AIDE MEMOIRE FOR LESSON OBSERVATION

NOT ALL THE FACTORS LISTED BELOW WILL BE RELEVANT TO EVERY LESSON

1.  The teacher plans effectively and sets clear objectives that are properly understood:

• The teacher has a written lesson plan;
• The topic / level of content was related to the syllabus;
• Objectives were communicated clearly at the start of the lesson;
• There was a good structure to the lesson;
• Activities / seat work were prepared for learners; and
• The learning needs of individuals were incorporated into the lesson plan.

2.   The teacher showed good subject knowledge and understanding:

• The teacher had a thorough knowledge of the subject content covered in the lesson;
• Subject material was appropriate for the lesson; and
• Knowledge was made relevant and interesting for the learners.

3.   The teaching methods used enable all learners to learn effectively:

• The lesson was linked to previous teaching and learning;
• The ideas and experiences of learners were drawn upon;
• A variety of activities and questioning techniques were used;
• Instructions and explanations were clear and specific;
• The teacher involved all learners, listened to them and responded appropriately;
• High standards of effort, accuracy and presentation were encouraged; and
• Appropriate methods of differentiation were used.

4.         Learners are well managed and high standards of behaviour are    insisted upon:

• Learners were praised regularly for their good effort and achievement;
• Prompt action was taken to address poor behaviour; and
• All learners were treated fairly, with equal emphasis on the work of boys and girls, and all ability groups.

5.   Learners’ work is assessed thoroughly:

• Learners’ understanding was assessed throughout the lesson by the use of questions;
• Mistakes and misconceptions were recognised by the teacher and used constructively to facilitate learning; and
• Learners’ written work was assessed regularly and accurately.

6.   Learners achieve productive outcomes:

• Learners remained fully engaged throughout and made progress in the lesson;
• Learners understand what work was expected of them in the lesson;
• The learners’ outcomes were consistent with the objectives set at the
• beginning; and
• The teachers and learners work at good pace.

7.   The teacher makes effective use of time and resources:

• Time was well utilised and learning was maintained for the full time available;
• A good pace was maintained throughout the lesson;
• Appropriate learning resources were used; and
• Chalk board/ marker board was used effectively.

8.         The lesson is concluded effectively with evaluation and homework is used effectively       to reinforce and extend learning:

• The main points of the lesson were summarised;
• Evaluation of taught concept effectively carried out in line with the performance objectives;
• The lesson was brought to a close; and
• Homework was set and followed up.

SEVEN (7) CS OF GOOD TEACHING

1.         Caring for the Learners

Show deep concern to learners’ emotions and progress. Challenge them to think critically and guide them to the correct ideas.  Know them by their names and how they conduct themselves within and outside the classroom. Listen to their complaints, suggestions and give them feedback constantly. Treat learners individually, fairly and redress promptly any poor behaviour or performance. Encourage each learner to aspire to be the best they can. Reward any little progress made. Constructively mark, and endorse their work and communicate feedback to them to make progress.

2.         Class Control

Lead learners to establish rules and regulations to guide their conduct and behavior in class. Praise learners regularly for their good effort and achievement. Maintain eye contact with them. Demonstrate excellent skill of classroom management. There should be orderliness and decency in the class. Make lessons interactive. Engage the highly intelligent ones by giving them extra tasks to do and pay more attention to slow learners. Be firm but fair to all. Lesson time should be well utilized and learning maintained for the full time available. Chalk/white board to be used effectively.

3.         Captivating

Use of instructional materials to arouse learners interest. Adopt child centred strategies. Make learner active. Be well organized, vary methods of instruction. End lesson in a way that will make learners to want to learn more. Ensure constructive feedback is given to learners. Be humorous and ensure learners participate actively.  

4.         Clarity Of Lesson

Have mastery and thorough knowledge of the subject content to be covered in the lesson. Plan effectively and set clear objectives that are understood. Have a written lesson plan with topic and content related to the syllabus. Communicate clearly objectives of the lesson at the beginning. Learners’ needs should be incorporated into the lesson planning. Make knowledge relevant and interesting for the learners.

5.         Challenging

Learners are allowed to solve difficult tasks. Engage learners in projects, discussions and research work for reflective and creative thinking. Set goals for learners to reach. Pair up learners to share ideas on tasks that are complex and challenging. Learners should work individually on projects under the supervision of the teacher.

6.         Conferring

Ensure active learners interaction and discussion. Welcome challenge of opinions and reward system. Provide avenue for learners to discuss, deliberate and share ideas on various concepts.

7.         Consolidating

Give take home assignments, to effectively reinforce and extend learning. Use good questioning skills to evaluate lesson taught. Summarize lessons taught to ensure mistakes and misconceptions recognized are addressed.

