Ezinne Obioma

Ezinne Obioma I solve classroom and school problems — one real issue at a time. If it's not solving something, it's not on this page.

One of the first mistakes I see teachers make at the beginning of a new term is rushing to "start teaching" simply becau...
16/09/2026

One of the first mistakes I see teachers make at the beginning of a new term is rushing to "start teaching" simply because the timetable says it is time to teach.

The assumption is understandable: the earlier you begin the scheme of work, the more content you will cover. But starting content immediately is not necessarily the same as starting teaching effectively.

Think about what often happens on the first day.

A teacher walks into a new class, takes attendance, introduces the subject, opens the scheme of work and begins the first topic. Students are still trying to understand the teacher's expectations, some are unsure of classroom routines, others have forgotten important concepts from the previous term, and the teacher has not yet established what the class actually knows.

Yet the lesson continues.

Then two or three weeks later, the teacher discovers that many students do not have the prerequisite knowledge for the current topic.

Now the teacher has a problem.

The problem was not that the students were incapable of learning. The teacher started from an assumption instead of evidence.

The first day should therefore not necessarily be a "full lesson" in the traditional sense.

It should be a diagnostic and orientation opportunity.

You can introduce the subject, establish expectations, explain how your lessons will work, revise important prerequisite concepts, ask probing questions, and give students a short task that reveals their current level of understanding.

For example, a Mathematics teacher may give students a few questions based on concepts they should already know. An English teacher may ask students to read a short passage and respond to questions. An Economics teacher may use a short scenario to discover whether students can apply basic economic concepts.

You are not wasting instructional time.

You are gathering information that will determine how you should teach the instructional time that follows.

There is, however, another extreme to avoid.

Some teachers spend the entire first week on introductions, rules, classroom arrangements, and revision without actually beginning meaningful academic work.

That is also ineffective.

The professional approach is not "don't teach on the first day."

It is:

Don't rush into content before establishing the conditions necessary for students to learn that content.

By the end of the first day, you should ideally know something about your students, they should understand something about you, and both sides should have a clearer understanding of how learning will happen in that classroom.

You can still introduce the first topic if the situation permits. But do not measure a successful first day by the number of pages covered.

Measure it by the quality of information you gained and the foundation you established.

Ask yourself:

If I teach my first topic on Day One, am I teaching because my students are ready for it, or because I feel I must start the scheme?

That distinction matters.

Because sometimes the most productive thing a teacher can do on the first day is not to rush to teach the content, but to first understand the learners who are supposed to learn it.

What do you think is better on the first day: start the scheme immediately, or spend some time diagnosing and preparing the class first? Why?



The first week of a new term is not just for settling students down and completing your scheme of work. It is when you e...
15/09/2026

The first week of a new term is not just for settling students down and completing your scheme of work. It is when you establish the conditions that will determine how effectively you teach for the rest of the term.

I have observed in many Nigerian schools that teachers return from holiday, enter their classrooms, take attendance, introduce the first topic, dictate notes, give an assignment, and consider the first week successful if they have "covered something."

But covering content is not the only thing that should happen in Week One.

Before you worry about how much of the scheme you have covered, you should know what kind of class you are dealing with.

You need to understand the students' academic levels, classroom behaviour, learning gaps, strengths, weaknesses, and expectations.

For example, a teacher may enter JSS2 and assume that because the students are in JSS2, they all have the foundational knowledge required for the year's work.

Three weeks later, the teacher discovers that several students cannot perform basic tasks from the previous class.

At that point, the problem is no longer simply "these students are weak."

The teacher started teaching forward without first establishing where the students were.

The first week should therefore include some form of diagnostic assessment.

It does not have to be a formal examination. Give students a short task, questions, practical activity, or discussion that helps you determine what they actually know and where the gaps are.

You should also establish classroom expectations and routines.

Students should know how lessons will begin, how they are expected to participate, how assignments will be submitted, how questions will be handled, what happens when someone disrupts learning, and what standard of work you expect.

