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             WHEN HEADQUARTERS SAID, "GO HOME AND REST."
There are certain statements teachers never question. “Exams begin tomorrow.” “The Director is visiting.” “Parents will report at 8.00 a.m.” But there is one statement no teacher believes. “Go home and rest.” It happened on a Friday afternoon. The week had been unusually long. By 3.30 p.m., even the staffroom chairs looked exhausted. Fuliza was calculating how many days remained until…
Why the Quietest Learner May Be Learning the Most
“That learner never says anything.” It is a comment heard in many staffrooms. Teachers naturally notice the learners who answer questions quickly, volunteer to demonstrate activities, or eagerly contribute during discussions. But what about the learner who rarely raises a hand? It is easy to assume that silence means confusion, lack of interest, or poor preparation. Sometimes it does. But…
Why Fast Learners Sometimes Stop Growing in Class
” They are doing fine.” It is a phrase teachers often use when talking about learners who finish their work quickly. They answer questions confidently, perform well in assessments, and rarely require extra attention. As a result, our focus naturally shifts to learners who are struggling. While this is understandable, it can leave another group quietly overlooked. Sometimes, the learners who…
WHEN THE WHATSAPP GROUP BECAME THE REAL STAFFROOM
There was a time when staffroom discussions happened in the staffroom. Teachers would sit together. Share tea. Discuss learners. Complain professionally. Then technology arrived. Today, the most powerful room in the school is not the staffroom. It is WhatsApp. The trouble began at exactly 9:47 p.m. Most teachers were asleep. Others were pretending to sleep while scrolling. Then…
Why Some Learners Know the Answer but Refuse to Raise Their Hand
You ask a question. You know several learners can answer it. You covered the topic yesterday. You saw them complete the exercise correctly. Yet when the question is asked, only a few hands go up. The rest remain silent. Some stare at their books. Others avoid eye contact. A few suddenly become very interested in something outside the classroom window. Many teachers assume these learners…
Why Teachers Sometimes Feel Left Out of Important School Decisions
A meeting is called. An announcement is made. A new procedure is introduced. A new timetable is released. A new reporting system is launched. And somewhere in the staffroom, a teacher quietly asks: “When was this decided?” Most schools work hard to improve learning and create order. But even in well-run schools, there are moments when teachers feel disconnected from decisions that…
THE DAY BABA LAWYER DISCOVERED HIS SON WAS A GENIUS
There are many difficult meetings in education. There are meetings about examination results. There are meetings about discipline. There are meetings about fees. Then there are meetings involving Baba Lawyer. Those require prayer. The trouble began when Grade Six results were released. As expected, some learners performed well. Some performed reasonably. Others demonstrated great…
Why Teachers Feel Busy All Day But Still Leave Work Unfinished
The school day ends. Learners go home. The compound becomes quiet. Yet many teachers leave with the same uncomfortable feeling. “I was busy all day, but there is still so much left to do.” The lesson plans are not finished. The marking is incomplete. Messages still need responses. Reports remain pending. And somehow, despite working from morning to evening, the workload seems…
Why Finishing the Syllabus Feels Like a Race Against Time
Every term begins with optimism. The scheme of work is ready. The lesson plans are prepared. The calendar looks manageable. For a moment, it feels like everything is under control. Then reality arrives. A public holiday appears. A sports event takes a day. An assessment week interrupts lessons. A meeting takes an afternoon. A class needs extra time on a difficult topic. And suddenly,…
Why Good Teachers Are Often Their Own Harshest Critics
The lesson ends. Learners leave the classroom. The day continues. But many teachers carry something with them long after the lesson is over. A question. A doubt. A nagging thought. “Could I have explained that better?” For many teachers, this inner conversation is a daily experience. What is interesting is that the teachers who ask these questions are often not struggling teachers. They…
EXIT RESIGNS FOR THE FIFTH TIME THIS TERM
The first resignation happened in February.The fifth happened on a perfectly normal Tuesday morning. Or so we thought. The trouble began when Circular entered the staffroom carrying a file thick enough to qualify as furniture. Teachers immediately became nervous. Circular never carried such a file unless somebody’s happiness was about to be redistributed. She placed the file on the…
Why Some Learners Pretend to Understand When They Don't
Every teacher has seen it. You explain a concept. You ask: “Does everyone understand?” The class responds with a chorus of: “Yes, teacher.” The lesson continues. But later, during an exercise or assessment, it becomes clear that some learners did not understand at all. So why didn’t they say so? The answer is often more complicated than many teachers realize. Understanding and…
THE DAY REUTERS ANNOUNCED A TRANSFER BEFORE TSC DID
In our school, official communication is merely a formality. The real Ministry of Information is Reuters. If Reuters greets you with: “Uko sawa lakini?” just know your life has changed. The problem began on a Wednesday morning when Headquarters parked unusually early. Not even birds were awake. By 7:12am Reuters had already concluded three things: 1. Somebody was being transferred.2.…
Why Some Learners Forget What You Taught Yesterday
You taught the lesson. The learners participated. Questions were answered correctly. The activity went well. You left the classroom feeling satisfied. Then the next day, you ask a simple question about the same topic. Blank faces. Silence. And suddenly you find yourself wondering: “Didn’t we cover this yesterday?” Most teachers have experienced this moment. It can be frustrating,…
Why School Meetings Feel Unproductive (And How They Could Be Better)
Most teachers have experienced it. A meeting is called. Everyone gathers in the staffroom, hall, or classroom. The meeting starts with good intentions. Important issues are discussed. Announcements are made. Yet when it ends, many teachers walk away feeling the same thing: “That could have been an email.” The problem is not that meetings are unnecessary. Schools need meetings to communicate,…
WHEN CIRCULAR CALLED AN “URGENT” STAFF MEETING
The problem started at exactly 10:17am when Circular entered the staffroom carrying a yellow file. Now, in our school, when Circular carries a yellow file instead of the normal blue one, even tea loses morale. Without greeting anyone, he cleared his throat the way radio presenters do before announcing a coup. “Kindly… all teachers should remain behind during tea break for a brief but very…
Why Teachers Stop Feeling Motivated (Even When They Once Loved Teaching)
Most teachers do not enter the profession without passion. At the beginning: – They are energetic– Hopeful– Ready to make a difference They prepare lessons seriously.They engage learners fully.They care deeply about outcomes. But somewhere along the way, something changes. The excitement reduces.The energy drops.The work starts feeling heavier than before. And many teachers quietly begin…