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i
TABLE OF CONTENTS
Table of Contents iii
Dedication v
Acknowledgments vi
Preface vii
Forward viii
Chapter One
Need for Teachers' Motivation 1
Chapter Two
Teachers and Teaching Profession 23
What is Teaching 23
Are Teachers born or Are they made 25
A born Teacher 26
Chapter Three
Professional Roles Expected of a Good Teacher 27
Chapter Four
Personal Qualities 34
Maintain Professional Distance 35
Chapter Five
Tips to help you become a good teacher 37
Teachers' and teaching challenges 37
How to cope with challenges in teaching profession 38
What teachers must know about HIV/AIDs 39
Appendix I
Assessing Learners in the three
Domains of the Learning 40
The Cognitive Domain 40
The Affective Domain 42
Psychomotor Domain 42
Appendix II
Some special methods of teaching and their major characteristics 44
Appendix III
Importance of Mid-Day-Meal

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Signs of Healthy Person 46
The contribution of food to Health 46
The meaning of Nutrition 47
Appendix IV
Effective use of instructional materials or resources in the classroom
52
Types of Instructional Materials 52
Criteria for the selection of instructional materials or material
resources 53
Limitations/Challenges of producing instructional material 53
Appendix V
Principle for the Construction of Multiple Choice Objective Test
items 55
Appendix VI
Teacher/Students' Relationship 59
Appendix VII
Classroom Management Techniques 62
Appendix VIII
Behaviour Modification Counsellin 64
Appendix IX
Discipline/Punishment and Rewards 66
Appendix X
A good Teacher must be an Effective Evaluator of Learning
Outcome in the School system 70
Appendix XI
What Teachers should Know about E-learning 78
Appendix XII
Answers to related Questions in E-learning 85
Appendix XIII
What Teachers Should Know About First Aid Treatment 89

iii
Appendix XIV
Contents of First Aid Kits 92
References 100
Index 102

iv
DEDICATION
To the Glory of Jehovah God, Almighty, I dedicate this book
(GOLDEN APPLE) to all teachers.

v
ACKNOWLEDGEMENTS
First and foremost my unalloyed thank goes to the most High of the Universe,
Jehovah God Almighty who has made the writing of this second book a reality
and not a mirage.
Furthermore, I wish to thank all my lecturers at the Department of
Educational Guidance and Counselling, University of llorin for giving me a
good start academically and professionally. I am indeed grateful to all
lecturers and staff of Kogi State Polytechnic (both campuses) for their co-
operation and support which I cherished so much.
I equally appreciate the motherly support of Mrs. Emuze, M.A. the
proprietress, Christfield School, Lokoja, Kogi State, for her support. I remain
grateful to my immediate family members; my mother, sisters, brother,
nephews, nieces not the least, my husband Mr. Adefokun A. Adeolu who took
time off to do proper laying of the text, dot all Is and cross all Ts, thereby
making the book a complete text. I equally appreciate the support of and
understanding of my lovely children: Imri,Ahira and Jucal.
I hope to thank and acknowledge the various sources of information
on which the text is drawn. I thank the computer graphic designer, Miss Feyi
Usman for the good job.

vi
PREFACE
Motivation of teachers has been and is currently the much talk issue
in the world especially the developing countries, where the resources
cannot adequately match the demand. However, motivation in most cases
may go beyond huge monetary expenditure. This is what the book the
GOLDEN APPLE tends to achieve.
The book, GOLDEN APPLE is not a text book which merely
discusses about 50 practical ways to motivate teachers, for effective
display of professional and personal qualities, but also addresses how
motivation can explicitly bring out the professional and personal qualities
of good teachers which will in the long run impart positively on the nation's
educationalsystem.
GOLDEN APPLE” as the name implies employ simplicity in its
approach, logical and coherence with five chapters with nine appendices.
A quick glance at the table of contents indicates what to find in this
handbook. The book is particularly good for education students at all
levels: NCE, Faculty of education at the university, postgraduate diploma
in education as well as practicing teachers in order for them to take pride
in their noble profession, teaching.
Parents, stakeholders in education will also find the information
in the book useful in showing respect and appreciation for teaching
profession. The government in particular will clearly see significant
areas in which motivation perform wonders in bringing out the best in
teachers.
DR.ADEFOKUN, S.I.