Don't wait until the third week before saying, "You people are becoming too noisy."

By then, the behaviour may already have become a classroom norm.

The first week is also an opportunity to establish your instructional expectations.

If you want students to think, explain, ask questions, solve problems, participate in discussions, or work collaboratively, begin demonstrating those expectations immediately.

A teacher who spends the first week doing nothing but dictation should not suddenly expect active participation in Week Four.

Students adapt to the learning culture you establish.

You should also identify students who may require closer attention.

Who is consistently struggling to follow instructions? Who finishes tasks unusually quickly? Who is withdrawn? Who dominates discussions? Who has difficulty reading, writing, calculating, or expressing ideas?

You are not expected to diagnose every learning difficulty in one week.

But you should begin observing deliberately rather than teaching blindly.

Another important accomplishment is establishing your relationship with the class.

This does not mean trying to become everyone's friend.

Students should experience you as approachable enough to ask questions, but structured enough to maintain standards.

Being friendly without boundaries creates problems. Being harsh without connection creates resistance.

The professional balance is warmth with clear expectations.

By the end of the first week, you should ideally have achieved five things:

1. You understand your students better.
2. You have identified important academic gaps.
3. Your classroom routines and expectations are clear.
4. Students understand what you expect from their learning and behaviour.
5. You have enough information to adjust your teaching rather than simply follow the scheme blindly.

And here is the question every teacher should ask themselves:

If I stopped teaching my subject tomorrow and reviewed only what I accomplished during Week One, would I have established a strong foundation for the term, or did I simply manage to "cover" some topics?

Because a successful first week is not measured only by how many pages students copied.

It is measured by how much clarity you created for the learning that follows.

What do you deliberately try to accomplish during the first week of a new term? And what do you think teachers often overlook?

The first few days of a new term often tell you what kind of classroom you will have for the rest of the term.I have obs...
15/09/2026

The first few days of a new term often tell you what kind of classroom you will have for the rest of the term.

I have observed repeatedly in Nigerian schools that teachers sometimes spend the first week simply trying to "settle the students" before taking classroom routines seriously. By the time the teacher decides to establish expectations, students have already formed habits around talking, moving around, submitting work, responding to instructions, and relating to one another.

Many teachers assume that a productive classroom atmosphere begins when serious teaching begins.

It doesn't.

It begins from the first interaction between the teacher and the students.

If your first lessons are disorganised, students arrive whenever they want, conversations continue while you teach, assignments are given without clear deadlines, and instructions are repeatedly ignored, you are already teaching the class what is acceptable.

Consider a common situation.

The teacher enters a new class on Monday morning and spends the first 20 minutes trying to get everyone quiet. The teacher then introduces herself, takes attendance, tells the students they should "behave themselves this term," gives them a few general warnings, and starts teaching.

By Wednesday, the same students are talking while she teaches.

She gets angry.

But the problem did not begin on Wednesday.

The expectations were never properly established on Monday.

A productive classroom needs predictable routines.

Students should know how lessons begin, what happens when the teacher enters, how questions are asked, how students move around the classroom, how assignments are submitted, what happens when someone interrupts a lesson, and how group activities are conducted.

These things may appear small, but they reduce unnecessary interruptions and preserve instructional time.

For example, instead of repeatedly shouting, "Keep quiet!" establish a routine where students know that when the teacher stands in a particular position or gives a particular signal, conversations stop and attention moves to the lesson.

Instead of saying, "Submit your assignments on time," specify exactly when and where assignments should be submitted and what happens when the deadline is missed.

Clarity creates order. Consistency maintains it.

There is also a difference between creating a productive atmosphere and creating a silent classroom.

A class can be quiet and still be unproductive.

You may have 40 students sitting perfectly still, copying notes from the board, yet very few are thinking, asking questions, discussing ideas, solving problems, or demonstrating understanding.

The professional standard is therefore not simply "How quiet is my classroom?"

Ask instead:

"How effectively are my students using the classroom time to learn?"

