Mrs. Nicole Robinson
Yancey County

”The Heart of Teaching Knows No Borders

Words cannot fully describe all that I have learned and experienced in Africa through the Global Teacher Program. Our visits to schools, historical sites, and villages have been among the most incredible opportunities of my life. This journey has already changed me, and I know it will continue to shape both who I am and how I teach.

This amazing opportunity was made possible by The James G. K. McClure Educational & Development Fund of the Community Foundation of Western North Carolina, and I am deeply grateful for their investment in educators like me.

While every day of our journey in Africa has been meaningful, today’s visits to Holy Cross School and Nalituwe Secondary School in Livingstone were especially impactful.

These visits reminded me that although Zambia and the United States are unique in many ways, many of the challenges our students face are remarkably similar. Poverty, uncertainty about the future, limited access to opportunities, and the desire to build a better life are experiences that cross borders. While I recognized the same hope and determination I see in many of my students back home in North Carolina, I was deeply moved by the extraordinary resilience, joy, and appreciation for education that I witnessed in these students despite having far fewer opportunities and resources. Their outlook challenged me to reflect on how I can help all students recognize the value of the opportunities before them.

One of the most meaningful moments of the day came when I had the opportunity to work with a Grade 12 science teacher at Holy Cross School. The class was studying poverty while also discussing what students hoped to do after completing their final year of secondary school. The teacher invited me to lead a lesson encouraging students to think intentionally about the important decisions that lie ahead. Students reflected on their personal strengths, passions, and dreams while considering how those qualities could help them overcome obstacles and make a positive difference in their communities. Their honesty, optimism, and willingness to share their aspirations deeply moved me.

That lesson reminded me why I became an educator. It was inspiring to see that, regardless of where students live, they long to be seen, encouraged, and challenged to believe in their potential. 

I felt humbled by the trust the teacher placed in me, honored to learn alongside the students, and hopeful as I watched them recognize that their strengths can become tools for creating brighter futures. It reinforced my belief that education is about far more than academics. It is about helping young people discover who they are and what they are capable of becoming.

We ended the day by visiting Sinde Village just outside of Livingstone. There, we were warmly welcomed by the headman of the village and invited to sit together on tree stumps and woven mats beneath the shade of a large tree alongside the village children. As we listened, observed, and asked questions, we gained a deeper understanding of their culture, traditions, and daily way of life. It was a powerful reminder that true learning happens when we take the time to listen with open hearts and genuine curiosity.

That experience left me feeling deeply humbled, grateful, and connected. It reminded me that joy is not measured by material possessions but by community, relationships, generosity, and a sense of belonging. I left with a profound respect for the people we met and a renewed appreciation for the many ways people build meaningful lives around the world.

As I prepare to return to North Carolina, I will carry much more than photographs and memories. I will bring back a renewed appreciation for the power of relationships, the importance of culturally responsive teaching, and the understanding that our students are connected by far more than what separates them. I want my students to develop a broader perspective of the world, recognize our shared humanity, and understand that leadership, compassion, and perseverance exist in every corner of the globe.

This experience has reminded me that the most powerful lessons are often not found in textbooks. They are found in listening, learning from others, building connections, and recognizing that education has the power to create hope and opportunity across cultures and continents. 

I know I will return to North Carolina a better educator and, more importantly, a better human being because of the people I have met and the lessons they have so generously shared with us.”

Ms. Brooke Sauer
Durham County

“One of the most meaningful parts of my experience with the Global Teachers Program has been the opportunity to visit schools in Zambia, many of which are supported by Children in the Wilderness, a nonprofit organization that empowers rural children through environmental education, leadership development, and life skills. While every school and community has been unique, I found a common thread throughout each visit: students and teachers who deeply value learning, relationships, and community.

At the Ebenezer Primary School, I worked in a small group at the literacy center with two grade 4 learners. Together, we read the story “Tommy the Tortoise,” focusing on pronunciation and comprehension before practicing writing and spelling words that begin with the letter “c.” As a high school science teacher, I rarely have the opportunity to observe the earliest stages of literacy development, so it was fascinating to watch the students sound out letters to build words. When we tried to spell “church,” one student wrote “curch,” while the other wrote “chearch.” Their attempts sparked a wonderful conversation about phonics and spelling patterns as we collaborated to achieve the correct spelling. By the end of our lesson, we had correctly spelled ten words beginning with the letter “c” and created a classroom poster illustrating different types of soil—a topic they had recently studied in science. The experience was a reminder that learning is built through patience, curiosity, and encouragement.

Later that day, another Global Teacher participant, Tyler, and I visited a fifth-grade science classroom of 53 students. Together, we taught a lesson comparing insects and arachnids while also answering questions about life in the United States. Despite the crowded classroom, the students were incredibly engaged. They eagerly volunteered answers, asked thoughtful questions, and laughed with us as we attempted greetings in several local languages. Their enthusiasm transformed what could have been a simple classroom visit into a genuine cultural exchange.

