(This article was first published in the New Vision on September 7, 2022)
By Richard Wetaya
Sixteen years ago, when Eddie Ssekyewa joined Gayaza High School, there were only 40 students taking mathematics at A’level.
“I was concerned and I wanted to do something that would pay dividends in terms of raising the numbers,” he says.
Ssekyewa, who was mainly hired to teach A’ level, introduced an approach designed to cultivate interest in mathematics among learners in lower classes as well.
“I dropped back to Senior Three and Senior Four with the intention of raising maths interest levels. There has been a three-fold increase (over 100) in the number of learners taking the subject at A level,” he says. His approach, Ssekyewa adds, involved giving learners pep talks to approach the subject with confidence. It also included rewarding learners for their performance in tests with cakes, chocolate and money and taking interest in their progression.
He also created and shared with learners the worksheets and modules with examples and revision questions to make the subject easier, which translated into the school’s 98% mathematics pass rate in the tests and national exams over the years, according to its records.
Setting Targets
Endearingly referred to as Coach Eddie, the approach adopted by this 45-year-old teacher to simplify mathematics has not only created interest and improved performance in mathematics at Gayaza High School alone, but also at Uganda Martyrs High School, Rubaga and Ndejje Senior Secondary School, where he previously taught.
As Annet Kabogozza Musoke, the Gayaza High School deputy headteacher in charge of welfare and administration says, Ssekyewa is the reason mathematics is the best performed subject at the school.
“The continuous learner-centred thematic teaching approach he uses has always brought out the best in learners,” she says.
This approach, Kabogozza adds, has also helped improve the performance of several learners, who were previously not strong in mathematics – which is globally recognised as a foundational subject for science and technology.
Ssekyewa explains that he also sets targets for learners and places particular focus on those struggling with the subject, as well as encouraging what he calls comparative learning through discussion groups.
“Getting into the good graces of your learners is vital. The continuous learner-centred thematic teaching approach helps me keep tabs on their performance progression,” Ssekyewa, who is the school’s dean of students in charge of A’level, says.
Mathematics Workshops
For the last eight years, he has conducted interactive mathematics workshops at the school to further simplify and cultivate students interest in the subject. The workshops, which also attract students from other schools, take place every end of the second term. The workshops, which did not, however, take place during the lockdown, are also facilitated by teachers from other schools invited by Ssekyewa. “During these workshops, we (teachers) respond to students’ questions and also share ideas on how best to improve the learners’ performance,” he adds.
In addition, every end of year, Ssekyewa says he encourages students to donate scholastic materials, such as mathematical sets, reams of paper and exercise books, among others, to the “underprivileged learners” in other schools in selected communities.
Digital Learning
During the COVID-19 lockdown, he says he helped over 150 O’ and A’ level students with revision and learning materials through WhatsAapp and Zoom platforms.
Ashley Namubiru, a student, says the online lessons kept students “active” during the lockdown.
“He (Ssekyewa) often shared materials like worksheets and modules. He opted to use WhatsApp as a means of learning because he knew that not everyone in the class could access Zoom easily,” she adds.
Ssekyewa says he gave hope to the parents who called him during the lockdown, telling them the schools would reopen. “I also moved and still move through the underprivileged communities around Gayaza and Bulaga talking to struggling parents to do whatever it takes to keep their children in school,” he adds.
When the schools reopened, according to Robinah Ssemitala, the former headteacher of Gayaza High School, Ssekyewa encouraged parents to send the learners back to school, including those who did not have money to give their children all the school requirements.
“Many were hard-pressed but he encouraged them to send their children back to school as they looked for resources. And many parents responded positively,” Ssemitala adds.
Critical Thinking Skills
Because each mathematics lesson calls for critical thinking and problem-solving skills, Ssekyewa says he passes on these abilities to the learners through his lessons.
“My learners get the building blocks for those skills during my lessons. For every lesson, I always make it a point to mention a real-life situation where these skills apply,” he explains. “Many are finding these skills helpful in the modern world, increasingly governed by digital data and algorithms,”
Catherine Waduwa, a Ugandan electrical engineer currently working in the Canadian government, who is Ssekyewa’s former student, says his connection of mathematical concepts to real-life situations made his lessons engaging.
“I am where I am because of Ssekyewa’s engaging thematic approach to teaching Maths. He was not only a teacher but a life skills specialist as well. He often created time to give us pep talks about good life precepts to live by. He also often engaged us in co-curricular activities, such as sports, particularly basketball, seminars and workshops,” she explains.
SKILFUL INSTRUCTION
Dr Patricia Achan Okiria, the deputy Inspector General of Government, believes her daughter’s dream to become a civil engineer is within her grasp on account of Ssekyewa’s skilful instruction.
“Ssekyewa is an exceptional and virtuous mathematics teacher, whose well-rounded teaching and mentoring strategies are building the next generation of critical thinkers for Uganda,” she says.
Okiria adds that through his mentorship sessions, Ssekyewa is contributing to raising “principled and upright Ugandans” who will support the fight against corruption. Moses Kitaka, the technical director at Epsilon Uganda, a waste management firm, agrees. “He has positively impacted the lives of many learners through teaching and mentorship,” Ssekyewa, who is a member of the games department at the school, has severally served on the school’s sports organising committees and has refereed badminton and basketball, volleyball games, among others.
He says he encourages learners to embrace sports for recreation, build teamwork and self-esteem building, as well as improving their wellbeing and mental health.
Others Speak Out
Gaston Muramira, CEO Biomedics Products Limited
Ssekyewa is an extraordinary teacher, a nation builder who always wants to see his learners excel in all aspects of life.
Pearl Mwesige, Senior Five student
I owe my success to teacher Ssekyewa. Being in his class is such a worthwhile experience and the chances of passing are always high.
Megan Katete, parent
Ssekyewa is one of the best mathematics teachers Uganda has ever produced. My daughter previously struggled with the subject, but when Ssekyewa stepped in, everything changed for the better.
Fact File
- 1989: Sat PLE at Rubaga Boys’ Primary School
- 1994: Did O’level at Makerere College School
- 1997: Sat A’level at Makerere College School
- 2000: Bachelor of science, Makerere University.
- 2003: Post-graduate diploma in education, Makerere
- 2000: Started teaching career at Uganda Martyrs, Rubaga
- 2004: Joined Ndejje Senior Secondary School as a teacher
- 2008: Went to Rubaga Girls’ Secondary School as a teacher
- 2007 to date: Teacher at Gayaza High School
Golden Tips
- Pray always, God’s grace abounds
- Work with positive people
- Take interest in the well-being of others