From Day One, establish expectations around both behaviour and learning.

Tell students that you expect them to listen when someone is speaking, participate when appropriate, ask questions when they do not understand, attempt tasks before seeking answers, respect different opinions, and take responsibility for their work.

And don't make the mistake of establishing ten or fifteen rules that you cannot consistently enforce.

Choose a few important expectations, explain why they matter, model them, practise them where necessary, and respond consistently when they are violated.

If a student interrupts repeatedly, correct the behaviour without turning the incident into a performance for the entire class.

If students are slow to settle after break, establish a clear routine for returning to learning rather than shouting every afternoon.

If group work becomes noisy, don't conclude that "these students cannot behave." Teach them what productive group work actually looks and sounds like.

Students cannot consistently demonstrate routines they have never been taught.

Your first responsibility is not to frighten the class into obedience.

It is to create an environment where students know what is expected, understand why it matters, and can predict how you will respond when expectations are not met.

So, before the new term gets fully underway, ask yourself:

If someone observed my classroom from the first day of this term, would they see a learning environment that I deliberately established, or one that students gradually created for themselves?

The atmosphere of your classroom may not be determined by your students' personalities as much as you think.

It may be determined by the routines, expectations, and standards you establish from the beginning.

What is one classroom routine you believe every teacher should establish during the first week of a new term? Let's discuss what actually works in Nigerian classrooms.

As a parent, I would not wait until examination results are released before asking questions about how your child is doi...
14/09/2026

As a parent, I would not wait until examination results are released before asking questions about how your child is doing. The first few weeks reveal whether your child is settling in, understanding lessons, struggling academically, developing unhealthy habits, or quietly experiencing problems that may become much harder to correct later.

Here are the things I would advise every parent to monitor during the first month.

1. Your child's attitude towards school

Don't only ask, "How was school today?" Pay attention to changes in mood, enthusiasm, complaints, or sudden reluctance to attend school. A child who consistently becomes withdrawn, anxious, unusually tired, or resistant to school may be communicating a problem that requires attention.

2. Whether your child actually understands what is being taught

A child can come home with complete notes and still have little understanding of the lessons. Ask your child to explain what they learned in their own words, solve a simple question, or show you how they would apply what was taught.

3. Homework and assignments

Monitor whether assignments are being completed, but don't turn yourself into the child's homework assistant. Look at the pattern: Is the child consistently struggling? Are assignments being copied? Is everything being completed unusually quickly without understanding?

4. What your child says about the teacher

Don't immediately conclude that the teacher is good or bad based on one complaint. However, repeated comments such as "The teacher doesn't explain," "We only copy notes," or "The teacher always shouts" deserve further investigation rather than being dismissed.

5. Your child's reading and writing habits

The first month is a good time to establish whether your child's basic academic skills are keeping pace with the demands of the class. Listen to them read, look at their written work, and pay attention to handwriting, comprehension, spelling, sentence construction, and their ability to express what they understand.

6. Their friendships and social behaviour

Find out who your child spends time with and how those relationships are affecting them. You don't need to interrogate the child, but changes in behaviour, language, dressing, interests, or attitude can sometimes show that their peer environment is influencing them.

7. Their daily school routine

Ask practical questions: What time do lessons start? How often do they have breaks? Do they eat? Do they have enough time to rest after school? Are they spending hours on assignments every evening? Sometimes what parents interpret as laziness is simply an exhausted child struggling with an unrealistic routine.

8. Communication from the school

Pay attention to how the school communicates with you. Are teachers providing meaningful feedback? Does the school inform parents when there are concerns? Are you only contacted when fees are due or when there is a problem?

9. Your child's confidence

Don't measure progress only by marks. Notice whether your child is becoming more willing to ask questions, attempt difficult tasks, participate in class, and speak about what they are learning. A child who is getting good grades but is becoming afraid of making mistakes may still need support.