vii
FORWARD
It is a gainsaying that most of our teachers are doing a good job. This
is evident from their worthwhile products which include many of us reading
this forward now and many more. However, teachers yearn for reassurance
that they are doing a good job. With all teachers have to do, motivation is the
key to keeping them focused and feeling of self worthiness.
Government at all levels in recent past has come to recognize that in
order to turn things around for better in our educational system teachers' have
to be motivated. This will ardently brings out the professional and personal
qualities of good teachers which will nonetheless bear on our educational
system. Stakeholders and other well concern citizens share the same
sentiments, that professional and personal qualities of good teachers will
none-the-less impart positively, on our educational system, provided
teachers are adequately motivated.
This book unites two prominent words, quality and motivation. In
an outstanding display of professional and academic mental adroitness, the
author through this book successfully satisfied the ravaging eagerness and
expectations of real and prospective teachers on the quality of good teachers
as it relates to motivation. In particular this book GOLDEN APPLE
forcefully reinforces hope for all stakeholders in education and other
concerned citizens that our educational system can be revived. The beauty of
the book lies in its simplicity and logical intelligent exposition of the
adaptability potentials of every government and educational policy makers to
preventing sudden collapse of our educational system.
The author however, is not ignorant of the impact teachers' neglect
has and may have on some innocent defenseless students, who may become
victims not because of their making, but because of circumstances that are
beyond their control. The author has examined these topics in depth with
necessaryappendices.
GOLDEN APPLE- commends itself to government at all levels,
education policy makers, present and future teachers, as well as other
concern citizens. This book is a fathomless of academic and professional
knowledge and wisdom on how to improve teachers' efficiency and maintain
same where it already existed. Government should make this book
(GOLDEN APPLE) a must for all teachers and stakeholders in education.
Every Nigerian, both at home and abroad are enjoined to obtain a personal
copy of this book. It is a must-read for every teacher. I sincerely hope that
every teacher would derive maxima benefit from the book, GOLDEN
APPLE.
Qgbadu A. Rose (Mrs.) Kogi State Coordinator,
National Teachers'Institute (NTI) Kaduna - Nigeria.

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CHAPTER ONE
NEED FOR TEACHERS' MOTIVATION
Teaching profession in today's world is both challenging and
demanding. It takes passion, commitment, care and resilience to successfully
make it from the first day to the last day of school every term year in year out.
This is due to the facts that modern day students are coming to school with
more than a notebook and pencil in their backpacks. Students come to school
eager and filled with lots of energy, on one hand the majority of the students
want to learn and get their education; on the other hand many students are also
bringing with them learning challenges, behavior problems, socio emotional
issues, family issues, and more. Because of these challenges or issues, teachers
nowadays are being faced with having to sometimes act as social workers,
behavioral counsellors and surrogate parents/in-loco-parentis too; thus, it is
tough to be a teacher in any school today. Even the best teachers reach
moments of frustration or burnout.
Motivation is the energy that catalyzes behaviour; motivation encourages
employees to work as productively as possible. With all that the teachers have
to do, motivation is the key to keeping them focused and feeling worthy -
David L. (2004).
To successfully motivate and keep the teachers in your school motivated from
the beginning of the school year to the end—create and employ the following
strategy:
Make Opportunities To Inspire — 1) Value, 2) Attitude, 3) Talent, and 4)
Enthusiasm!
Value – A teacher who knows their value and also feels that their leaders and
fellow co-workers see and know their value too — will stay motivated. When
moments of frustration and burnout hit, A Value Inspired Teacher will
quickly bounce back because of their dedicated value to the students and
school.
Attitude – A teacher who is inspired and sold on maintaining a positive
attitude at all times becomes a teacher that students and staff will enjoy
learning from, working with and being around. The right positive attitude in a
passionate and caring teacher can bring out true greatness in students.
Talent – A teacher who is inspired and empowered to use their talents will
performcontinuouslyattheirpeak.Remember:Talent Is—WhatTalentDoes!

