Teacher Grace, the head of the English Department and a teacher for over nine years at Addu Primary School in Terego district, Uganda, says she is happy to own the Learning through Play teacher workbook/guide, which she will continue to use as a guide even when the project ends proudly referring to it as her LtP “Bible”.

“I used to ignore those learners who showed little interest in learning before the intervention of Learning Through Play (LtP), but now, I see all my learners as equal, inside and outside the classroom, thanks to the LtP methodology,” says teacher Grace.

She says she has experienced a shift in the teaching and learning process and no longer overlooks learners who struggle academically or behave differently. Instead, she now embraces every child’s potential, regardless of their knowledge level, behaviour, or skills.

Her story is a testament of how LtP can empower teachers to unlock the full potential of every child, even in the most resource-constrained settings. “Before LtP, I was just teaching. Now, I reach every learner. Previously, I had settled into a rhythm; delivering lessons, managing large classes, and hoping learners absorbed the teaching.” Teacher Grace indicates.

But it wasn't until she received training in Learning through Play methodology in January 2023 by the PlayMatters project that she realised what her style of teaching was missing: engagement, structure, and inclusion of all children.

“Before LtP, I rarely prepared lesson plans and even if I did, I wouldn’t use them fully in my lessons. After being taken through various capacity-building trainings, coupled with the continuous supportive supervision from our head teacher and the refresher teacher trainings from the PlayMatters project, I learned how to plan and involve children,” noted teacher Grace.

The PlayMatters Consortium, led by the International Rescue Committee including Plan International, War Child Alliance, the Behavioural Insights Team and Innovations for Poverty Action in partnership with the LEGO Foundation, has been training teachers in LtP methodologies. In Uganda, 3,756 teachers have been trained, 471,431 children reached in 426 schools. Results from Cohort 2 MEAL endline specifically revealed a significant boost in classroom dynamics, with active student participation and engagement growing from 48.7% at baseline to an impressive 84.5% at endline. This growth reflects a shift towards more interactive and learner-centered classrooms.

From Rote Learning to Real Engagement

Teacher Grace shares that she continues to embrace having learner-centred lessons as an LtP approach. Specifically, she says group work, peer review, think-pair-share, and the use of real-life images are her preferred methods which have empowered every learner to find their voice. Beaming with joy, she shares, “The learners now engage more and interact freely with me and with one another. The approach has significantly improved their social behaviour, time management, and overall classroom discipline.” The PlayMatters project promotes Learning through Play as an active teaching and learning method, using tools such as Six Bricks to engage children in a child-centered, interactive way.

Biggest Success? Classroom Management

One of teacher Grace’s great success since the start of her LtP journey has been improved classroom control. She notes that she is doing this not through enforcement, but through active learner participation. And indeed, MEAL endline evaluation shows that Positive discipline and inclusive classroom management showed progress, increasing from 46% to 79%.

“Learners are always busy with group tasks. They don’t have time to waste. I’m always with them, guiding them, which has made classroom management smooth and effective. I have also noticed that learners get excited every time I introduce the teaching and learning materials in a lesson, which encourages them to learn more without being bored. I even always give them a few minutes towards the end of the lesson to interact more with materials on their own, especially the LEGO bricks that excite them so much,” she says.

Looking to the Future

Despite challenges like large class sizes and limited teaching and learning materials, Grace remains committed to sustaining LtP practices even if the PlayMatters project ends. Her secret? The constant companion, the LtP teacher workbook/guide, which she calls her LTP “Bible”.

“It’s my guide. Wherever I go as a teacher, I will use it. I have seen how LtP works. I will keep implementing it,” she promises.

Calling for Continued Support

Grace recommends more support and supervision from school leadership, and more training in making local teaching and learning materials to further strengthen LtP implementation because, “I still struggle to make some materials”.

She also recommends exchange visits to spread good practices across schools. “When teachers visit schools already using LtP, they learn faster. It’s practical. That’s how we can scale the methodology,” she asserts.

Teacher Grace is positive that more teachers like her can be changed by LtP like she did. “LtP changed me. It’s inclusive, practical, and child centred. If all teachers embraced it, we would see a new generation of confident, engaged learners. I urge all teachers to adopt LtP. It’s not just teaching; it’s reaching every child where they are.”

Teacher Grace’s story is a powerful reminder that when teachers are equipped, inspired, and supported, the ripple effect on learners and the entire education ecosystem is profound. Through Learning through Play, Grace isn't just teaching; she's building a generation ready to learn, lead, and thrive.