10. Small changes before they become big problems

This is perhaps the most important one. Don't wait for a major academic failure, disciplinary issue, or emotional breakdown before becoming involved. Early signs are usually easier to address than problems that have been allowed to continue for an entire term.

My advice to parents is simple: don't supervise your child's schooling only from the report card.

The report card tells you what has already happened. Your observations during the first month can help you identify what is happening now and intervene before it becomes a bigger problem.

What is one thing you believe parents often overlook during the first month of a new school term?

In many Economics and Commerce classrooms, a teacher introduces a topic, defines the terms, dictates notes, explains the...
13/09/2026

In many Economics and Commerce classrooms, a teacher introduces a topic, defines the terms, dictates notes, explains the points and asks students to copy everything from the board.

The lesson note is complete. The syllabus has been covered. But can the students actually explain, apply or interpret what they have learned?

That is where effective teaching begins.

1. Start with a situation students can recognise.

If you are teaching Demand, do not begin by dictating the definition of demand.

Ask:

"Why do people usually buy more sachet water when the price is ₦20 than when it is ₦100?"

Let students give their ideas first. Then connect their responses to the economic concept of demand.

2. Teach the concept through the situation.

Don't just tell students, "Demand is the quantity of a commodity consumers are willing and able to buy at a given price."

Break it down using the situation they have just discussed. Explain what "willing", "able", "quantity" and "price" mean in that context.

Now the definition has meaning, instead of becoming another sentence to memorise.

3. Make students explain the concept in their own words.

After teaching factors affecting demand, don't immediately move to the next point.

Ask:

"If the price of a product remains the same but people's income increases, why might demand increase?"

Allow different students to explain their reasoning.

You are no longer checking whether they can repeat your note. You are checking whether they understand the relationship.

4. Give them a problem that requires application.

If you teach Commerce, don't stop after explaining the functions of a wholesaler.

Give them a situation:

"A supermarket buys goods directly from manufacturers and stores them before selling to consumers. What role is the supermarket performing, and why?"

Students should identify the concept and explain their answer.

That is where you discover whether they can actually use what you taught.

5. Use examples that force students to distinguish between similar concepts.

When teaching needs and wants, don't simply give definitions and examples.

Present situations and ask students to classify them:

"Food, a designer wristwatch, school fees, a new phone, medicine, a luxury car."

Then ask them to defend their choices.

The discussion helps students understand the distinction instead of memorising two definitions for an examination.

6. Put calculations and diagrams in the hands of students.

If you are teaching Elasticity of Demand, don't spend the entire lesson solving examples on the board while students copy.

Solve the first example with them. Then give them a similar question to attempt individually or in pairs.

Walk around and observe where they are getting stuck.

The mistake a student makes while solving the problem can tell you more about their understanding than a chorus of "Yes, we understand."

7. Ask questions that reveal thinking.

Instead of asking:

"Do you understand?"

Ask:

"Why did you choose that answer?"

"What would happen if the price increased?"

"Which factor caused the change?"

"How is this different from the previous example?"

"What evidence in the question supports your answer?"

These questions show you what students actually understand.

8. Let students work with real economic and commercial situations.

If you are teaching inflation, discuss what happens when the prices of food, transport and other necessities increase.

If you are teaching channels of distribution, let students trace how a product moves from a manufacturer to the final consumer.

If you are teaching banking, discuss how people actually use current accounts, savings accounts, loans and electronic banking.

The real world gives students something concrete to attach the concept to.

9. End the lesson with evidence of learning.

Don't end with:

"Have you understood everything?"

Give students something to do.

"Explain two reasons why demand may fall."

"Differentiate between a wholesaler and a retailer."

"Calculate the elasticity using the information provided."

"Explain what would happen to the equilibrium price if supply increases."

Their responses tell you whether the lesson worked.

The goal of an Economics or Commerce lesson is not for the teacher to finish explaining the topic.

It is for students to leave the classroom able to explain the concept, interpret it, apply it and solve problems involving it.

That is the difference between covering a topic and actually teaching it.

