Mentoring Teachers, Transforming Classrooms: Sylvester’s Journey
In a classroom in Keta, a coastal town in Ghana’s Volta Region, Sylvester stands at the front— guiding fellow teachers through a playful learning activity. Laughter fills the room as educators step into the role of students, discovering how games and movement can unlock learning. It’s a familiar scene for Sylvester, now a trusted mentor for teachers across the municipality.
Today, he is known as a resource person for play‑based learning. But earlier in his career, Sylvester struggled to keep learners engaged. Lessons were rushed, and little attention was paid to whether children were ready to learn—an experience shared by many teachers working in overcrowded classrooms with limited support.
That changed when his school joined Right To Play’s Partners in Play (P3) program in 2020. Through training, coaching, and practical tools, Sylvester learned how play‑based learning could transform not only his classroom but his confidence as an educator.
Discovering A New Way To Teach
When Sylvester began teaching at Dzelukope E.P. Basic School, his approach was purely traditional. “Formerly, I enter the class and whatever I planned, I start teaching immediately,” he recalls. “I didn’t even check whether the learners’ minds were settled.”
Across Ghana, this challenge is widespread. Many early‑grade learners struggle with literacy and numeracy when teaching methods don’t actively engage them. The P3 program responds by training teachers to use play‑based learning aligned with the national standards‑based curriculum.
At first, Sylvester was unsure. “I asked myself; would this thing work?” he says. But as he studied the training manuals and tried new activities, his doubts faded. “Anytime I bring it out, I see the interest of the kids. They are eager to come to school.”
“The play‑based methodology makes the whole lesson lively."
Learning Through Play, Learning To Lead
Over time, play‑based learning reshaped Sylvester’s teaching philosophy. “When I use play in my lessons, my learners grab the concepts easily,” he explains.
What began in his classroom soon extended to his peers. Through professional learning communities, team‑teaching sessions, and classroom demonstrations, Sylvester began mentoring other teachers—inviting them to observe, practice, and reflect together.
“They are playing, but they are learning,” he says. “They are not just playing for playing’s sake.”
“When they learn as they’re playing, they really understand.”
Paying It Forward: Leading Change Today
Today, Sylvester supports teachers both in person and online. He runs a Telegram group where educators share challenges, watch demonstration videos, and receive real‑time support. “Anytime somebody needs assistance, they put it in the community, and we solve it together,” he says.
The impact is visible. Learners are more engaged, behaviour has improved, and classrooms are joyful spaces. “They are playing, but they are learning,” Sylvester explains. “They grab the concepts easily.”
His leadership has been recognized. Recently, Sylvester was selected as his school’s Best Performing Teacher, an honour he never expected.
Looking Ahead: Sylvester's Vision
Today, Sylvester supports teachers both in person and online. He runs a Telegram group where educators share challenges, watch demonstration videos, and receive real‑time support. “Anytime somebody needs assistance, they put it in the community and we solve it together,” he says.
The ripple effect is clear. Learners are more engaged, classroom behaviour has improved, and teaching has become less stressful. “For teachers, it lessens your work,” Sylvester explains.
His leadership has also been formally recognized. Recently, Sylvester was named his school’s Best Performing Teacher—an honour he never expected. “I didn’t select myself,” he says. “They saw what I was doing and acknowledged it.”
Looking ahead, Sylvester dreams even bigger. He hopes to develop a digital platform—and eventually an app—where teachers and learners can access play‑based activities anytime. “My vision is for every teacher to uphold play‑based learning,” he says. “It changes the lives of the young ones and builds them holistically.”
