SALVAGE THE FALLEN STANDARD OF EDUCATION IN NIGERIA THROUGH
THE SOLID FOUNDATION TO MATHEMATICS:
THE PATHWAY TO BREAKTHROUGH IN ACADEMIC PURSUIT.
BY ELDER T.M.D. OFETON (SPECIAL MATHEMATICS TEACHER)

PART 2

Having identified the problems bedeviling our education sector in Nigeria, the need for teachers endowed in the thorough teaching of the complete Arithmetic Syllabus which covers all the topics on which questions are set in all Common Entrance Examinations for primary school pupils prior to their entry into secondary schools, to step out into classrooms to contribute their quota in helping to salvage this ugly situation, cannot be over-emphasized. Now is the time to begin to wrest and restore our lost educational glory to its status quo from this current endemic situation.
We have also taken note of some topics of Mathematics that have been transferred from the Junior Secondary School (JSS) syllabus to the primary school Mathematics syllabus. These include but not limited to the following:
1. Difference of two squares
2. Base Numbers
3. Probability
4. Finding the sides of a right-angled triangle based on Pythagoras Theorem
5. Simple Algebraic Equations etc

In this regard, we humbly offer our services as “Part-time Special Mathematics Teachers”. By the Special Grace of God, we hold the ace to de-mystified primary school Mathematics teaching that will arouse the interest of pupils to study Mathematics as their number one choice subject in their academic pursuit.
Mathematics is a “Doing Subject”. Bearing this in mind, ample definitions of Mathematical terms, topics, formulae, a variety of worked examples of the various topics which will serve as guides to the working of each topic in class and in their private practices, will be provided the pupils to enhance their mastery of the subject. Therefore, each pupil will require at least two of 60 leaves exercise books, a pen, a Mathematical set and when necessary, a graph book. Hereunder, please find our Course Approach and Proposals.

OUR COURSE APPROACH AND PROPOSALS
We have adopted a two-pronged approach for the restoration of the glory of Mathematics in our primary schools as follows:

1. The terminal pupils’ classroom approach: Here, our team of experts will move into the terminal class of each primary school to teach the pupils directly on the basis of two slots of double periods (11/2 hours) per-slot per week.
Charged fee per school is according to the number of pupils in class calculated as follows: Monthly Fee: N 30,000.00 per 10 pupils
NOTE: For convenience, it is advisable that the school accepts responsibility of a subsidy convenient to them on this fee and then charge the rest to the parents of the pupils in the terminal class by sharing whatever remains by the number of pupils in the terminal class and multiply by the three teaching and learning months of each term. This total can then be included in the pupil’s school Bill to each parent each term, which they will pay in advance into the School’s Account who in turn will pay class term’s bulk total or class monthly total into designated Bank Accounts, to be released to them by us.

2. The Teachers Approach: Divided into three categories A, B, and C.

CATEGORY A: This is for all PRIVATE Schools.
In order to avoid a disconnect in the cognitive domain between the pupils in primary (Basics) 3 and 4 on the one hand and the terminal class on the other hand (For schools operating up to Basic 5 only) or between primary (Basics) 4 and 5 on the one hand and the terminal class on the other hand, for those operating Basic 6, there is the need to also teach and train the class teachers in those classes including the terminal classes teachers on the entire Arithmetic syllabus to ensure that they impart unto the children in their respective classes the sound Mathematical Foundation upon which they will finally build in the terminal class, before entering into their various secondary schools year after year.
This is a “Once in a Year” programme. It will come up in August every year during the long holiday. We propose also two slots of double periods (11/2 hours) per-slot per week and the duration of the course shall be one month every year for three (3) years. This programme will surely update classroom teachers for effective and sound classroom delivery on the subject of Mathematics all through their engagement as classroom teachers.
This course which normally will adopt Formative Evaluation during topics delivery in class will round off with Summative Evaluation Tests that will form the basis of our comments, remarks and or commendation to their employers. Designated Course centres shall be released to participating schools before commencement of course, each year.

