Leslie Moloto, a Physics teacher at ALA, has experienced professional growth shaped by careful observation, practical experimentation, and increasing leadership responsibility.
One turning point came during a classroom observation. Leslie sat in on a Chemistry lesson where design thinking was used as a core teaching approach. Instead of content being delivered in a linear way, students were guided to test ideas, revise their thinking, and reflect on the process. Seeing this in action helped Leslie understand how design thinking could work in a real classroom, not just in theory.
He began applying the BUILD model in his Physics classes, using it as a framework to support problem solving and critical thinking. The focus shifted from simply reaching the correct answer to understanding how students approached problems, evaluated assumptions, and refined their thinking. This helped students engage more deeply with the subject and take greater responsibility for their learning process.
“I get to engage, collaborate with, and learn from people from all walks of life, from across the entire continent of Africa. The growth and fulfilment one gets from that is unmatched!”
Leslie also emphasized co-creation in the classroom. By involving students in shaping lessons and learning experiences, he noticed a clear increase in engagement. Students were more invested because they had contributed to what was being built. That sense of shared ownership led to stronger commitment and follow-through from the class as a whole.
Alongside his classroom work, Leslie has played a growing role in the Engineering Leadership Program. He joined the program in his first year at ALA as a senior mentor and later stepped into the role of Program Director. In that role, he has drawn on his teaching experience and understanding of the ALA context to design and deliver a program that reaches students across the continent, many of whom later become ALA students and alumni.
Together, these experiences reflect a professional journey grounded in practice. Leslie’s development has come from observing what works, adapting it thoughtfully, and applying it consistently, both in the classroom and in leadership roles beyond it.
