Decades of teaching English
James Abalata Amatre, says teaching has been a journey he does not regret starting years ago. Photo by Kelvin Atuhaire
Born and raised in Maracha, West Nile, James Abalata Amatre studied at Mvara Senior Secondary School in Arua from Senior One to Six from 1971 to 76 after which he joined Makerere University for a Bachelor’s of Arts with Education (majoring in English language and Literature in English) in 1977.
“That was the course ideal for someone had to do if they also wanted to become a journalist those days. And though I had many proposals from many people asking me to practice journalism, teaching was what I was passionate about,” Amatre says.
Teaching experience
“I began my teaching journey at Uganda College Kibubbu in Kawolo, Lugazi in 1979, when I went out for my first school practice. I then crossed over to Lugazi Secondary School, current Mehta Senior Secondary School, for a year or two,” he recalls. In 1982, Amatre was transferred to Busoga College, Mwiri to teach English Language but did not like the place, so he left after about two months.
“From Mwiri, I made my way to Namilyango Secondary School from December 1982 to 1990 when I went for a Masters in TELL (Teaching of English Language and Literature) for nine months at Makerere University.
Thereafter, I went to Trinity College Nabbingo on part time basis up to 1992 when I went to St. Joseph’s SS Naggalama and Nabisunsa Girl’s Secondary School where I was the head of English Department in both schools,” he says.
Two years ago, Amatre decided to retire from teaching, “But they kept me in both schools for consultation and on contract for administration work,” he says.
The journey of teaching
“My journey in teaching has been enjoyable so much so that I sometimes laugh at those who think teaching is for stranded people who have failed to get jobs elsewhere,” Amatre says. For him, teaching has developed him intellectually.
“I want to rate myself among those who are kept, conversant, and do not lock themselves up in teaching English language only. I went straight into teaching other subjects including General Paper. I have done workshops, facilitated teachers and informed people about good programmes for our leaners,” he says.
Achievements
He further notes that schools had smuggled in a false principal at A-Level where students had to do four principal subjects yet the ministry of Education standard was three principal subjects and two subsidiaries which he says was a heavy load on students.
“I didn’t like that the ministry of Education was seating oblivious that some unwritten policy was being practiced so my fellow teachers and I took on the mantle to challenge this by writing an article in one of the local dailies in the ministry. That is how we came down to three principal subjects,” says Amatre.
The retired teacher also used to be instrumental in teachers’ workshops. “We used to have In-Service Training for teachers which stopped in early 1980s so teachers have not been retooling themselves. However, we have had teachers teaming up to do self-help. We organise annual workshops for subjects and get senior teachers to come and advise, inform and guide especially the young ones who are fresh in the field,” he notes.
A look into the future
“If you ask me about the future of English language teaching in schools, I would tell you that there are a number of challenges; one being the negative attitude and hostility towards the language; from parents and Ugandans and the learners. People think English is foreign, bothersome,” he notes.
Amatre also mentions the unrealistic expectations of schools as one of the challenges education faces today brought about by stiff competitions in schools.
“Schools have now decreed that the teacher’s biggest job is to cover the syllabus. For A-Level, the syllabus should have been covered by end of first term of Senior Six so teachers do marathon teaching. Teachers no longer make schemes work to cover the nominal programme of six terms for A-Level and three for O-Level.”
“We are exam based, and it is now an inconvenience for students to ask in class because they will be delaying the teacher. The school system encourages cramming and the examination system promotes cram work and so self-expression and student involvement dies naturally,” he says.
