Kindle a Flame. Ignite Hope.
Teachers reflect God's love in the world, prepare students for what's to come, and help them discover what's within.
For students at the margins, good teachers have the power to change their lives, keep them in school, and inspire them to follow their most ambitious dreams. Access to education is crucial, but staying in school – and thriving – often depends on compassionate and well-trained teachers. LPGM saw this need and created the “Elevating Excellence in Education” Fund to train excellent teachers.
Read about how teachers are transforming the lives of students at the margins, and how you can support them.
Ms. Devotha
Geography Teacher,
Mkwasa Secondary School, Tanzania
Since 1996, Mwangaza Education for Partnership – a grassroots, faith-based organization with Lutheran roots – has held trainings for secondary school teachers.
Mwangaza’s Safe Schools trainings examine cultural norms, emphasize child protection, and introduce alternative punishment methods. They help teachers understand how to foster a respectful, safe, and positive learning environment.
“In the past, before I learned how to deal with adolescents, I was a strict teacher. I would sometimes enter the classroom with a stick and use it. However, I later realized that being strict only pushed the students away from me. I learned to adopt new strategies to build closer relationships with them. Today, my students consider me a close friend, and I treasure that connection.”
She understands the importance of building trust with students. According to Devotha, “What draws me most to this job is the trust students place in me. That trust motivates me to come to work each day… A teacher should understand that once a student trusts them, whatever they do – good or bad – leaves a lasting impression on the student.”
Mr. Boniface
Librarian, Ole Sokoine Secondary School, Tanzania
One day, Boniface found a student in his office in tears. She told him a teacher had punished her without a valid reason, and she wanted to drop out of school.
After she calmed down, Boniface spoke with the teacher and learned that the student had been wearing a short skirt that he didn’t approve of. He had stopped her from getting lunch because of the skirt. She left the lunchroom, but she later returned wearing the same skirt, and the teacher punished her by hitting her with a cane.
Boniface talked to the teacher for a long time and explained that “while his intentions were good, his approach had negatively impacted the student.” Later, Boniface had a private conversation with the student, and she eventually agreed to stay in school.
Boniface proudly shares, “Today, that student is still with us. Sometimes, the student helps me with cleaning the library. We often sit and laugh about that incident, as it has now become a story to share.”
The experience deeply affected Boniface, and he muses, “It inspires me to see how advising someone can lead to a change in their decisions. It encourages me when I see my students listening to my guidance. It brings respect to teachers, and I feel like a mentor or role model to them.”
Suganya was a student at Siloam Girls’ Boarding Home in Tirukovilur, Tamil Nadu, India for 10 years. Her entire educational journey was sponsored through LPGM by a teacher in the U.S. named Christina. After completing school, Suganya hoped to become an engineer, but family circumstances prevented her from pursuing that path.
Her family suggested teaching. While she was initially skeptical, she thought back to her primary school teachers at Siloam: Femina, Fany, Nancy, and Esther.
“My primary school teachers were friendly and joyful,” she shares, “and [they] provided excellent education. Today, I can dance, write, draw, sing, and study, all thanks to the inspiration I received from them.”
She decided to enroll in a teacher training program, and over the course of her program, she developed a love of teaching. She earned a Diploma in Teacher Training, English Literature, and Bachelor of Education.
Today, Suganya works as a teacher and caretaker in another LPGM-sponsored boarding school in the Kalrayan Hills. She is also part of the English+ team, which builds confidence and skills around the English language – the language that unites all the regional differences in India. Committed to professional development and enrichment, she’s even currently pursuing a master’s degree.
Suganya reflects, “Having been an LPGM-sponsored student myself, I feel a sense of satisfaction and pride in working with children in an LPGM-sponsored hostel.” She still thinks about her primary school teachers, and she adds, “I strive to emulate their teaching style with my students.” In fact, Nancy and Femina are still teaching at Siloam. Nancy has been a social science teacher for 36 years, and Femina has been a first-grade teacher for 25 years.
Ms. Suganya
English Teacher,
Kalrayan Hills, India
Mr. Peter
Teacher, Mkwasa Secondary School, Tanzania
Peter believes deeply in the power of education to transform a nation. To him, teaching is like planting seeds.
“Teaching can be compared to a field where a farmer plants seeds – the very best seeds—expecting a great harvest. Therefore, teaching is inspiring because I know we can change our nation.”
Teaching isn't just about the explicit knowledge transferred from teacher to student. According to Peter, a teacher acts as a role model through their life, behavior, values, and vision. Students observe their teacher and subconsciously emulate their behavior. He refers to this implicit education as “intuitive knowledge that a person gets through his senses."
Peter therefore works hard to be a good role model for his students. He knows that students will look up to him if he builds a culture of trust, respect, and encouragement. When trust and respect are present, the relationship between teacher and student can leave a lasting positive impact.
Peter explains that he once had a student in his class who struggled with substance use. When the school staff found out, Peter and other staff members met with the student and talked to him about his struggles. They encouraged him to make different choices. Their intervention had a profound impact, and they saw a huge shift in his behavior. He went on to receive an award for good behavior after completing form four, and he is now a deacon working in the church.
Ms. Christine
Literacy Program Instructor,
Central African Republic
Christine is a 39-year-old mother of six children and an instructor at the Bouar Literacy Center in the Dorival district of the Central African Republic (CAR).
Her goal is to teach women in the literary program to read, write, manage their finances, and support their children with school work.