Each school shall send four (4) teachers preferably as follows:
1. Teachers teaching Basics 2,3,4 and 5 for schools operating up to Basic 5 only.
2. Teachers teaching Basics 3,4,5 and 6 for schools operating up to Basic 6

Course Fee: N35,000.00 Per School Per August Session.
NOTE: As in the case of pupils’ programme, it is advisable that the school accepts the responsibility of a subsidy convenient to them and then share whatever remains among the four (4) participating teachers.
Writing materials for the course, remain the same as for the pupils except that for teachers, it shall be two higher education notebooks instead of exercise books.

CATEGORY B: This is for all PUBLIC Schools individual teachers
As in Category A above, this is a once in a year programme, that comes up in the month of August every year during the long holiday. We propose also two slots of double periods (11/2 hours) per slot per week and the duration of the course shall be three August months (that means, three years). This programme will surely update classroom teachers for effective and sound classroom delivery on the subject of Mathematics all through their engagement as classroom teachers.
Fee: N 8,000.00 per August Session.

CATEGORY C: This is for all other INDIVIDUAL teachers besides those in Categories A and B above and are either in employment or out of employment.
This programme comes up every Saturday only of each month of the year except Christmas Saturday, if any. It shall consist of two consecutive slots of double periods, each slot (Meaning three hours every Saturday of each month) for a course duration of three years.
Fee: N 5,000.00 per month
This programme, however, will round off in August of the third year with two days of attendance each week of the month of August and a slot of double periods (11/2 hours) each day.
Fee for the last Course month of August shall be N 8,000.00

SEMINARS AS A WAY OF UPDATING TEACHERS
It is an axiom that to update and so sustain someone’s efficiency and capability in his field of endeavor, his employers send such a person to seminars and workshops to be trained and retrained. But the teaching profession, unlike other professions and enterprises, is a very peculiar profession and this is one of the areas where the government is getting it wrong. You cannot update a teacher by sending him/her to seminars and workshops. If one does, it is nothing but a mere jamboree in futility.

To update a teacher, you need to teach him/her in detail, the content topics of the syllabus of his/her core subject of specialization. For all the decades since I have handled the chalk and with all the seminars and workshops that I have attended, I have never at any time and place seen where any resource person or persons had been brought to teach the details of primary school Mathematics syllabus. By the way, can the details of the various topics in the primary school Mathematics syllabus be taught in a one-day or one-week seminar and or workshop? Yet, they keep organizing seminars for teachers as a way of updating them. Oh! What a waste of time and resources!!

 TEACHERS: Update yourselves in Primary School Mathematics for effective and sound classroom delivery.

The exit point of the Course Programme (end of Course) is at the end of every three years, from the date of the first lectures after enrolment, followed by the take-off of new enrolments.
This programme takes off on October 3, 2017.
NOTE: Any school that
requires more slots or special Coaching/Teaching can request for, Monday through Saturday.

For contact, call: 08074407270, 09080388929
Elder T.M.D. OFETON
Director of Studies

RECITATION
THEME: TEACHERS: CAN WE DO ANYTHING WITHOUT THEM?
There are possibly more teachers than members of any other profession in the world today. We should all be indebted to them. A Japanese proverb says: “Better than a thousand days of diligent study, is one day with a great teacher”.

Who then is a good teacher? A good teacher instills confidence and makes learning a fascinating challenge. He is a master of his subject.

To teach is the journey of a teacher. Good teaching requires most of all, a thoughtful, thorough, caring teachers committed to a positive change in the lives of the pupils and students. Good teaching is not merely a matter of specific techniques or styles, plans or actions. Teaching is primarily a matter of love, patience, understanding, thoroughness, devotion. So, who then is a good and successful teacher? It is the teacher who touches your heart, the teacher who understands you or who cares about you as a person, the teacher whose passion for something, be it music, Mathematics, English or Science, is infectious and energizing. Unless a teacher is convinced of the value of education and is also interested in young people, it is impossible for him or her to become a good, successful, motivated and satisfied teacher.

REMAIN BLESSED AS A GOOD TEACHER.