When I heard that the Ghana Education Service (GES) had released the 2026/2027 academic calendar for basic schools in Ghana, I found myself wishing that equal attention would also be given to strengthening presence and easing pressure within classrooms.
Classroom learning has existed for decades and continues to remain central to education. Technology has, in many ways, given it a facelift, changing how lessons are delivered and how learners access information. Yet, despite these developments, the classroom remains a powerful space for human interaction, guidance, and growth.
Ask any instructor, facilitator, or teacher about their experiences in the classroom, and their response will often reflect hope. Learners, too, naturally embrace teaching approaches that genuinely support their academic progress and personal development.
Most of the great men and women the world has ever produced once sat in classrooms. This demonstrates that classrooms are not merely physical structures; they are spaces that shape character, confidence, thought, and human potential.
This article highlights some of the often-overlooked elements within classrooms that, though quiet and subtle, go a long way in shaping learners and the learning process.
In my article titled “Conducive Classroom Climate,” published by the Daily Graphic online platform, I noted that in Ghana, it is common to hear some parents say in the Akan dialect, “Me ba no anya school,” meaning, “My child has gained admission to school.”
Yet, many parents may know very little about the actual classroom environment their children enter each day. Their main concern is often school fees and learning support. Others, however, pay close attention to classroom climate and consider it carefully when choosing schools for their children.
While reading an article on an Indian website, I realised that many learners in Ghana may be struggling academically not solely because of ability, but partly due to ineffective classroom collaboration.
The article, ‘’The Impact of a Teacher’s Words on a Student’s Confidence and Mindset’’, highlights a powerful truth: students do not remember every lesson they are taught. They forget formulas, dates, and definitions. But they remember words—specific ones. The kind that stay with them: a comment made in passing, a sentence spoken after class, or a reaction expressed in front of others.
Teachers speak throughout the day, and it is easy to forget how much weight their words carry—especially for students who are still discovering who they are.
A teacher’s words can build confidence almost effortlessly. A simple statement such as, “I see you improving,” or “You asked a good question,” can change a student’s mindset. Suddenly, the learner feels seen, capable, and valued. This feeling does not stay in the classroom; it follows them into the next lesson and beyond.
One of the most powerful statements a teacher can make is, “I believe you can do this”—not as pressure, but as trust.
Belief from an adult carries great weight, especially for students who may not hear such encouragement elsewhere. It can be the reason a student continues trying when learning becomes difficult, or the reason they give up when it is missing.
I am reminded of a scene from the film Taare Zameen Par. A young boy, Ishaan Awasthi, struggles with dyslexia. His classmates laugh at him, and his teacher adds to his frustration. Even at home, he feels misunderstood. School becomes a place of fear rather than learning.
Then a new teacher arrives. Unlike the others, he chooses to inspire. With patience, compassion, and understanding, he discovers the boy’s hidden strengths. Ishaan regains confidence, begins to enjoy school again, and discovers his abilities. Together, they succeed.
This reflection brings into focus two key elements essential to effective classroom collaboration that support not only academic success but also learners’ well-being: presence and pressure.
Presence
Presence does not simply mean a teacher being physically in the classroom. It refers to the ability to create an environment where learners feel comfortable asking questions, seeking clarification, and sharing their opinions during discussions.
Such an environment can become so welcoming that even in the teacher’s absence, learners feel the difference. It is safe, warm, and reduces anxiety. In such classrooms, trust is mutual. That is , teachers trust learners, and learners trust teachers.
This reduces the tendency for students to pretend to learn when the teacher is present, only to disengage when the teacher is absent.
When learners feel supported, inspired, and free to express themselves without fear of punishment, ridicule, or shame, they gain the confidence to keep improving.
Research supports this idea. According to Matthew M. Johnson (2022), educators are generally positive, yet studies over several decades show that teacher feedback often focuses more on criticism than praise.
For example, a 1985 study from Texas A&M University found that only 6% of teacher responses to student essays were praise, while 94% were criticism.
For instance, the former President of the United States of America, Barack Obama, once remarked:
“When I look back on the great teachers who shaped my life, what I remember isn’t the way they prepared me to take a standardised test. What I remember is the way they taught me to believe in myself, to be curious about the world, and to take charge of my learning so that I could reach my full potential. They inspired me to open up a window into parts of the world I would never have thought of before.” (An Open Letter to America’s Parents and Teachers, October 26, 2015)
However, research over time shows that when teachers increase praise, student behaviour improves, disruptions reduce, and engagement increases.
Pressure
The challenges within the Ghanaian education system are significant. Large class sizes and insufficient numbers of teachers are just a few examples. These conditions create pressure within classrooms.
When pressure becomes too much, it can affect behaviour and reduce collaboration. Learners may become unwilling to share materials with peers who do not have them, often due to financial challenges at home. Gradually, competition replaces cooperation.
Environmental conditions also contribute to the problem. Professor Samuel Amos-Abanyie of Kwame Nkrumah University of Science and Technology has warned that poor lighting, high temperatures, and excessive noise in classrooms negatively affect students’ well-being, concentration, and performance.
Pandemic outbreaks such as the COVID-19 pandemic can also create significant pressure in classrooms. What may appear as a mere illness can, in fact, leave lasting psychological effects and even traumatise learners.
Curriculum overload also adds pressure. Learners are expected to pass many subjects, and failure in even one may delay progress. For learners in rural communities with limited resources, this pressure becomes even greater.
Classroom learning is often measured by what is taught and what is tested. Yet, as this discussion shows, what truly shapes learning goes far beyond the lesson itself.
Presence and pressure operate quietly but powerfully. A teacher’s presence through words, attitude, and openness can create a space where learners feel safe to think, ask questions, and grow. In such an environment, collaboration becomes natural.
On the other hand, uncontrolled pressure whether from system challenges or classroom practices can reduce participation, weaken trust, and limit meaningful learning.
The difference is not always in the curriculum, but in the classroom climate.
If classrooms are to become spaces where meaningful learning truly takes place, then equal attention must be given to how teachers show up and how pressure is managed. In the end, students may forget the lesson but they will never forget how the classroom made them feel. That feeling often determines whether real learning happens.
By HENRY ATTA NYAME
Institutional Assessment Practitioner
hattanyame@gmail.com