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Enthusiasm – A teacher who is inspired to come to work each day with
enthusiasm will be a teacher on your school's Successful Teachers Team who
is filled with passion, commitment and care. A teacher with enthusiasm carries
with them a positive light and bolts of energy that encourages and fosters a safe
and thriving learning environment wherever they go.
There is a popular old saying that you can take a horse to the water but
you cannot force it to drink; it will drink only if it's thirsty, this applies to
humans as well . People will do what they want to do or otherwise motivated
to do. Motivation is the key to performance improvement, on the other hand
performance is considered to be a function of ability and motivation, and in
turn ability depends on education, experience and training. In short
motivation depends on several factors.
Accel-Team(2007) reported that: factors such as pay-benefits,
prospect for advancement, working condition, job security are some of the
key factors to motivation. Although contrary to popular opinion, money is not
the prime motivator, rather the highest rated factor for motivation in the report
is security i.e job-security, however the report added that this should not be
regarded as means of treating employees poorly or unfairly.
ReasonsWhyTeachers Need Motivation
The role of student motivation in the process of learning is well known in
teaching profession; however, the area of teacher motivation has not received
as much attention. Even teachers themselves sometimes overlook the
importance of their motivation in the profession. Teacher motivation is closely
linked to student motivation, and teachers who are motivated to teach can
trigger students' motivation to learn. Teachers can have an impact on students/
pupils/ learners for better or for worse but if teachers are motivated, this
influence will be more positive.
According to Lorena (2019) sources for a loss of motivation among teachers
were extrinsic beyond their direct control. These factors included their
workload, salary, lack of resources, a lack of social recognition, and
curriculum limitations.
The factors that might lead to teachers losing enthusiasm for their work will
sound familiar to many. Teachers are often said to not receive enough social
recognition for the work they do and are understood to carry a heavy workload
which leads stress and lack of motivation. On the other hand, teachers were

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motivated by intrinsic factors – a sense of reward which came from
themselves, such as their enjoyment or satisfaction when teaching. It is well-
known that teachers like their profession because they can help and educate
learners and shape the future of our society. The altruistic value of the teaching
profession is a key factor in guaranteeing teacher motivation to teach, but it is
not the only reason why teachers chose teaching as career and remain in the
profession.
To some people, a motivated teacher as someone “who does not stop learning”.
The teaching profession allows them to be engaged in a lifelong learning
process, some teachers like to be exposed to new ideas and to be intellectually
stimulated, and these factors give them a drive to teach. There are two main
types of motivation: extrinsic and intrinsic. Extrinsic motivation includes all
the outside ways teachers are influenced, such as rewards, directives, teacher
evaluations, and student test scores. Intrinsic motivation comes from within
theteacher.
Extrinsic rewards often yield temporary results, but for long-term impact,
leaders must help teachers activate their intrinsic motivation to serve students
effectively and earn the respect and cooperation of their peers. Intrinsic
motivation, occurs when we act without any obvious external rewards. We
find enjoyment in the work or see what we are doing as an opportunity to
explore, learn, and further our potential.
A motivated teacher is crucial to a successful classroom. Teachers look at
teaching through a different lens, and, in doing so; motivate their students in
their learning too. Motivation helps to energize, direct and sustain positive
behaviour over a long period of time. It involves working towards goals and
tailoring activities to achieving this purpose. Motivation also helps to drive
creativity and curiosity, sparking the desire needed for students to wants to
learn more. Motivation in classroom enhances their performance in all aspects
of their school work and helps them become goal-oriented, motivated
individuals in life. It also encourages learners to always finish a task and do the
best that they can with all they set their mind to.
There are real, observable differences when a teacher is highly motivated.
What is the difference between a motivated and unmotivated teacher? Here are
some of the characteristics.