LESSON PRESENTATION AND CLASSROOM MANAGEMENT

In order to have effective teaching and learning session, the educator should ensure;

• Adequate knowledge of subject matter;
• Stimulates the learners;
• Implementation of lesson plan (flexibility);
• Knowledge of the learners and their individual differences;
• Competency at using instructional materials especially the white board;
• Responses to learners’ behaviour;
• Learners participation in the lesson by asking questions, debating and discussion;
• Classroom management and control;
• Relevant, interesting and motivational introduction;
• Logical and sequential development of lesson;
• Adequacy and accurate mastery of subject;
• Effective communication and good command of language (accurate, fluent and to the point);
• Questioning (good quality, well distributed among the learners);
• Learner-centred approach (lots of relevant activities);
• Use of instructional materials; and
• Learning consolidation through summary and conclusion.

Evaluation

• Evaluation of learners’ learning; and
• Analysis of lesson delivery against lesson objectives.

1.  The teacher plans effectively and sets clear objectives that are             understood:

• The teacher has a written lesson plan;
• The topic / level of content was related to the syllabus;
• Objectives were communicated clearly at the start of the lesson;
• There was a good structure to the lesson;
• Activities / seat work were prepared for learners; and
• The learning needs of individuals were incorporated into the lesson plan.

2.   The teacher showed good subject knowledge and understanding:

• The teacher had a thorough knowledge of the subject content covered in the lesson;
• Subject material was appropriate for the lesson; and
• Knowledge was made relevant and interesting for the learners.

3.   The teaching methods used enable all learners to learn effectively:

• The lesson was linked to previous teaching and learning;
• The ideas and experiences of learners were drawn upon;
• A variety of activities and questioning techniques were used;
• Instructions and explanations were clear and specific;
• The teacher involved all learners, listened to them and responded appropriately;
• High standards of effort, accuracy and presentation were encouraged; and
• Appropriate methods of differentiation were used.

4.         Learners are well managed and high standards of behaviour are    insisted upon:

• Learners were praised regularly for their good effort and achievement;
• Prompt action was taken to address poor behaviour; and
• All learners were treated fairly, with equal emphasis on the work of boys and girls, and all ability groups.

5.   Learners’ work is assessed thoroughly:

• Learners’ understanding was assessed throughout the lesson by the use of questions;
• Mistakes and misconceptions were recognised by the teacher and used constructively to facilitate learning; and
• Learners’ written work was assessed regularly and accurately.

6.   Learners achieve productive outcomes:

• Learners remained fully engaged throughout and made progress in the lesson;
• Learners understand what work was expected of them in the lesson;
• The learners’ outcomes were consistent with the objectives set at the
• beginning; and
• The teachers and learners work at good pace.

7.   The teacher makes effective use of time and resources:

• Time was well utilised and learning was maintained for the full time available;
• A good pace was maintained throughout the lesson;
• Appropriate learning resources were used; and
• Chalk board/ marker board was used effectively.

8.         The lesson is concluded effectively and homework is used effectively         to reinforce and extend learning:

• The main points of the lesson were summarised;
• The lesson was brought to a close; and
• Homework was set and followed up.

LESSON PREPARATION AND PLANNING

During lesson preparation and planning, the followings points should be considered.

• Level of detail and accuracy in the lesson plan;
• Adequacy and sequencing of content;
• Knowledge and appropriate use of objectives according to the domains of cognitive, affective and psychomotor;
• Coherent lesson design involving active and effective learning according to the learners levels and competencies;
• Selection of appropriate instructional activity for the lesson objectives; and
• Preparation and selection of appropriate instructional materials.

DYNAMICS FOR PROGRESS AND SUSTAINED EXCELLENCE (A-Z)

There are proven steps which the students must take to ensure steady progress, maximum benefit from their studies and overall academic success at all strata of learning. Dynamics for progress in this context refer to a healthy, lively and vibrant academic activity which must be self-motivated and sustained.