Stop Asking “Do You Understand?”One of the most common questions teachers ask after explaining a lesson is, “Do you unde...
13/09/2026

Stop Asking “Do You Understand?”

One of the most common questions teachers ask after explaining a lesson is, “Do you understand?”

Almost immediately, the class responds, “Yes sir.” “Yes ma.” The teacher moves on, satisfied that learning has taken place.

But “Do you understand?” is one of the weakest ways to check whether students actually understand a lesson.

1. Students can say yes when they are completely lost.

Some students do not want to admit they do not understand, especially in a classroom where wrong answers are mocked or students are afraid of being singled out. Others genuinely think they understand until they are asked to apply what was taught.

2. Stop asking students to assess their own understanding. Test it.

Instead of asking, “Do you understand fractions?”, give them a fraction problem and watch how they approach it. Their response will tell you much more than 40 voices saying, “Yes.”

3. Ask questions that expose thinking.

Don't just ask, “What is the answer?” Ask, “How did you get that answer?” or “Why did you choose this method?” A student can sometimes arrive at the correct answer without actually understanding the concept.

4. Use a quick task before moving to the next point.

After teaching a new concept, give students one or two questions to attempt independently. Walk around the classroom and look at their work before deciding that the class is ready to move on.

5. Ask different students, not only the ones who always raise their hands.

The student sitting quietly at the back may be struggling while the same three confident students answer every question. Effective teachers deliberately check understanding across the classroom.

6. Pay attention to the wrong answers.

A wrong answer is not simply something to mark "incorrect." It can reveal exactly where the student's thinking went wrong, and that information should guide what you do next.

7. Change your teaching when the evidence says students don't understand.

If half the class cannot apply what you have just taught, continuing with the lesson because "we have to finish the scheme of work" is not effective teaching. Pause, identify the misconception and teach the concept differently.

The professional question is not:

“Did my students say they understood?”

It is:

“What evidence do I have that they understood?”

The next time your entire class says “Yes, we understand,” don't move on immediately.

Give them something to do that proves it.

How do you check whether your students truly understand a lesson before moving forward?

© EZINNE OBIOMA

A teacher can have a beautifully written lesson note, submit it on time, tick every required box, and still walk into th...
13/09/2026

A teacher can have a beautifully written lesson note, submit it on time, tick every required box, and still walk into the classroom and deliver a weak lesson.

Because lesson note writing and lesson planning are not the same thing.

Here is where the problem usually lies:

1. You planned what to teach, not what students need to learn.

Your lesson note may contain the topic, objectives, content, methods, activities, and evaluation. But if you have not thought carefully about what students should understand, practise, and demonstrate during the lesson, you have documented a lesson without actually designing the learning.

2. Your objectives are present, but they do not guide the lesson.

Writing "students will understand..." at the top of a lesson note does not tell you what students should be able to do. A useful objective should influence your explanation, activities, questions, and assessment from the beginning to the end of the lesson.

3. You have activities, but they are activities for the sake of activities.

Group work, class discussion, copying notes, and answering questions can all appear in a lesson note and still produce very little learning. Every activity should have a clear purpose: what exactly is this helping my students understand or practise?

4. You planned your explanation, but not the points where students might get lost.

Many teachers prepare what they want to say but do not anticipate misconceptions, difficult concepts, or areas where students are likely to struggle. Effective planning asks, "Where are my students most likely to get confused, and what will I do when that happens?"

5. You included evaluation, but only at the end.

If your first real check of understanding comes after you have finished teaching, you may discover the problem too late. Strong lesson planning builds opportunities throughout the lesson to find out whether students are following before moving forward.

6. You planned for the class, but not for the students in the class.

A lesson may look perfect on paper because it assumes that every student starts from the same level. Real classrooms do not work that way. Good planning considers how you will support students who are struggling while still challenging those who are ready to go further.

7. You planned to complete the lesson, not to achieve the learning.

This is perhaps the biggest mistake. Finishing your introduction, explanation, activity, note, and evaluation exactly as written does not mean the lesson succeeded.

