School Priorities - SNV

Quality Education
Teachers used the videos to critique their own performances in the classroom and identify ways to improve.
teaching the “whole child” by using more
interactive and cooperative methods
and also focusing on students’ social and
emotional development.
Each individual teacher then developed
an action plan to improve their practices,
keeping in mind classroom realities. Of
course, Ugandan teachers face many
challenges, like a shortage of human and
financial resources, high pupil-teacher ratios
and non-availability of textbooks and other
materials. As part of the project, teachers
shared inexpensive, creative solutions
that could overcome the lack of teaching
learning materials, even in a classroom with
only 8 textbooks for 65 pupils, as was the
case for one teacher.
The teachers were filmed every six months
and shown the “before and after” from
the video clips so they could see their
improvement. Many teachers made great
strides in interacting with students, using
multiple approaches in lessons so that
students with different learning needs could
benefit. For instance, teachers who once
just lectured have begun using educational
materials in the classroom so that visual
learners can get more out of the lessons.
Others have changed their classroom seating
arrangements so students can learn together
in small groups.
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