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Teachers with High Motivation Teachers with Low Motivation
Show interest in his/her activities Display lack of interest
Always striving to do more Do the minimum
Always engaged himself/herself in doing
something worthwhile
Always disengaged himself/herself from
doing more
Focused Distracted
Stay connected to leaders and other
teachers
Disconnected from leaders and other
teachers
Make connections between professional
development and his/her classroom
Does not see relationship among aspects
of professional development and his/her
classroom
Feel secure and confident in own abilities Feel concerned about self-needs
Put forth efforts until goals are realized Keep drifting, until opportunities to
achieve goals slips by
Source:Adefokun,2019
Motivation may fall into two categories: either intrinsic or extrinsic.
Intrinsic Motivation: this occurs when individual are passionate
about a task and perform it for the sheer pleasure of it, intrinsically, the
motivator resides within an individual.
Extrinsic Motivation: this occurs when individual perform a task
because some force either external or internal drives him/her to
perform..
As a guideline to effective motivation, there are seven broad strategies for
motivation, each of these seven fall into either intrinsic or extrinsic, theseare:
• positive reinforcement, high expectation
• effective discipline and punishment,
• treating people fairly,
• satisfying employees needs,
• setting work related goals
• restructuring jobs, base reward on job performance.
To keep up morale of teachers and make schools fun for learners and
places to work for teachers, teachers must be motivated, Hopkins
(2005) reported about thirty outstanding ways to motivate teachers, and
some of these are listed below under appropriate sub-headings:

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Positive reinforcement, high expectation
This consists of best ideas forencouragingteacherstokeepon
plugging.
1. Encourage teachers to seek out professional development
courses or workshops and seminars. A good teacher keeps on
learning, and improving his or her skills.
2. Payment for teachers' conference, or payment for seminar registration
from parents' teachers' association donations.
3. Arrange to have music played or (piped) during staff/board members
or faculty meetings, for music stimulates the brain. School children
could do this, hence no cost is involved.
4. Columnist praise: Government, private owned newspaper house
could devote columns for praising teachers on weekly, monthly or
yearly basis.
5. Secret spook week: The December holidays is usually a busy one,
hence starting around the month of October, teachers who wanted to
participate in: secrets spook week would be requested to fill
out a profile form that asked questions about favorites colours, foods,
drinks, hobbies, etc. Then each participant will draw out another
staff member's profile form and become that person's secret spook.
Each secret spook will provide small token gifts for the other person
depending on the individual purse.
6. Leadership Style and Motivation: Hopkins (2005) reported that
principal Pollija in education world said he had a motto and that
Pollija lived by his motto: my job as principal is to make the teachers'
job easier, better, so that they can teach and students can learn
principals and school heads could adopt similar motto, such that
leadership style will serve as motivation to teachers.
Treating Peoplefairly
Les Potter (2004) in Hopkin (2005) noted that morale is very
tentative issue; you can do 99 things right and make one mistake that
will shoot morale forever, hence in treating people fairly, using
motivation strategies, we have:
7. Publicly commend staff members who go above and beyond. By re-
assuring teachers that they are doing good job, by offering positive
feedback both publicly and privately.

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8. Organize a social committee to plan events just for fun e.g. A monthly
Treat Your Friends Tuesdays/Fridays etc. Each month a different
group of teachers bring food items to share during the day in the
teacher lounge/staff room.
9. CookieDay
Principal Tony Pollija (2005) in Hopkins 2005 stated trying to do lots
of special things for the entire staff from special little gift e.g. Cookie
Day.
10. Special budget and reimbursement principals are encourage trying to
include a little extra money in the budget to recognize outstanding
efforts with small personal gifts such as prepaid cards, or store gifts
certificate.
11. Learners appreciate teachers! Students' as well as pupils’
assignment in selected subject areas like Home Economics, Social
Studies, Food Nutrition, Fine and Applied Arts are carefully
supervised and well kept for distribution to teachers at the end of a
week, term, or academic year.
12. Use of sticky notes: Principal Teri (2004) in Hopkins (2005) noted
that; regularly observing teacher at least two times a month,
meanwhile many of those visits are unscheduled, but snapshot
stops. During each visit before heading to the next class, principals
are advised to take a moment to describe a positive comment or two
on a sticky note, and stick such note to the door or the teacher's desk.
13. Feel good cards: Dropping of a little feel good cards, or in expensive
gifts in the teachers' mail boxes or on their desks.
14. Spot lighting efforts that teachers make in an attempt for recognizing
special contributions on weekly memos, e-mail for a special Thank
you' during regular staff meetings, monthly meetings.
15. Fund passing activities: Organize small fund raising activities to raise
money for an all staff holiday or end of the year banquet.