• Acknowledge God as the author of wisdom and resounding success.
• By creation and redemption benefit you are meant to excel.
• Clearly define your purpose in life and set goals for your academic excellence.
• Dedicate yourself to the actualisation of your God-given dream.
• Explore all available sources of profitable information that can enhance your success.
• Focus on essentials and avoid all distractions.
• Guard against dream-destroyers and vision-killers. Keep your vision alive. 
• Holistically be sold to the pursuit and realisation of your dream.
• Identify your areas of weakness; itemise difficult courses or topics and make deliberate effort for improvement.
• Jealously preserve your moral values and virtue. Be chaste and uncorrupted.
• Kindle the zeal and passion for enduring success.
• Labour and painstakingly work for future bliss.
• Maximise and seize every opportunity to make advancement in your career.
• Never partner with mediocre and visionless peers.
• Organise yourself and plan properly for greater exploits in life.
• Passionately pursue moral, academic and professional excellence.
• Quietly and peacefully maintain cordial relationship with all men (foes and friends).
• Rely on the Almighty God for abundant grace for excellence.
• Sacrifice everything possible to achieve your dream. Be single-minded and resolute.
• Think critically, constructively and logically when faced with adverse situation on your way to the zenith.
• Uncompromisingly stand for the right. Dare to be different, be unique and stand out from the crowd.
• Voraciously and extensively read. Remember that readers are leaders.
• Watch your words and ways; attitude and actions; tongue and temper; conduct and companions and heart and habits. Your watch-word should be excellence!
• ‘Xerox’, copy and emulate worthy mentors and heroes, with necessary modifications where necessary to suit your mandate.
• Yearn and earnestly desire to achieve your set goals of all-round excellence.
• Zero and mortify all anti-success traits and agents.

OVERCOMING DISCOURAGEMENT AND DEPRESSION IN STUDENT’S ACADEMIC LIFE

Some students are faced with discouragement, despair and depression, and these constitute common obstacles that affect students in their academic pursuit.  And this can negatively impact their ability to learn and study effectively. When a student has this challenges that goes unnoticed, their mental health will be at risk, which can lead to social behavioural problems, poor learning and study lifestyle, slow self esteem and poor academic performance. When these are not addressed properly, symptoms can worsen, creating a vicious cycle that many students find themselves in.

DEFINITION OF TERM

Discouragement: this is a loss of confidence or enthusiasm dispiritedness. It is also an attempt to prevent something by showing disapproval or creating difficulties. Another word for discouragement is depression, dejection, impediment, obstacle etc.

Despair: this is the feeling that there is no hope and that you can do nothing to improve a difficult or worrying situation. Despair is a very intense feeling of hopelessness; the feeling can be described as a mix of misery, discouragement, anguish and distress.

Researchers said that clinical despair can be conceptualized as a profound and existential hopelessness, helplessness, powerlessness and pessimism about life and the future. Despair is a deep discouragement and loss of faith about one’s ability to finding meaning, fulfilment, and happiness to create a satisfactory future for oneself.

Depression:

Looking at these terms, they are personal social problem. Personal social problem refers to problem affecting individual that the affected individual as well as other members of society, typically blame on the individual’s own personal and moral failing.

Depression (major depressive disorder) is a common and serious medical illness that negatively affects how you feel, the way you think and how you act. Fortunately, it is also treatable. Depression causes feelings of sadness and/or a loss of interest in activities you once enjoyed. It can lead to a variety of emotional and physical problems and can decrease your ability to function at work and at home.

Depression symptoms can vary from mild to severe and can include:

• Feeling sad or having a depressed mood
• Loss of interest or pleasure in activities once enjoyed
• Changes in appetite — weight loss or gain unrelated to dieting
• Trouble sleeping or sleeping too much
• Loss of energy or increased fatigue
• Increase in purposeless physical activity (e.g., inability to sit still, pacing, handwringing) or slowed movements or speech (these actions must be severe enough to be observable by others)
• Feeling worthless or guilty
• Difficulty thinking, concentrating or making decisions
• Thoughts of death or suicide

Study life is synonymous to study habit, study habits are behaviours used when preparing for test or learning academic material. It is also what we do when we have to attain a specific academic goal.

EFFECTS

Individuals with depression may be unable to complete tasks that require high-motor and cognitive skills. They may feel confused, scatter-brained, overwhelmed or easily frustrated. Even basic everyday tasks become difficult.

Depression impairs cognitive functioning. This mental health issue interferes with healthy thought processes and impacts a person’s ability to concentrate and make decisions. It changes the brain, and many people with depression find they frequently experience memory problems and have trouble remembering events or details.

Other symptoms of depression contribute to learning problems. Depression can leave some individuals feeling irritable, agitated, anxious and unable to focus. Others find they are no longer interested in hobbies, activities or learning new things. Mood swings make it hard to pay attention, while feelings of hopelessness or low self-esteem can cause individuals to believe they shouldn’t bother or simply can’t learn new things. Depression also impacts sleep, and insomnia and hypersomnia can further impact mental health and function.

Depression, despair and discouragement affect all areas of an individual’s well-being including sleep, diet, mental and physical health, self-esteem, social interaction and academic performance.

Students who have these disorders are at risk of suffering from poor academic performance and resistance to anything school-related. This can include lack of engagement in the classroom, poor relationships with peers and teachers, and disinterest in pursuing passions and planning for the future. Their learning is also affected due to the fact that anxiety and depression can impact the working memory, which makes it challenging to retain new information and recall previously learned information. Discouragement and depression negatively influence academic progress and encourage under-achievement. Students with a high level of depression score lower on IQ and achievement tests than their peers.

