Teaching Together: Speed School Facilitators Reflect on World Teachers’ Day 

This year for World Teachers’ Day, we celebrate our Speed School facilitators for being the driving force behind Geneva Global’s efforts to bring formerly out-of-school students in Ethiopia and Uganda into government classrooms, where they excel.

This year’s World Teachers’ Day celebrations center on the theme “Recasting teaching as a collaborative profession.” As such, we have asked some of our Speed School facilitators to share their own perspectives on what teaching and learning collaboratively means to them.

Collaboration is at the core of Geneva Global’s support and professional development strategy for Speed School facilitators. They are encouraged to work together to learn from each other and help develop ever-better lessons for their students. Elevating each other’s hard work and continuous improvement, these teachers collaborate on lesson planning, the creation of low-/no-cost instructional materials, and assessments and thereby, as Akamo Jennifer, a third-year Facilitator from Amolo Primary School in Uganda described, “increase their creativity, confidence, commitment, and self-esteem,”.

Working together in this manner also fosters an atmosphere of mentorship both for and among the facilitators. Many have fond memories of former teachers, trainers, or even students who inspire them to continue the hard work they do.  They also recall warmly  the peers or new facilitators they have mentored in turn. Following are testimonies from a small sample of Speed School Facilitators in which they share their work and experiences, responding to our questions about collaboration.

 

In what ways does your work involve collaborating with other teachers and facilitators? How does that collaboration strengthen what you do?

“My job requires collaboration with my colleagues because we often rely on each other’s strengths and expertise to achieve the best results. I share updates and progress with my team, listen to their input, and adjust my work so that it aligns with the overall goal. We also coordinate tasks, support one another when challenges arise and give feedback to improve the final outcome.”

– Sharon Apio, Facilitator for five years, currently working at Akucawitim Primary School in Northern Uganda.

“Collaboration is a vital mechanism that allows me to share experiences, exchange effective teaching strategies, and save both time and resources. Given the unique challenges of my school’s location situated near a large prison, several industrial sites, and a densely populated area, working in isolation would limit my ability to respond effectively to the diverse needs of my learners.

By actively engaging with fellow teachers, I’ve gained valuable insights into classroom management, psychosocial support, and community engagement.

This collaborative approach has significantly improved the quality of my work. It has empowered me to be more resourceful, responsive, and confident in facilitating holistic development for my students.”

– Tigist Girma Yami, Facilitator for five years, currently teaching at Kilinto Primary School in Addis Ababa City Administration of Akaki Kality Sub City, Ethiopia.

 

How does Speed School use collaboration as a learning tool for both students and teachers?

“Collaboration helps children build confidence by explaining ideas in their own words and encourages active participation instead of passive listening.

Lessons are designed with activities that require teamwork. They build communication, problem-solving, and social skills while turning abstract concepts into practical understanding. Students who struggle are supported by peers, making learning less intimidating. It builds a sense of belonging and collective responsibility.

The overall impact for students is stronger comprehension, social-emotional growth, and readiness to rejoin mainstream schooling. For Teachers, we gain professional growth, stronger instructional skills, shared ownership of student success.”

– Aol Monica, Facilitator for two years, currently teaching at Lajokogayo Primary school in Omiya Anyima Sub-county, Kitgum District, Uganda.

“Speed School collaboration as a learning tool has helped students and teachers work together in the classroom. In small groups, the students work on problems by discussing [them] together, helping students bring together their ideas, knowledge, and life experiences, and allow them to explain their doubts to ultimately get solutions.

The teacher’s role is to guide the small groups to play their own role and insist them to strengthen good communication, bring out their creativities, [and] enrich their confidence to participate in the team.”

– Tsehayinesh, Facilitator for three years, currently teaching at Abdi Nono Primary School in Sheger City, Oromia, Ethiopia.

 

 As a teacher, who has inspired you along the way? What lessons did you take from them, whether they were one of your own teachers, a trainer, or even a peer?

“I was inspired by Mr. Ogwang James, my former teacher trainer. His encouragement, interesting lessons and fatherly love for me made me dream of being the same supporting figure for another child. I learned to love and care for my learners, keep them in school amidst any challenges and to be their father out of home.”

– Ejiku David, Facilitator for three years, currently teaching at Abango Omunyal Primary School in Eastern Uganda.

“I remember a tutor at my Primary Teachers College; she was patient and committed in any activity she was doing with the students and that inspired me to be patient with my learners when guiding during the teaching and learning process.”

– Akamo Jennifer, Facilitator for three years, currently teaching at Amolo Primary School in Eastern Uganda.

“Mr. Eloket Pampus was my teacher of English. He liked teaching, we students never wanted to miss a lesson. There were weekly tests at school from P.5 to P.7, but it cost 3,000 UGX for them and my family couldn’t afford it. I would go to school in the morning but when it was time for the test, l was chased out of class.

But Mr. Eloket used to feel for me. He asked about my life at home. Crying, l felt like I could not mention anything about home and wanted to leave school. But l told him about my father leaving, making everything hard for me and my family. Mr. Eloket then told the headteacher that he would pay all the money needed for my tests for a year. They kept monitoring my academic performance, guiding and counseling me. By God’s grace through him l finished primary education. He is why I wanted to be a teacher.”

– Among Mary, Facilitator for three years, currently teaching at Olianai Primary school in Amuria District, Teso Region, Uganda.

 

Do you view yourself as a mentor to other teachers? Tell us about a time you supported the professional development of a colleague.

“Yes, I do see myself as a mentor to other teachers, especially those who are new to the profession or transitioning into accelerated learning programs like Speed School. Mentorship to me is not just about sharing knowledge, it’s about walking alongside a colleague, encouraging growth, and creating a space for reflection and improvement.

Once, I supported a newly recruited facilitator who was struggling with classroom management and lesson pacing. I invited him to observe my sessions and afterward we sat together to discuss what worked and what could be adapted to his context. I also helped him develop a daily lesson plan and introduced him to interactive teaching techniques that better engaged learners.

Over time, I saw his confidence grow. His classroom became more organized and his students were more responsive. Seeing his progress reminded me of the power of peer support and how mentorship can uplift not just individuals, but the entire learning community.”

– Kalkidan Dereje, Facilitator for six years, currently working at Ethio-Korea Primary School in Addis Ababa City Administration of Akaki Kality Sub City, Ethiopia

“As a facilitator, I believe that sharing knowledge, experiences, and best practices is essential, not only for improving our teaching methods but also for strengthening the overall impact of our work with vulnerable, over-aged children.

One newly recruited facilitator joined our school, and she was passionate but unfamiliar with the accelerated learning methodology and the unique needs of our learners. I took the initiative to support her. Over time, she became more confident and capable, and her students began showing remarkable progress both academically and emotionally. Seeing her growth was deeply rewarding, and it reaffirmed my belief in the power of mentorship and collaboration.

Supporting the professional development of colleagues not only strengthens our team but also enhances the quality of education we provide. When we grow together, our students benefit the most, equally having positive competition and developing a habit of collaboration.”

– Taslima Madad Abamacha, Facilitator for eight years, currently teaching at Dil Fire Primary School in Jima Twon Administration, Oromia, Ethiopia.

 

Through collaboration, understanding, and mutual passion for learning, Speed School facilitators and students work together not only to create an atmosphere of dedication and excitement, but also one of joy, acceptance, and inclusion. This World Teachers’ Day, and every day, we want to uplift the voices of tireless educators and facilitators worldwide, allowing them to share not only their challenges but also their joys, pride, and successes.