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16. Community member appreciation: by contacting local restaurants,
photographers association sports franchises, movie houses, arts
centres and other businesses to arrange for gifts, gifts certificates,,,
tickets, discounts, arrangement could be made for items to be used as
special prizes for teachers.
Setting Work Related Goals:
Developing a positive school climate is critical to an effective
teaching and learning
17. Approach the parents' school association, e.g. Local business
partners, to gather materials and labour to accomplish various fix it
project that the board of education is unable to tackle.
18. Green leaf Ideas: This involves that school administrators' need to
serve the worker e.g. School principals and head teachers working
hard at making things less difficult and less complicated e.g. cutting
down the amount of paper work, limit the number of staff meeting and
stream line procedures. Encourage teachers to ask for the instructional
supplies they require for facilitating teaching and learning, and then
making provision for reasonable requests from the budget right from
the beginning of the academic year.
19. Encourage teachers to seek out professional development courses or
workshops by approving reasonable request for such outings.
ScheduleVisit:
20. Set up a schedule to ensure that every educator make at least two visit
to other teachers' classroom or other schools during the year. Reports
of benefits from such visit be kept and read at monthly or end of the
year's meetings.
Restructuringof Jobs
21. Appointateachertobe:
Acting Principal” or Acting Head teacher” it is good to appoint acting
Principal or acting head teachers, when the principal or head teacher is
out of the school. This usually serves as motivation because, it
convinces teacher that he/she is loved, hence teachers love being
teachers!

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22. Make sure that every teacher is on a committee that meets regularly
and that they have a real task and opportunities for real input in
school level decision making.
23. Arrange a special professional development day for teachers: This
provides teachers opportunities to share with their peers the main
ideas they learned from each session they attended.
24. Relevant Educational Quotes: Having relevant educational quotes or
jokes displayed on the notice board it could be changed daily or
weekly while teachers in-charge take the credit, such as :
a)
b)

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BaseRewardsonjobperformancemotivation strategylike:
30. a) Educational Olympics. The ideas behind this motivation strategy
are to divide teachers into variety of events. Events are planned with
the support of physical education staff. This may involve both athletic
and non-athletic in which all events required that team members
support each other to complete a task, e.g. Relay events, a team
table tennis match, etc such that members had to alternate hits, or
going through a maze blind folded. The team members' with
outstanding performance are awarded with prize.
b) Hold Teachers Appreciation Week; Programmeof events during this
week need to include: Teachers appreciating teachers' and teachers
appreciate teaching. Efforts would be made for teachers to show
appreciation toward one another as well as toward teaching
profession.
c) During PTA meetings, have teachers written and present papers on
special topics, that affects and/or contributes to the immediate needs
of the school and students. Parents may contribute money to
complement whatever the teachers have spent to present such paper.
31. FeedTeachers!/Ameal forteachers
Celebrate the end of a busy week by arranging to have the cafeteria
staff prepare a special continental breakfast, beverage and muffins,
rolls or coffee cakes.
One will want the teacher's input before you prepare and bring food. But if
her eyes light up when you suggest bringing a fresh supper or freezer meal for
her family, then give some suggestions and let her choose. How about a
hearty salad and a loaf of crusty bread? (Her kids would probably love some
cookies for dessert.) Bring the meal at the end of the day in a cooler or heated
container. Then it will stay the perfect temperature until it's time for your
teacher's family to enjoy it.

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32. Make provision for a spot on weekly memo for a special thank you
or congratulations to individual teacher or entire team.
33 Snap shot observation strategy Taking advantages of local television
stations that reach out into the community to offer awards suchas:
i) “TheclassActAward
ii) TheexcellenceinteachingAward
iii) Handshakeswiththecommissioner.
34. Nominating Teachers for recognition; nominating members of
staff for recognition to reporters from television stations that come
to school to interview teachers and present them certificates.
35. Recognition of Teacher on TV show. Each teacher is recognized in a
TV spot that is broadcast several times in one week.
36. Recognition and Award for students' performance. Many
states, local school districts may offer reward monies for schools
whose students show improvement on standardized examinations
and special subjects e.g. Better performance in WAEC, NECO,
JAMB, English Language / Mathematics. In some schools and some
cases, such monies are divided among contributingstaff.
37. Mini-grants: Staff members (teaching) at the beginning of academic
year do set aside a chunk of money through the year as mini grant
to deserving teacher. Or staff member request a mini grant that
will benefit deserving staff.
38. Stake holders in Education Award: In Nigeria, the Bournvita
Teachers' Award, Macmillan Publisher's Phase: Everyone
remembers a good teacher, is a motivation strategy. Other stake
holder may imitate such.
39. Authors Award Association of Nigerian Authors (ANA) may
donate certain percentages of all authors royalties from book
publishers house every year to motivate teachers with outstanding
achievement at the end of each academic year.

