The teacher’s tutor redefining teaching across Nigeria’s classrooms

The year was 2012. Grace Amoka arrived in Lagos for her NYSC assignment to teach English in a secondary school. The federal mandate directing all corps members to teach had left many of her peers dismayed, but Grace welcomed the news with poise, praying to God for guidance.

But Grace’s openness to teaching was rather strange. Although her parents had been teachers, young Grace didn’t envisage a career in teaching. With a degree in computer engineering, she dreamt of living  “a good life,” far removed from the modest earnings of teachers. “I didn’t necessarily know what I wanted to do,” she said. But her foray into teaching soon became a journey of self-discovery.

She had a natural aptitude with students that instantly charmed parents and colleagues alike. She connected with her students more deeply, thereby getting a feel of their talents and inspiring them to excel in their schoolwork. Parents urged her to continue in the private school after her service year was over, but Grace didn’t want to commit to teaching. 

Her interest lay in entrepreneurship, so she secured a scholarship shortly after her service year to study entrepreneurial management at the Lagos Business School.

Still a strong sense of unease haunted her as an entrepreneur. Her work seemed to lack the life and fulfilment she had dreamt of. After a great deal of soul-searching, she resolved to go back to teaching. With her insights from business school, she would be returning to the profession with a wealth of experience, unlike during her service year. 

“I realised it was possible to merge passion with purpose,” she said. “The training I received in Lagos Business School gave me the confidence to approach teaching in a way that was sustainable—not just financially but emotionally.”

Now she was starting to see teaching as her life’s task. “Teaching chose me,” she once said. “I didn’t return to it because I had no other options. I returned to it because it was where I felt most alive and where I knew I could make the greatest impact.”

Grace’s class routines are anything but conventional. She begins her lessons with Bible reading, encouraging her students to articulate Proverbs verses from colourful cards. These exercises blend moral lessons with linguistic skill development such as public speaking and critical thinking.

Grace maintains a firm belief in her life’s task, which is visibly manifested in her personal life and work. She also prioritises engagement through creative teaching methods. “Every day is a turning point moment for someone in my classroom,” she said. “I never want to miss that opportunity.”  

She recalled a particular moment when she was teaching figures of speech in class. In an effort to make the learning more interactive, Grace turned to music, urging her students to pause a song each time they identified a metaphor or simile. The students took so well to the playful approach, with one student handing her a handwritten note after lesson.  “Miss Grace,” it read, “you are as beautiful as a snowflake.”  

Grace smiled with pride. The student had translated her book knowledge into something personal and poetic.  

Another case involved a student who struggled to focus in class. Rather than using the conventional methods of threat and punishment, Grace adopted a clever approach, using the Ludo game. The rules of the game required the students to answer a question each time they rolled the dice. It was entertaining for the students, but it was a masterstroke that helped to demystify learning for the kids and kept them engaged. “They didn’t even realize they were learning,” she said.  

The Teachers’ Teacher

Grace’s influence on her colleagues has been similarly profound. During her fellowship with Teach for Nigeria, she trained teachers on managing overcrowded classrooms and influencing students through positive reinforcement instead of corporal punishment. 

Soon came global recognition when she was invited to speak to an audience of 45,000 educators worldwide about teaching effectively in challenging environments. “I realized my impact could extend far beyond my own classroom,” she said. “If I could inspire 10 teachers, who in turn teach 20 students each, that’s 200 lives touched in just one year.” 

Drawing on her knowledge in entrepreneurship, she coached the teachers in her school on how to diversify their incomes by writing books, securing contracts for school supplies, or developing innovative teaching aids. Inspired by her awful teaching experience with Teach for Nigeria, Grace hosted orientation workshops that trained teachers on managing stress and deriving fulfilment from their profession.  

Wellness, Wholeness and Finance Retreat

Her flagship initiative, the Wellness, Wholeness, and Finance Retreat, addresses mental health, financial literacy, and professional growth—three critical yet often overlooked areas in teaching. 

During the retreat, Grace explains the merits of multiple streams of income. “If you’re waiting for the system to change, you might wait forever,” she tells her attendees.

The sessions are as interactive as they are inspiring. Grace recounts stories of other teachers who started small businesses, applied for grants, or secured funding for school projects—all courtesy of the retreat.  One teacher, she shared, started a business supplying textbooks to schools in his area. Another landed a contract to run the school’s food service. “These aren’t extraordinary feats—they’re possibilities that anyone can achieve with the right mindset,” she said. 

For Grace, educating educators is not just about improving teaching methods—it’s about shifting mindsets. “No profession will ever pay you what you’re truly worth,” she would tell her audience. “It’s not just about the pay check—it’s about the value you bring and how you position yourself to thrive.”  

Her programmes have since expanded to cities like Kaduna, Abuja, Lagos and Port Harcourt, where she continues to inspire educators to embrace their roles as change-makers. Her goal for 2024 is ambitious—help 4,500 teachers attract opportunities for more impact and income.

Grace’s mission is to restore the reverence once associated with teaching. She believes the erosion of societal respect for teachers has discouraged many from the profession and weakened the education system. To combat this, she encourages teachers to embrace their worth and redefine their roles as change-makers. 

In addition to teaching, Grace is an author.

The Power of Community  

Grace emphasises the importance of solution-driven communities among teachers. She advocates for networks where educators can share ideas and resources and devise lasting solutions to the challenges in their classroom. 

Such communities, she believes, would empower teachers to put out well-thought-out proposals for reforms to decision-makers, amplifying their collective voice and influence.

For Grace Amoka, teaching is a sacred act of influence. And through her work, she continues to inspire teachers to embrace their purpose, empowering them to leave lasting imprints on the lives they touch. “Yes, we need better policies and pay,” she admitted. “But while we wait for the utopia of education, we must take control of our own destinies.”