Teaching is more than a profession—it’s a calling. Three passionate Moja Tu students recently embarked on teaching practice placements at different schools across Kenya as part of their teacher training. From managing diverse classrooms to sparking that moment of understanding, each student faced unique challenges and triumphs. Here, Beatrice, Rebecca, and Irene reflect on their paths, surprises, and aspirations for the future.
Beatrice Mugure: Science, Strategy, and Student Success
Beatrice Mugure is a Bachelor of Education Science student who will be graduating later this year. She’s completing her teaching practice at Bishop Louis Ngarenaro Secondary School, where she is teaching Biology and Chemistry.
Driven by a lifelong passion for science, Beatrice wanted to share her fascination with biology and chemistry. She talks about how teaching allows her to impact and inspire young minds while still deepening her understanding of biology and chemistry. “Seeing students grasp complex concepts and grow confident in their abilities is incredibly rewarding.” She says.
A day in her life starts with lesson prep, followed by interactive classes. Between lessons, she supports extracurricular activities and provides one-on-one help, then reflects on successes and areas for improvement.
Beatrice anticipated classroom management challenges before she began her teaching practice but believed her content knowledge and enthusiasm would carry her through. Later, she discovered that effective teaching is as much about managing diverse students’ needs and maintaining a positive learning environment as it is about delivering content.
“To build a rapport with students, I strive to create a friendly and respectful atmosphere by learning students’ names, listening actively, and showing genuine interest in their progress. I also vary my teaching methods using discussions, visual aids, and hands-on activities to engage different learning styles.” Beatrice explains.
However, it came with its share of challenges; handling large classes was daunting. She overcame this by integrating group work and peer teaching, allowing students to support each other and stay engaged.
Beatrice’s teaching practice solidified her commitment to education. She’s considering further studies in curriculum development and plans to explore innovative methods—like technology integration—to make science accessible and exciting.
Rebecca Wangari: Passion, Perseverance, and Peer Teaching
Rebecca Wangari, a third-year Education student at the University of Nairobi, teaches English Literature at The Anezah School.
Rebecca’s passion for teaching emerged in high school when she was selected to peer-teach classmates. That early experience revealed her talent for explanation and sparked her commitment to education.
Before starting her teaching practice, she expected teaching to be extremely hard but discovered that, with passion and preparation, it can be deeply rewarding. “At first, I was nervous, especially with experienced teachers following me in class to make sure you are teaching the right thing, observing my every move, ” she says. Later, she quickly adapted, viewing feedback as an opportunity to refine her craft.
Rebecca connects with students by leveraging her psychology background. She tailors attention to different students, ensuring each learner receives the support they need. Although large classes tested her control, she implemented a system where noisy and mischievous students led class discussions, transforming potential disruptions into leadership opportunities.
Overall, Rebecca appreciates this process since it has helped her gain confidence in her voice and learned to navigate school hierarchies. She refined her collaborative skills with colleagues of all levels. Her teaching practice taught her that dedication and consistency are key. In five years, she sees herself as a seasoned teacher, uplifting young minds and transforming communities.
Irene Wairimu: Turning Classroom Challenges into Growth
Irene Wairimu, a third-year student at Kenyatta University, is doing her teaching practice at Jordan Secondary School, where she teaches Mathematics and Chemistry during her practice. Irene has dreamed of becoming a teacher since childhood. Her passion for guiding young minds led her to follow that dream into the classroom, where she can combine her love for math and science with mentorship.
Before starting, Irene hoped to be placed in an all-girls school. Instead, she found herself at a mixed institution. “I was pleasantly surprised by the warm welcome and enthusiasm of the learners, which exceeded my initial expectations.” She says.
Irene’s routine begins at 8:00 AM. After writing her lesson plan, she teaches classes through lunch and wraps up her day by 5:00 PM. Despite long hours, she finds the structure keeps her and her students on track.
Understanding that not every student learns the same way, Irene adjusts her language and examples to match each learner’s level. She fosters an environment of respect and engagement by speaking at their pace and checking for understanding.
One hurdle was when learners struggled to grasp complex concepts. Irene tackled this by encouraging students to read ahead before the lesson and offering additional support after class.
The proudest highlight came when a form three teacher asked Irene to reteach a topic to a form two class. Seeing her students master the concept and help their peers affirmed her purpose as an educator.
Looking ahead, Irene plans to attend a mathematics contest with her learners and, within five years, hopes to be employed by the government in a high school, continuing her journey of inspiring the next generation.
From lesson plans to life lessons, Beatrice, Rebecca, and Irene have shown that teaching is a journey of both giving and growing. Their stories reflect the resilience, creativity, and heart it takes to shape young minds. As they move forward in their careers, these future educators are not only building their own paths—they’re lighting the way for generations to come.