At Holy Cross School, I observed a secondary biology lesson on pollination that highlighted a classroom culture different from what I often experience at home. When the teacher accidentally misspelled a word on the board, a student confidently—but respectfully—offered a correction. The interaction reflected a classroom built on mutual respect rather than strict hierarchy. Later, the teacher invited me to lead part of the lesson. Building on the discussion of pollination, I introduced students to the relationships among plant groups, drawing diagrams and explaining terms such as “terrestrial” and “gymnosperm.” Although we discussed biology, the students were just as curious about my own life. They asked about my home, my family, and what school is like in North Carolina. By the time I left, I felt a genuine connection with the students, and I was honored to take photos with many of them.

Our learning extended well beyond the classroom. During our visit to Sinde Village, we gained insight into daily life and cultural traditions. Community members shared how their families rely on subsistence farming, fetching water each day, and collaborative building and maintenance of their mud/log dwellings. We learned about local customs surrounding marriage, family life, and community values, watched skilled artisans weave baskets, and met young children throughout the village. What made this visit especially meaningful was learning about the village’s partnership with Children in the Wilderness. Through Eco-Clubs, scholarships, teacher training, and immersive conservation camps, the organization helps young people become future leaders and stewards of Africa’s natural heritage while creating educational opportunities within their own communities. Seeing that mission come to life in Sinde Village demonstrated that investing in children strengthens not only individual futures but also entire communities and the landscapes they call home.

Throughout these experiences, I found myself reflecting on what I hope to bring back to my own classroom. One of the strongest impressions was the sense of belonging that existed in every school we visited. Students clearly enjoyed coming to school, not only to learn but also to spend time together, celebrate their cultures, and support one another. That feeling of community is something I want to cultivate even more intentionally with my own students. I was equally struck by the gratitude students demonstrated for their education. Whether we visited suburban, rural, public, or grant-aided schools, students treasured their pencils, notebooks, and the opportunity to learn. Many walked long distances each day simply to attend school, yet they arrived eager to participate. Their appreciation challenged me to reflect on how I can help my own students develop greater gratitude, not only for the resources available to them but also for the opportunities, relationships, and experiences that shape their lives.

As our journey through Southern Africa comes to a close, I realize that the greatest lesson has been discovering how much our two cultures share. The students I met displayed the same curiosity, humor, and desire for connection that I see in my own classroom in North Carolina. Teachers welcomed us with openness and pride, eager to exchange ideas and learn alongside us. While I witnessed significant challenges, including poverty and limited resources, what stood out most was the joy that radiated from so many classrooms and communities. It is a joy rooted in relationships, culture, and shared experiences, something I hope to foster more intentionally with my own students.

I am incredibly grateful to Global NC and the Global Teachers Program for making this life-changing professional development experience possible. My sincere thanks also go to the Borchardt Award, which allowed me to participate in this unforgettable program. Before this experience, I had never visited schools outside my own community, collaborated with teachers on another continent, or learned directly from students whose experiences differed so greatly from my own. The lessons I have learned will continue to shape my teaching long after I return home. I leave Southern Africa inspired to build an even stronger classroom community grounded in curiosity, gratitude, and meaningful human connection.”

Mrs. Sharron Bell
Pasquotank County

“Hello, my name is Sharron, and I would like to begin by thanking the Pasquotank Global Learning Team for making my participation in the Global Teachers program possible. Our morning began with visits to Holy Cross Secondary School and Nalituwe Secondary School in Livingstone, Zambia. As an educator, I have visited many schools throughout my career, but today’s experience reminded me that great teaching and joyful learning are not defined by the resources available; rather, they are defined by the spirit of the people inside the building. The moment we arrived, we were welcomed with warm smiles and genuine excitement. The sounds of children laughing, singing, and eagerly greeting visitors filled the air long before we entered the classrooms. Their energy was contagious. It didn’t matter that many of the classrooms had limited materials compared to what we often see in American schools. What stood out most was the students’ eagerness to learn and their obvious respect for their teachers. 

As I interacted with students, I couldn’t help but think about the students back home. I found myself imagining the conversations we could have about gratitude, global citizenship, perseverance, and recognizing that children around the world share many of the same dreams, hopes, and ambitions. Although separated by thousands of miles, students in Zambia and students in North Carolina have far more in common than they might realize. 

Some days become etched in your heart 

The afternoon brought a completely different, yet equally meaningful, experience as we visited Sinde Village. Stepping into the village felt like stepping into a living history lesson. Rather than reading about traditional village life in a textbook, we had the privilege of experiencing it firsthand. We learned about daily routines, cultural traditions, family structures, food preparation, and the skills required to sustain life within the community. Throughout the day, I found myself reflecting on the importance of perspective. We often become consumed with what we wish we had, yet today I witnessed extraordinary joy, resilience, hospitality, and gratitude in places with far fewer material resources. It challenged me to think differently not only as a person but also as a school leader. I came to Zambia expecting to learn about another country. Instead, I found myself learning just as much about gratitude, humanity, resilience, and the universal power of education.”