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Microsoft word, power point ,google classroom,
About
My journey into teaching began not with a grand calling, but with a single year spent on a low wooden stool in a Class One classroom at Larteh Presby Basic School. I was a teacher trainee then, nervous and unsure, learning to settle crying children and write on a chalkboard with one hand while holding a workbook with the other. That year taught me that teaching is not about delivering perfect lessons; it is about showing up every day, noticing who is lost, and staying until they find their way. Fourteen years later, that lesson remains the centre of my practice. I hold a Diploma in Education from Presbyterian College of Education, where I received my foundational training in pedagogy, lesson planning, and classroom management. I later pursued a Bachelor of Education in Mathematics at the University of Cape Coast, which deepened my subject knowledge and equipped me to teach mathematics with confidence across both primary and secondary levels. These qualifications, combined with my years in the classroom, have given me a solid grounding in both the art and the science of teaching. I have taught every primary year group, from Class One to Class Six, as a class teacher at Lekma 1 Primary School from 2011 to 2020, and later at Kroma 5 Basic School from 2020 to 2023. In those nine years at Lekma, I moved with my students some years and started fresh with new classes in others. I learned how a six-year-old's understanding of numbers differs from a ten-year-old's. I learned to plan lessons that reached the child who finished early and the child who needed the same explanation five times. I marked exercise books late into the night and stayed after school to help the slowest reader sound out words. I did nothing extraordinary. I simply refused to give up on anyone. At Kroma 5, I faced different challenges. Some children arrived hungry, some angry, some too frightened to speak. I learned quickly that a child worried about lunch cannot learn fractions. So I learned to read the quiet ones – those who never raised their hand but never understood either. I slowed my teaching down. I repeated concepts using bottle caps, stones, and drawings on scrap paper because we had no fancy counters. That experience stripped teaching down to its essentials: patience, observation, and a willingness to try anything that might help a child understand. Since 2023, I have been teaching mathematics at Presbyterian Senior High School. Teenagers are a different kind of challenge. By the time they reach me, many have already decided they are "bad at maths." I spend my days undoing that belief. I use real-world examples – interest rates on loans, measurements in recipes, angles in construction – to show them that mathematics is not an abstract enemy but a tool they already use. When a student who cried over algebra passes her final exam, I remember why I teach. I am patient, resilient, and observant. I notice the child who has stopped asking questions. I notice the teenager who copies answers without understanding. I will re-explain a concept five different ways without frustration. I have served on assessment committees, led after-school mathematics support, and volunteered with reading clubs that strengthened my ability to support early literacy alongside numeracy. I am also humble enough to know that teaching in will require me to learn new assessment frameworks, behaviour policies, and parent communication practices. I am ready to do that work because I am not looking for an easy move – I am looking for a school where I can contribute every day while continuing to grow. I have taught every primary year group and secondary mathematics. I have helped children who could not hold a pencil and teenagers who cried over quadratic equations. I hold a Diploma in Education and a B.Ed in Mathematics, but my real qualification is fourteen years of showing up, marking every book, and believing that every child can learn. That is what I have done since 2011.
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