WAY OUT

• The students should learn to do something new.
• Cognitive behavioural therapy: this is the process of changing your perception about the way you feel.
• When you feel discouraged acknowledge it to yourself. People who never feel discouraged are out of touch with themselves and the world.
• Anger frequently grows into discouragement and depression Let go of anger.
• Hold your head up. Good posture helps.
• Exercise.
• Persistent ambiguity is discouraging and depressing. Establish milestones; seeing progress encourages.
• Solve a small challenge or complete a project. Checking something off your list lifts a weight from your shoulders.
• Do your best to focus on things you do best. It feels great to do something well.
• Feeling alone can be discouraging. Let someone in. Find a friend by being a friend.
• Reward yourself or someone else.
• Reinterpret your setbacks as learning experiences and stepping stones.
• Enjoy fresh ideas from a book or lecture.
• If you don’t get some rest you’ll end up discouraged.
• The up side of discouragement is it may motivate you to evaluate yourself.
• Change a routine.
• Drain the drama. Respond objectively.

SETTING CLEAR GOALS FOR ACADEMIC EXCELLENCE

‘‘Success is goals, and all else is commentary’’. Without goals you simply drift and flow on current of life. With goals, you fly like an arrow, straight and true to your target. –Brian Tracy.

                                                      ‘

Your goal should be smart: Specific, Measurable, Achievable, Realistic, and Time-bound.

• Specific, it should be definite, detailed, exact and precise. Have a clear target for every study session, each subject or course, term or semester and session.
• Measurable, it should be assessable, quantifiable and easily calculated.
• Achievable, it should be a feasible, attainable, and a possible or realizable target. Don’t just build castles in the air.
• Realistic, it should be reasonable, down-to-earth, and must make sense.
• Time-bound, it must have deadline, time limit or cut-off date for its achievement.

In order to achieve your desired unprecedented success, note the followings;

• Goals make you think   positively and critically, thereby releasing inert energy, zeal and relevant ideas necessary for their accomplishment.
• Successful people in all areas of life are intensely goal-oriented.
• Some students due to lack of clear goals and vision waste their early years in the college on trivial issues which affect their ultimate performance.
• Before personal study, be specific in your goals in terms of subject/course and topics to be covered as well as evaluation tools.
• Success is goals; every other thing is commentary.
• Have both short term and long term goals and work it out.
• Goal-getters are goal-diggers, so assiduously excavate your goals.
• Having arrays of distinction(As &Bs), making first class and topping your classmates is just a matter of a well defined, properly articulated, passionately pursued and fully accomplished goal. Therefore,  lay hold on goal setting; write down clearly your academic goals and do something definite daily in terms of effective study and persevere until you achieve all.

DILIGENCE: TIMELESS PATHWAY TO DISTINCTION

It is no gainsaying that life doesn’t give you what you desire or want, but what you decide and determine to have. The proven timeless pathway to distinction and excellent success is hard work. It is said that ‘genius is 99% perspiration (hard work) and 1% inspiration.’  So, you can become academic genius through industry and diligence. Only be resolute, focused and determine to study hard now for your bright future. Be distinct and unique in your approach to study so as to get the best you desire. It is possible many have done it and excelled, this is your turn, and you can!

 Diligent students are always achievers because:

• They are purposeful, determined and definite in their studies. They don’t beat about the bush.
• They are painstaking, meticulous and detailed in the course of study.
• They plan properly for their studies and success. Remember, proper planning prevent poor performance, and he that plans not succeed has planned to fail. 

• They prepare adequately before any assessment, test or examination. No cramming or crash programme.
• They project and aim high always. They have jumbo or big dreams and pursue it.
• They procure, assemble and digest prescribed books and study materials necessary for   each subject or course.
• Their pals, associates or companions are success-oriented. They are ready to part with unserious, visionless peers. Show me your friends, I will tell you who you are.
• They are progressive in accomplishment. They are neither stagnant nor retrogressive. They burn the midnight candle to maintain or break their academic record.
• They are passionate and zealous in pursuit of academic excellence.
• They participate actively during lectures and classroom or group activity.
• They persevere in face of difficulty, especially in tackling difficult concepts.
• They honour, love, obey and respect their mentors and teachers.
• They have nothing to do with examination malpractice.
• They are prompt in copying notes, submitting assignments and executing academic projects.
• They pay the requisite price for success and are always determined to excel.
• They are voracious readers and love reading. They are book worm!

You can key in, dust your books, read and excel.

Success formula;

DILIGENCE+DISCIPLINE=DISTINCTION