Steel Will in a Fragile Frame of the Transformative Journey of Mr. Rin Roeun under the HCC Project support

In the remote village of Taseng, Snuol Commune, Kralanh District, Siem Reap Province, a man stands as a beacon of hope for his community, despite the physical challenges fate has dealt him. Mr. Rin Roeun is a contract teacher at Taseng Primary School who has dedicated nine years of his life to the classroom. Having lived with a physical disability caused by polio since the age of two, his passion for education remains undeterred. While he possessed a high school diploma and a heart full of commitment, for many years, his career was marked by uncertainty and a significant lack of formal teaching methodology.

Before the intervention of the Happy Cambodian Children (HCC) project by KAPE, Mr. Roeun’s teaching style was largely intuitive and based on traditional models. He lacked structured lesson plans and relied on imagination rather than professional techniques. In his classroom, the teacher was the absolute center of the universe—he read, he explained, and he provided all the answers—while students remained passive, bored, and disengaged. Lacking knowledge in child psychology, he often resorted to strict discipline, including shouting and physical punishments like making students run around the flagpole to maintain order. Even though the school encouraged lesson planning, he felt lost, and without proper technical guidance from peers, he continued to follow outdated practices.

The true turning point in Mr. Roeun’s career arrived with a 10-day intensive training provided by the HCC project. This training served as a new dawn for his professional life. He mastered the art of developing standard lesson plans, utilizing Bloom’s Taxonomy to foster higher-order thinking through questioning, and creating his own teaching aids from local materials. The transformation was visible; the once-dull classroom was revitalized into an aesthetic and vibrant learning environment. Students are no longer silent observers but active participants, engaging with word cards, visual aids, and group work boards.

Furthermore, the HCC project introduced effective mechanisms to support struggling learners. Through a Khmer language remedial program held three days a week and a peer-to-peer tutoring system, Mr. Roeun saw remarkable results. Out of seven slow learners in his class, six have successfully caught up with their peers and can now read and write fluently. The continuous technical support from HCC pedagogical advisors has ensured that Mr. Roeun never feels alone. Immediate feedback after classroom observations has allowed him to identify his strengths and rectify his weaknesses, ensuring that every lesson has a clear objective and a successful outcome.

Through technical meetings, Professional Learning Communities (PLCs), and study visits organized by the project both within and outside the province, Mr. Roeun has evolved from a simple contract teacher into a highly skilled professional with a clear career path. He is now firmly committed to applying the skills and methodologies gained from the HCC project to ensure his students receive a quality education, ultimately reducing dropout rates and migration within his community.

"Receiving support from the Happy Cambodian Children (HCC) project is significant proof that I have not been left behind. Despite being a contract teacher with a physical disability, the project valued me and equipped me with a full arsenal of pedagogical skills. Previously, I taught based on guesswork and used the power of reprimand; however, I now teach with technique and psychology, making my students learn with joy and achieve real results. This project has not only developed my capacity but has also changed the fate of the slow learners in my class, giving them a brighter future," said Mr. Rin Roeun.

He continuously shared deep feeling that “Although I am a contract teacher with physical disability, but my heart is full of love for my students.”