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40. Government Appreciate Teaching Profession and Teachers
Government at all levels federal, state and local need to show
appreciation for teaching profession and teachers in the following
ways:
a) By budgeting special amount of money (from the school purse, at the
beginning of the year) to present teachers with prize at the end of
every academic year.
b) Presentation of special medals, plaques, certificates, cards etc as a
way of recognizing special achievement, and a copy of those special
achievements cards is kept in the teacher's files.
c) Sending special cards to teachers to welcome them back after an
illness, celebrating birth day or any other important events.
d) Provision of loans and special grants in form of housing loan, vehicle
loans and special grants before teachers' retirement age.
e) Government laws and mandate: Government may pass law that
certain percentage of companies profits be declared as: show
appreciation to teachers' package. This will provide opportunities
for banks, restaurants, companies, table water producers,
telecommunications, to contribute their part towards to motivating
teachers.
f) Special who want to be a millionaire package for teachers,
government encourage companies set aside special percentage of
marketing advertisement and sales promotion towards appreciating
and motivating teachers.
g) Job Enrichment: Job enrichment is consistent with Herzberg's theory
of motivation. This involves taking steps to make sure that teachers
see how their teaching tasks contribute to a finished product and the
welfare of their learners.
41 EffectiveDisciplineand Punishment:
a) Effective discipline no matter how mild may prove to be
motivational, bearing in mind that discipline inflicted on
offender deters others from copying antisocial behaviour of the
offenderaswell ascorrecting themisbehavioroftheoffender.

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b) Appropriate punishment: When an offender is punished, it
serves as deterrent to on lookers not to copy bad habit,
knowing full well that offenders will not go unpunished. This
punishment if it commensurate with the offence would serve
as motivation to those present.
42. DigitalAppreciation
Technology can also add some diverse and special ways to make teachers feel
more appreciated and recognized. It allows us to extend beyond that annual
teacher appreciation week. It can start with personal emails or texts
recognizing outstanding work in and out of the classroom. But it can expand to
using social media tools, school websites, blogs and other tech outlets to
feature our teachers. This allows others, not just their peers, but also the
students, parents and community to see the fine work that our teachers are
doing. It demonstrates to the teachers, as well as the other audiences, that we
are paying attention and prioritizing not only appreciation but also
outstanding teaching. It contributes to that modeling, fostering and creating
that culture of recognition. If we only do this during teacher appreciation
week, it may not seem as sincere as it being a regular practice. What if we had a
blog dedicated to recognizing our teachers and staff members weekly? These
could include photos, videos, quotes and more. It could also be a school
YouTube Channel dedicated to regular teacher and staff appreciation.
Verbal appreciation is important and can be very personal, sincere and
appropriate. But the power of the written word, including via technology, can
have a long-lasting impact. How many of us in our lifetime have pulled out
that note, letter or card that someone gave us once in order to feel better, get
inspired or re-discover much-needed perspective. Imagine that teachers can
do the same thing with our powerful and published written comments. And
maybe they will turn to these just when they need it the most.
a. Post on Face-book. If your child's teacher has a Face-book account, let
them know how much you appreciate all that they do.
b. MakeaVideo
Is your handwriting not where it should be yet? Or are you more of a visual
student? Most smart phones have nice video cameras and there's a lot
of easy editing software like iMovie. Write, direct and star in your own
movie depicting a favorite lesson or funny moment in class. You can

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also invite your friends to play themselves in your movie. Or just sit down,
hit record and film yourself telling your teacher why they mean so
much to you.
43. Get the Students Involved
One of the best things we can do for teacher appreciation is to get the students
involved. Again, this often happens during Teacher Appreciation Days, Week
or Month. It will be good to make it part of the student culture too, many
pupils/students like to recognize and appreciate their teachers and are looking
for processes and systems to do just that. We can invite them to be part of our
appreciation plans or systems. Or they can be challenge to make it part of their
culture as well. To do this, there is the need to recognize the students and then
invite them to pay it forward, students/pupils would write sincere,
personalized and unique words of appreciation that teachers would cherish
sometimes for eternity. It was simple, fun and worthwhile. It could be
challenging students to recognize their teachers, as well as teaching, on social
media or using a common hash-tag.
a) Writea LettertoYourTeacher
Tell your teacher how much she has meant to you this year. Include
what your favorite memory of class was or something he did to help
you be a better person. To turn your letter into a real keepsake, visit the
dollar store and frame it.

