Ms. Molly, a mathematics teacher at Eruba Primary School in Arua District, had always believed that teaching was more than just delivering content from a textbook. Growing up in a small rural village, she witnessed the struggles of children who yearned for knowledge but lacked resources and guidance. Now, as a teacher, she was determined to break the cycle of poverty and limited opportunities in her community. This is her story of change—a journey of dedication, persistence, and transformation in the lives of her learners.
When Ms. Molly was assigned to Eruba Primary School, she quickly noticed that many of her pupils lacked basic materials like pencils and notebooks, and some could barely read. Most of the children came from low-income families, where education was not always a priority, especially for girls. However, Ms. Molly believed that with the right guidance, every child had the potential to achieve great things. She was determined not only to teach but also to inspire—especially given that she taught mathematics, Her first step was to build trust with her pupils, particularly those with special needs (including deaf students) She realised that many of these children were shy, reserved, and hesitant to participate in class discussions. To create a safe and encouraging environment, she began by understanding their strengths and struggles, and greeting them personally every morning. She offered help when needed and celebrated even their smallest achievements. She implemented TCMD strategies—such as greeting learners at the door, building positive relationships, and co-creating classroom rules—which helped establish a safe learning space. Slowly, the children started opening up, sharing their dreams and fears with her.
Understanding that traditional teaching methods were insufficient, Ms. Molly introduced innovative, interactive techniques to engage her pupils actively. She used storytelling, group discussions, and role-playing to make lessons more relatable and enjoyable. For instance, during maths lessons, she incorporated games that allowed her pupils to work together, solve problems, and even teach one another. She knew that when pupils enjoyed learning, they were more likely to retain information and stay motivated.
To foster a sense of belonging and responsibility, Ms. Molly set up a “Class Council,” where pupils took on roles such as group leaders, timekeepers, and classroom monitors. These roles gave them a sense of purpose and taught them teamwork, discipline, and leadership. She observed how once-hesitant students now confidently organised group activities, encouraged their peers, and even proposed new ideas.
Beyond academic support, Ms. Molly also provided personal mentorship. She met individually with pupils who were struggling, whether academically or personally, offering guidance and reassurance. She built strong relationships with parents, ensuring that pupils facing financial hardships received the necessary support to stay in school.
Over time, Ms. Molly’s efforts bore fruit. The once-quiet, disengaged students showed remarkable improvement in their grades, self-confidence, and aspirations. They actively participated in school events, and some even dared to dream of becoming teachers, doctors, and engineers. Parents and fellow teachers noticed these positive changes and expressed their gratitude for the impact she had on their children.
Today, at Eruba Primary School, Ms. Molly is the focal person for TCMDP and has earned respect from her colleagues, administrators, and the community at large for her dedication and unique teaching approach. She attributes her growth as a teacher to STiR Education, which introduced her to this programme and helped her become a more effective educator.