A lesson note tells you what you intend to do. Lesson planning forces you to think about whether what you intend to do will actually produce learning.

Before you ask, "Is my lesson note complete?"

Ask:

"If I teach exactly what I have written here, what evidence will show me that my students have actually learned?"

Knowing the topic is not enough. Your students must be able to use it.In many Economics and Commerce classrooms, a teach...
11/09/2026

Knowing the topic is not enough. Your students must be able to use it.

In many Economics and Commerce classrooms, a teacher introduces a topic, defines the terms, dictates notes, explains the points and asks students to copy everything from the board.

The lesson note is complete. The syllabus has been covered. But can the students actually explain, apply or interpret what they have learned?

That is where effective teaching begins.

1. Start with a situation students can recognise.

If you are teaching Demand, do not begin by dictating the definition of demand.

Ask:

"Why do people usually buy more sachet water when the price is ₦20 than when it is ₦100?"

Let students give their ideas first. Then connect their responses to the economic concept of demand.

2. Teach the concept through the situation.

Don't just tell students, "Demand is the quantity of a commodity consumers are willing and able to buy at a given price."

Break it down using the situation they have just discussed. Explain what "willing", "able", "quantity" and "price" mean in that context.

Now the definition has meaning, instead of becoming another sentence to memorise.

3. Make students explain the concept in their own words.

After teaching factors affecting demand, don't immediately move to the next point.

Ask:

"If the price of a product remains the same but people's income increases, why might demand increase?"

Allow different students to explain their reasoning.

You are no longer checking whether they can repeat your note. You are checking whether they understand the relationship.

4. Give them a problem that requires application.

If you teach Commerce, don't stop after explaining the functions of a wholesaler.

Give them a situation:

"A supermarket buys goods directly from manufacturers and stores them before selling to consumers. What role is the supermarket performing, and why?"

Students should identify the concept and explain their answer.

That is where you discover whether they can actually use what you taught.

5. Use examples that force students to distinguish between similar concepts.

When teaching needs and wants, don't simply give definitions and examples.

Present situations and ask students to classify them:

"Food, a designer wristwatch, school fees, a new phone, medicine, a luxury car."

Then ask them to defend their choices.

The discussion helps students understand the distinction instead of memorising two definitions for an examination.

6. Put calculations and diagrams in the hands of students.

If you are teaching Elasticity of Demand, don't spend the entire lesson solving examples on the board while students copy.

Solve the first example with them. Then give them a similar question to attempt individually or in pairs.

Walk around and observe where they are getting stuck.

The mistake a student makes while solving the problem can tell you more about their understanding than a chorus of "Yes, we understand."

7. Ask questions that reveal thinking.

Instead of asking:

"Do you understand?"

Ask:

"Why did you choose that answer?"

"What would happen if the price increased?"

"Which factor caused the change?"

"How is this different from the previous example?"

"What evidence in the question supports your answer?"

These questions show you what students actually understand.

8. Let students work with real economic and commercial situations.

If you are teaching inflation, discuss what happens when the prices of food, transport and other necessities increase.

If you are teaching channels of distribution, let students trace how a product moves from a manufacturer to the final consumer.

If you are teaching banking, discuss how people actually use current accounts, savings accounts, loans and electronic banking.

The real world gives students something concrete to attach the concept to.

9. End the lesson with evidence of learning.

Don't end with:

"Have you understood everything?"

Give students something to do.

"Explain two reasons why demand may fall."

"Differentiate between a wholesaler and a retailer."

"Calculate the elasticity using the information provided."

"Explain what would happen to the equilibrium price if supply increases."

Their responses tell you whether the lesson worked.

The goal of an Economics or Commerce lesson is not for the teacher to finish explaining the topic.

It is for students to leave the classroom able to explain the concept, interpret it, apply it and solve problems involving it.

That is the difference between covering a topic and actually teaching it.

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