General News
When 5 oranges become mangoes – Teacher’s viral classroom moment sparks fresh debate over teachers’ grievances
A viral 30-second classroom video showing a Ghanaian teacher mistakenly referring to oranges as mangoes while teaching addition has triggered a wider conversation about the pressures facing pre-tertiary teachers in Ghana.
The video, which has been circulating widely on teachers’ WhatsApp platforms, shows a young lower-primary teacher standing before her pupils with nine circles drawn on a whiteboard.
She explains that Ama has five oranges and Akua has four, and asks the pupils to determine how many fruits they have altogether.
However, instead of asking for the number of oranges, she accidentally asks the pupils how many mangoes they have.
The pupils respond with different answers, including 10, 11 and 8, prompting the teacher to pause, place her hand on her chest and sigh before attempting to explain the addition again.
According to a commentary by Seth Afum A. Dankwah of J. G. Knol Technical Institute, Adukrom-Akuapem in the Eastern Region, the seemingly harmless slip of the tongue reflects deeper frustrations within Ghana’s pre-tertiary education system.
Mr Dankwah argues that while the teacher’s mistake may appear funny, it should also prompt reflection on the circumstances under which many teachers work.
He describes the incident as symbolic of teachers being expected to “add oranges and produce mangoes” — a reference to what he says are increasing demands being placed on teachers despite unresolved challenges affecting their working conditions.
He points to issues including inadequate teaching materials, overcrowded classrooms, teachers using portions of their salaries to print learning materials, unpaid allowances and delays in implementing promotions.
According to the commentary, some teachers are required to teach large numbers of pupils in classrooms designed for significantly fewer learners.
It also raises concerns about teachers working in deprived communities without receiving the 20% Deprived Area Allowance, which the writer describes as recognition of the difficult conditions under which such teachers work.
A major focus of the commentary is the teacher’s attempt to help the pupils arrive at the correct answer.
The teacher reportedly points to the first five circles and counts them aloud before counting the second group of four.
She then sweeps across all nine circles and counts from one through nine in front of the pupils.
Despite this demonstration, some pupils continue to shout answers such as 10, 11 and 8.
For Mr Dankwah, the teacher’s sigh and gesture of placing her hand on her chest represent more than frustration with a mathematics exercise.
He interprets the moment as symbolic of teachers who repeatedly explain lessons, provide support and work under difficult circumstances but continue to face challenges beyond the classroom.
The commentary acknowledges that despite their frustrations, teachers remain committed to their pupils.
Mr Dankwah argues that the teacher in the video is likely to return to the classroom because she cannot simply abandon the children entrusted to her.
However, he questions the condition in which teachers return to work when their concerns remain unresolved.
He argues that financial difficulties, delayed payments and workplace challenges can affect a teacher’s peace of mind and ultimately create additional pressure while teaching.
The commentary also draws attention to the unresolved Collective Agreement governing teachers’ employment conditions.
It claims that the agreement expired two years ago and remains unsigned.
Using the teacher’s slip from oranges to mangoes as an analogy, Mr Dankwah says teachers are expected to teach pupils correct language and concepts while their own professional relationship with their employer remains affected by unresolved agreements.
He also raises concerns about teachers who were promoted but allegedly continue waiting for their new salaries and arrears to be processed.
The commentary specifically refers to teachers who may have been promoted in 2025 but, by September 2026, were still waiting for their new salary placement and arrears.
Another major concern raised is the 20% Deprived Area Allowance.
Mr Dankwah argues that teachers working in deprived communities face conditions that can include inadequate infrastructure, limited access to electricity and potable water, and poor road networks.
He says the allowance should not simply be viewed as an additional benefit but as recognition of the difficult environments in which some teachers perform their duties.
The commentary argues that when such payments are delayed or unavailable, teachers may feel that their sacrifices are not being adequately recognised.
The commentary comes against the backdrop of the nationwide strike declared by the Ghana National Association of Teachers (GNAT), National Association of Graduate Teachers (NAGRAT) and Pre-Tertiary Teachers Association of Ghana (PRETAG) on Friday, September 25, 2026.
The three teacher unions announced the strike over unresolved concerns relating to their conditions of service, promotion and deprived-area allowance.
The writer uses the viral classroom video to provide a human-interest perspective on the issues that led to the industrial action.
Rather than viewing the teacher’s mistake simply as a humorous classroom incident, the commentary encourages the public to consider the pressures that teachers may be facing outside the classroom.
Mr Dankwah is calling on the Ministry of Education to use Monday, September 28, to provide concrete commitments to teachers rather than limiting engagement to meetings and photographs with union leaders.
He specifically calls for two signed documents.
The first, he says, should be a time-bound memorandum setting out when outstanding 2025 promotion arrears will be paid through the Controller and Accountant-General’s Department.
The second should provide a definitive date for the signing of the new Collective Agreement, including provisions relating to the Deprived Area Allowance.
According to him, such commitments would help give teachers greater certainty and allow them to return to their classrooms with fewer financial and professional concerns.
The commentary concludes by returning to the central metaphor of the viral video.
Mr Dankwah argues that if Ghana wants teachers to remain focused on teaching, their legitimate concerns must be addressed.
He says the teacher should be able to stand before her pupils with a clear mind and confidently teach that five oranges plus four oranges equals nine oranges.
For him, the repeated confusion of 10, 8 and 11 among the pupils, and the teacher’s accidental reference to mangoes, offer an opportunity to look beyond the humour and examine the wider conditions confronting Ghanaian teachers.
The commentary was signed by Seth Afum A. Dankwah, of J. G. Knol Technical Institute, Adukrom-Akuapem, Eastern Region, and dated September 28, 2026.
videocredit@abhenakristy3