Teaching a class is tough, but imagine one with 88 preschoolers. That’s a lot of energetic little ones running around, jumping, and crying - chaos, right? Honestly, just thinking about it can be overwhelming. But at Good Shepherd Community School, two teachers are doing extraordinary work to transform their classroom.
When you walk into Martha and Sarah’s classroom, the first thing you’ll notice is order. The students are well-behaved, lessons are interactive, and the energy is focused towards a goal.
Unlike a typical Zambian classroom, their teaching approach goes beyond just using a blackboard. They sing along to phonics songs on a tablet, engage the students with interactive hand motions, and use the floor to play different literacy games. It’s dynamic, fun, and centered on the students.
So, how did they get here?
Never stop learning.
The duo has consistently attended our literacy trainings and applied everything they’ve learned in their classroom. Martha has only been teaching for a year, and she shared the challenges she faced when she first started.
“When I joined Good Shepherd, I didn’t know anything about teaching literacy. The other teachers were doing well, and their students were thriving. I wanted that for my class, too. So, I asked questions, watched what others were doing, and made sure to attend every Impact One training.”
Martha didn’t have it all figured out, but she showed up, stayed focused, and put in the work. Today, when you see her in the classroom, you’d never guess she was new to teaching.
Apart from attending teacher trainings, both Martha and Sarah have received one-on-one mentorship from us. In a mentoring session, our team observes how the teacher is teaching and how the students are responding to the lessons, and gives feedback at the end.
Sarah shared, “Whatever we learn, we put into practice. The mentorship has been beneficial because it stirs us in the right direction and keeps us motivated.”
Knowing your students.
Sarah put it simply, “The Impact One trainings have taught us to get to know our students. We know their moods, temperaments, and backgrounds because all these things affect how they learn.”
They plan every lesson carefully, incorporating a variety of activities that will keep their students engaged, and taking into account the different learning styles of all 88 students.
Margaret’s story.
Martha recalled a moment that stood out to her:
"We had a child join us last term. Her name is Margaret, she’s six years old, and has autism. Her mother was worried about her learning abilities. She had tried taking her to different schools, but there was no progress, and her concern grew.”
When Margaret enrolled at Good Shepherd, she was far behind the others, which left her feeling frustrated and intimidated. She was withdrawn, avoided people, and cried often. But instead of giving up or brushing past her struggles, Martha and Sarah leaned in to help her.
“We planned our lessons with her in mind, so she wouldn’t feel left out. We wanted to make her feel seen and loved.”
They incorporated a lot of hands-on activities that kept her engaged and interactive. Today, Margaret has caught up with the rest of the class.
“The Jolly Phonics songs helped,” they said. “She could remember the sounds and actions, and she sang along with the rest of the class. With time, she became confident enough to read three-letter words.”
Today, Margaret has caught up with the rest of the class, and she’s made a lot of friends.
Margaret and Teacher Martha
Teachers Martha and Sarah are building connection, trust, and confidence with their students. They're using what they’ve learned to create a space where every child, no matter their starting point or background, can succeed. For Martha and Sarah, there are 88 reasons to believe in the power of education, and that with the right support, anything is possible!