being a struggling student does not mean one is incapable it simply means their path to understanding may be different, and it is the responsibility of educators to walk that path with them.
She notes that subjects like sciences and languages have shown significant improvement among learners at Phatsima. This is attributed to the school’s group revision model, where students work through past exam papers together during dedicated study sessions. The collaborative nature of these sessions helps build exam techniques, deepen understanding, and create a sense of shared responsibility. “It encourages teamwork, and students push each other to do better,” says Simon.
High standards in teaching are also a non-negotiable at Phatsima. According to Simon, the school sets clear expectations aligned with its vision, and targets are established to keep teachers focused on delivering quality education. Monitoring is ongoing, with class observations, book checks, and learner feedback all forming part of the evaluation process. Beyond academics, Simon says Phatsima also invests in the overall wellbeing of its teachers. “We’ve had workshops like financial literacy for staff because we know that if a teacher is stressed, it affects how they teach. When teachers are taken care of, students benefit.”
Catering for students with different learning needs is another important part of Phatsima’s approach. Simon explains that students with learning disabilities are identified through informal observation, casual conversation with parents, and light assessments. Once a need is recognised, teaching methods are adjusted to accommodate the learner. These methods include personalised lessons, using diagrams and videos for visual learners, oral instructions for those with reading difficulties, and hands-on activities for kinaesthetic learners. Simon says teachers are continuously encouraged to be patient, adaptable, and sensitive to the individual needs of each student, and that small class sizes allow for quick adjustment to suit different paces and styles of learning.
One-on-one instruction is also offered to meet unique learner needs. Simon says the school begins by assessing the strengths and weaknesses of a student and then tailoring the lessons, materials, and teaching pace accordingly. “If a student is strong in maths, we give them extension tasks. If they’re struggling with comprehension, we give them guided reading. It’s all about making sure no one is left behind,” she says. Students are given personal learning goals, and their progress is tracked closely to ensure growth, both academically and emotionally. She believes that by listening to students and responding to their specific challenges, Phatsima builds confidence and motivation in every learner.
According to Simon, Phatsima Tuitions is more than just a tuition centre it is a place of second chances, where learners are reminded of their potential and supported until they realise it. Through targeted academic support, emotional care, and a strong teaching culture, the institution continues to transform academic lives in Botswana, one student at a time.