While the literacy program is still its first year of operation, she is already witnessing students' lives being changed. For example, when Véronique Bagaza started the literacy program, she was unable to read or write. After five months in the program, Véronique learned to read! She is now able to read the Bible in front of the whole church assembly during worship. In fact, her new reading skills prompted her to be elected president of a local chapter of the Central African Women for Christ. She now manages a group of 120 women.
Stories like these are deeply moving and motivating to Christine.
"Teaching is a passion for me. Every time I get together with my students in the literacy class and see the efforts that each one of them makes to read the first letters of the alphabet after 30 or 40 years of fog in their heads, it makes me shed tears and motivates me to persevere in this work to bring them hope in their lives.
Christine's hope is that the pilot literacy program will expand to other districts. She believes that expanding the program would "put a smile on women's lips and make them regain their dignity that they had lost as illiterates."
Mr. Dharmaraj
Middle School Teacher, Kalrayan Hills, India
Dharmaraj works as a middle school teacher in a government-aided primary school in Melvellar village in the Kalrayan Hills.
Dharmaraj's teaching philosophy is inspired by Thiruvalluvar, an Indian poet and philosopher. He is particularly inspired by the Thirukkural aphorism, “Assess what this person can achieve through this method and assign the task to him accordingly.” In short, Dharmaraj believes that we can’t expect all children to be the same, and that each student requires a unique approach.
He explains, "Some students listen to what I say and immediately respond; some come back to clarify, asking, 'How does this work, sir?' However, some students are shy and hesitant to approach me. They hold themselves back, fearing that I might say something."
According to Dharmaraj, teachers should modify their methods to fit students' unique strengths and needs. Some students get the content right away, while others need teachers to write on the chalkboard and explain the process step-by-step. Other students learn best through role-playing and demonstrations. Finally, some students need individual support and attention to understand concepts. Dharamaraj believes each student deserves dignity, respect, and to have their needs met.
This means viewing them as humans first and students second. He explains, "As teachers, we need to approach them and ask, 'Did you eat, brother? Are you well? How is everyone at home? How is your mom and dad?' When we talk to them about their lives, they feel relieved and think, 'The teacher cares about us.' This makes them very happy."
Viewing each student as a human first inspired him to provide extra support to one little boy in need. When the boy was in third grade, his father passed away, and his mother left him with his grandparents and went abroad to work as a housemaid to support her family.
Dharmaraj poses with the the student from his story
"The boy was very reserved. I already had two children, so I treated him as my third child. I spoke to his grandparents and assured them that I would cover all his expenses as if he were a part of my family. I bought him pencils, pens, notebooks, and textbooks. Over time, his mindset changed. He started to feel comforted and thought, 'I have a teacher who cares about me.' He’s now the school leader, and he helps other young students with reading and writing, which brings me joy. He has become very dear to me, and helping him makes me feel blessed, as Jesus said that helping the poor is like lending to God."
While Helga didn't always dream of being a teacher, the calling was in her blood. Her father was a teacher and so were her father's parents. When she played games as a child, she would always pretend to be a teacher, and her friends would pretend to be her students. She has now been a teacher for 13 years and loves the teaching profession.
Over the years, she has realized that creating a joyful and positive learning environment is just as important as imparting knowledge.
She believes all teachers should focus on creating "an engaging learning environment where students feel safe to make mistakes and learn from them."
According to Helga, "It's important to appreciate the small victories and to celebrate the successes of each student. When we believe in our students and provide them with the support they need, they can achieve amazing things."
She also believes that successful teachers are flexible and adaptable. She explains, "Children are constantly changing, and teachers need to be able to adjust their teaching methods accordingly."
Helga's faith is a significant motivator for her. She shares, "These children are a gift, and it's my responsibility to nurture them and help them become responsible and compassionate individuals. I want them to contribute positively to society. My ultimate goal is to see them succeed and make a difference in the world."
Ms. Helga
Teacher,
Kalrayan Hills, India
These teachers' stories remind us that teaching is more than imparting technical knowledge. A teacher’s profession is often deeply personal and meaningful to them. Devotha says, “The process of shaping someone, from childhood to adulthood – helping them grow mentally, physically, and intellectually – requires a calling…Teaching is something I truly love from the bottom of my heart.”
Boniface shares, “I love to help the community, and any community starts from the bottom, from the children, from the students… So, for the community to grow and be developed, we must first build it.”
For Suganya, teaching is an expression of her Christian faith. She says, “We believe that whatever we do for them is like serving God. This belief motivates us to serve wholeheartedly and find fulfilment in our work.”
Clearly, it’s crucial to have well-trained and well-supported teachers for our children, our neighbors’ children, and even children around the globe.
For many students our global partners serve, especially those attending boarding schools, teachers can be more present and powerful role models than even students’ parents.
Hear Teachers tell their Stories in their Native Tongue
You Can Help Elevate Excellence for Students
$5 - Literacy Workbook
You can buy one literacy workbook for a woman or girl learning to read and write in the Central African Republic.
$40 - One-Month Salary
You can pay one literacy instructor's salary for a month in the Central African Republic.
Your investment in these inspiring role models kindles flames within students, igniting hope for individual students and for the future of God’s kingdom on earth. Click the video above to watch dedicated teachers in action!
In this sacred season, may we all be inspired by teachers who have influenced us and, like them, be a light of God’s love shining to all around us.
