10 Things Every New Teacher in Nigeria Should Know Before Starting a New Teaching Job in Nigeria

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Nigeria education system we all know for a long time now has been on the down turn. There is public outcry that something ought to be done now to revive the fallen standard of education if we want to join the contemporary world in the match for advancement.

 

For this dream to be achieved, we must learn to do things differently in our educational system. For this reason we have worked out 10 exclusive resources that teachers and schools must lay their hands on, imbibe and put into practice to enable them write their names in the annals of fast changing history of education system and operation in the whole world.

 

We will present 10 Things Every New Teacher in Nigeria Should Know Before Starting a New Teaching Job in Nigeria in a thought provoking manner.

 

The School Community Resources

a. Is your school community culturally and ethnically diverse? If so, what ethnic and cultural groups live in your community?

b. Do any individuals or groups in lieu of these ethnic and cultural groups have a voice in scheduling your school community activities?

c. Do any persons or groups in lieu of these ethnic and cultural groups make appearances in, or help teachers and librarians in teaching and learning about other cultures, worldwide connections, or universal issues?

d. Do your school building and grounds mirror international themes and ideas that fix your students with what they are learning about the world?  Are the diversity of your student body and their individual cultures reflected in your buildings and on your school grounds?

e. Is an international focal point obvious in your extramural activities?

f. To what degree do the attention and participation of parents in the school improve international learning?

 

The Student Body Resources

a. Is your student body culturally or racially dissimilar? If so, what ethnic and tribal groups are represented?

b. How is the ethnic and tribal multiplicity of your student body reflected in your school syllabus, school activities and the progress of planned constructive student relationships?

c. Are the cultural background, international connections, and universal issues of these ethnic and tribal groups recognized in the school community and the school curriculum?

 

The Faculty Resources

a. Does the faculty of your school mirror the ethnic and cultural diversity of your community? If not, what efforts have you made to generate such a faculty or to support efforts by others to employ teachers who reflect this multiplicity?

b. If you have little ethnic and tribal multiplicity in your community, do you attempt to employ staffs that echo the ethnic and tribal multiplicity of your state, or the country at large, in order to prepare students for life in a assorted national and global society?

c. Does your school have a teacher or student teacher from another nation as a member of the staff?

 

Exchanges and Exchange Students

a. Does your school aggressively enlist foreign students to provide varied learning opportunities for your students, faculty and school community?

b. Do you give the parents in your community a variety of swap opportunities by nurturing presentations by approved global exchange groups?

c. Does your school have a partnership with a school outside Nigeria? If so, is the swap long-term and important for the students and faculty?

 

International Travel Programs for Faculty and Students

a. Do you supply opportunities for your students and faculty to engage in worldwide exchange programs?

b. Do teachers receive professional advancement credit or reimburse incentives for worldwide travel, study or exchange opportunities with other countries?

 

Curriculum

a. Is ethnic and tribal multiplicity reflected in your school curriculum?

b. Does your reading course replicate international literature as well as involvements by authors from ethnic and cultural groups in the country?

c. Does your social studies course for students embrace the learning of other cultures, how they are associated with the world, and international issues that affect their lives?

d. Are the art and music courses reflective of the ethnic and cultural variety of Nigeria?

e. Do you offer opportunities for learning global languages and their cultures?

f. Are international issues in health and science part of your program of study?

 

Textbooks and Supplementary Materials

a. Do your textbooks and complementary materials, transversely all subject areas, enclose content, designs, and activities mirroring ethnic and cultural diversity?

b. Do textbooks and auxiliary materials, across all subject areas; envelop worldwide issues, international connections and universal cultures?

 

Library

a. Are your library books and materials displaying the philosophy of the ethnic and cultural multiplicity of your community, your state, and Nigeria?

b. Do the books and media in your library provide your students and teachers with an extensive collection of materials on Nigeria’s cultural mixture, universal world history and mores of the world?

c. Do the print and non-print materials in your library make available to students and teachers modern materials on universal issues associated with their lives and international connections linking Nigeria and the world?

 

Internet

a. Does your school take on any global activities on the Internet? If not, are you conscious of organizations like iEARN and e-pals that network schools from countries all over the world?

b. If your school is occupied in a global Internet exchange, does the content go away from individual exchanges of information and take care of substantive substance from worldwide issues, culture and connections?

c. Do you engage the parents of students and the school community in student activities online?

d. Are Internet activities associated with your local and state standards, education and evaluation?

 

Curriculum and Assessment

a. Does the school system take on policies and sustain programs calculated to commence and make stronger second-language study in world languages, and areas of international education like geography, history, literature and the sciences?

b. Do you set up with on hand courses of study at the primary and secondary school (geography, history, social sciences, second languages, mathematics, science and the arts) an international viewpoint to guarantee students a global and cross-cultural outlook?

c. Are students given the time, wherewithal and procedures to do profoundly revision of one world region, country, culture, issue or worldwide correlation?

 

If you think that we miss out something important, you can show off your own list in our comment box.

 

ToscanyAcademy
Toscanyacademy.com is a member contributed edublog that provides educational information to Nigerian students and students abroad. It also focuses on bringing teaching tools and resources to Nigerian teachers. Almost all the articles posted here were contributed by people who have passion in sharing their knowledge. If you wish to contribute your own article(s), you can use this email to contact us admin[at]toscanyacademy.com

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