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No One Left Behind

Over 6,000 teachers have been directly imparted, reaching more than 320,000 underprivileged and marginalized children and adolescents, with girls comprising over 55% of beneficiaries since inception. employs low-cost teaching resources such as open source softwares and use of discarded computers to educate children in slums, rural and remote communities.

Re-use of old computers for hardware classes greatly reduces e-wastes, saving carbon emission and energy. With entrepreneurship, digital storytelling, coding, critical life skills’ leadership and computational thinking also comprising integral components of this project; young people are prepared for sustainable livelihoods, innovation and are empowered to use their voices(especially girls) for positive impacts.

With about 10.5 million Nigerian children aged 5-14 years out of school, this project, approved by states ministries of education immensely complements the government’s efforts to provide quality, inclusive and accessible education for children and youths in the country.

With sub-Saharan Africa worst hit with abject poverty and almost 90 million Nigerians living in extreme poverty as estimated by the World Data Lab; this project alleviates poverty by introducing learners to ICTs, with computational and critical life skills as well as entrepreneurship, very early in life. This assures them of sustainable livelihood void of poverty. As the equips teachers, learners are nurtured from year one in secondary schools to year six, with the knowledge and information they need for employability or for starting their own businesses to enable them become economically independent as soon as possible

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Collaborative STEM projects

Collaborative Science Technology Engineering and Maths(C-STEM) intervention enabled teachers and students in Nigeria to collaborate with counterparts in schools in developed countries via skype, as they conduct Science demonstrations in K-12 classrooms.

Students perform STEM exposition providing fundamental explanations of demonstrations and explaining how they relate to real-world applications.

Questions and answers sessions were also included in the skype sessions, around the experiments and in cultural contexts in the form of dialogue.

This is a great inspiration to both teachers and students as they embrace innovation at par with colleagues in other parts of the world.

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Digital Skills, Resources and Training for Teachers

Teachers are very key stakeholders to closing the digital skills gap around the world especially now that the ‘future of work’ is defined and driven by technology. Thus educators with sound knowledge and proficiency of digital technologies are urgently needed to equip learners with the skills needed in today’s world.

Teachers.Ng through partnerships provides digital Skills, resources and Training for Teachers to enable them impart their students with up-to-date knowledge. Modules include digital communication,hardware, proficiency and productivity tools, blogging, problem solving,graphics, collaboration and teamwork, effective browsing, Cyber Security and Child Online Protection, etc.

Teachers are continually provided with resources for professional development.

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Creating A Conducive Environment for Learning

Every student success is dependent on an accommodating, secure, challenging and academically robust learning environment. Teachers and school administrators should recognize the value of creating a positive environmental atmosphere. A learning environment refers to a physical or non physical conducive space where effective knowledge or information is passed across from one person to the other

Learning goes beyond merely absorption of a subject matter by a student; students need an enriching and flexible learning environment to actualize their potentials to the fullest.
Teachers should therefore understand that the learning environment is a major factor which dictates a student’s academic response, involvement in class activities, moral development, social relationship, character building and ultimately their overall academic performance. Research has also indicated that a positive learning environment enhances a teacher’s cognitive, emotional and behavioral pattern.

Every student must have a sense of belonging within the classroom which is usually a support system to helping the students achieve a faster learning pace. A couple of factors to be considered in developing a suitable learning environment are:
1. Classroom management and structure:
2. Discipline methods and routines: Establishes good discipline, effective routines, smooth transitions, and ownership of the environment as components of establishing a supportive and collaborative climate.
3. Organization of learning activities: Teachers should ensure that classroom activities have an academic focus by ensuring smooth communication of the academic curriculum.
4. Engaging students in individual class projects, discussions and interactions and team assignments: The interaction between teacher and students is another significant indicator of learning environment. Teachers should adopt the use of authentic conversation to learn about students and encourage students to engage their peer’s ideas. Teachers who make the effort to engage in positive interactions with students make a difference in the academic and social development of their students.
5. Enhancing a positive and friendly atmosphere between teachers and students: Effective teachers build a classroom climate where error is welcomed and not harshly rejected, student questioning is high and adequate response is given, and students can gain reputations as effective learners.

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Project-Based Learning: An Effective Teaching Approach

Every good teacher imparts knowledge and skills to his students. This is usually done by talking at the students and ensuring they understand. This in itself is a speedy and easy approach but might not necessarily be most effective method.

Over the years, it has been observed that students tend to remember topics or skills they practiced or were involved in while learning. This is due to the fact that they were able to relate with such topics or skills at the time. Yet, only few teachers have been found doing this. These are the ones we call great teachers because they don’t just teach! Someone might say “That does not make sense; why will a teacher not teach?” The answer is there are times when direct instruction is necessary, but only to be able to do something with that knowledge or skill. A great teacher will always engage the students such that their learning becomes project- based. With this approach, students do not just listen, observe and doze off while the teacher talks, rather they learn skills or knowledge with the understanding that they have a critical reason to, as they have to show all they have learned by what they can do.
In traditional classrooms, it has been observed that students tend to become bored when they are not engaged while learning, even the so – called brilliant ones. The big issue with this is that they are less likely to learn in this state. Research has shown that students in project-based learning classrooms get higher scores than students in traditional classrooms. This is apparently traceable to the state of their minds while learning. Project-based learning allows students to learn by exploring, practicing and applying ideas. In this state, they are in control of their learning, allowing the skills and knowledge they learn to become a part of them even after several years, rather than irrelevant and unreal.

Observations have also shown that asides from performing better in school, the creative, innovative and collaborative skills of students in project- based learning classrooms improve drastically. This is due to the fact that such a classroom allows students investigate questions, offer propositions and explanations, collaborate to discuss their ideas. It is therefore important that all teachers around the world begin to consider taking up this approach of teaching in order to produce not just “schooled persons” but skilled and knowledgeable persons who are able ask questions, challenge traditional and ineffective ways of performing tasks and develop innovative ways of tackling the challenges of the society at large.

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Effects of Positive Student – Teacher Relationship on Learning

The role a teacher plays in the education of a child cannot be overemphasized. The relationship a student has with her teacher is in most cases directly proportional to the learning of such student. Learning goes beyond acquiring knowledge or skill; it involves cognitive and psychlogical factors, therefore they are important processes that determine a student’s maximum academic achievement. One of the major ways a student can fulfil the demands processes is by being receptive to the teacher and receptivity stems from having a good relationship with her teacher.

There exists a huge disparity between a student who has a close constructive relationship with her teacher and one who does not. A student who talks with her teacher frequently, and receives more constructive supervision and approval rather than just criticism from her teacher is likely to trust her more, show more commitment to learning, perform better in class and excel academically compared to another student who hates and runs away from her teacher, therefore receives criticism. Positive teacher-student relationships enable students feel safe and protected in their learning environments and provide framework that meet students’ developmental, social and academic needs. This goes further to show that students will always want to be in school rather than avoid school in such a learning environment.

Although, students have a role in ensuring this relationship stays positive and constructive, teachers have a greater responsibility in ensuring this as it has been observed that students are not quick to embrace their teachers till they find reasons to. The population of students in a class is a major factor, as one teacher might not be able to handle relationships with several students in a class. Therefore, there is a need to ensure that the number of students in a class must not exceed what a single teacher can handle.