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'Teachers Touch the Future,' or worse, 'We Appreciate Our Teachers!' doesn't
cut it. Saying it doesn't make it true.” The trick, it seems, is to pay attention.
Teachers must give a lot of themselves on the job, providing superhuman
levels of patience and understanding to students and parents alike. They are
also expected and encouraged to bring their own personal strengths and
passions to the job and most do, above and beyond the call of duty. Thus the
greatest appreciations a teacher can receive are ones that recognize their
individual motivations, assets, or even just hobbies and tastes.
Teachers also seem to like gifts that reflect appreciation for what teachers put
up with—which often provides an opportunity for humor. Most parents only
send emails when they are upset about something. “Getting a positive email
from time to time really helped me get through my year,” she says. And
parents and kids alike can express their appreciation in a way that is more
public than letters.

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Thank you for being a truly outstanding teacher. Your passion for teaching
and your dedication to your students is obvious in everything you do. I feel so
lucky to have been put into your class. I hope you know the priceless impact
you are making in so many lives.

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Thank you for inspiring me to be my best, and for being there to guide me
when I needed help. Having you in my life opened my eyes to my own inner
strength and has motivated me to become and do more. You have been an
incredible teacher of lessons both inside and outside of the classroom. I could
never thank you enough.
c. UVBead SecretMessage
Purchase a 2-3 UV Bead Color Packs along with glue and a frame without
glass. You can also use something as simple as a piece of cardboard. Glue
down one color of beads to spell out or create your message and then glue
down the other color or colors to fill in the background. Inside, your message
will appear all white and boring. In sunlight, a magic message will appear.

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44. GiveYourTeacheraScrapbook
You can make your own or ask your entire class to get involved. Ask
each student to fill out a sheet of questions about their year and the
teacher, and then put it all together in a book. Or design your own book
using your drawings or photos from the year.
45. Organize Small Fundraising
Organize small fundraising activities to raise money for an all-staff holiday
or end-of-year banquet. For example, several times during the year faculty
might be allowed to pay token monthly, and make use of the total amount
at the end of the year to appreciate teachers.
46. Contact Local Restaurants,
Contact local restaurants, Sports franchises, movie houses, arts centers, and
other businesses to arrange for gifts, gift certificates, tickets, or discount
coupons that can be used as special prizes for teachers or coaches who
volunteer their time or who go above and beyond.
Encourage teachers to seek out professional development courses or
workshops. Approve all reasonable requests. Then get extra mileage out of
those sessions: Set aside time during each staff meeting, or arrange a
special professional development day, so teachers can share with their peers
the main ideas they learned from each session they attended
47. Contact Teachers when they are Sick.
Check on them and ask if they need anything. It's a great way to show you
care.

18
Samples of ideal souvenir for teachers
Writing pad as souvenir for teachers Pencil pouch as souvenir for teachers
Customized key holders as souvenir for teachers
Customized key holders as souvenir for teachers

19
Photo frames as souvenir for teachers
Biro pouch as souvenir for teachers
48. Compile Some Teacher Thank-You Poems to Sing
a) Teacher Thank-You Poems to Sing
As teachers go
You are the best.
You shine above
All the rest.
So accept my thanks
For all you do

20
I'm very lucky
As my Teacher is you.
How can I thank you?
Let me count the ways.
Thank you for the 200
very special days!
An apple for our teacher
Would never be enough,
For teaching us about the world
And lots of other stuff.
a) Give your teacher something practical and thoughtful a simple lined
journal with a funny cover on the front will bring a smile to your
teacher's face. Write special notes on the inside cover, as shown
below:

21
49.TellTeachersTheyAreImportant
Teachers who need to hear or read they are important. These words need to be
said. Write notes and say inspirational things. Remind them in words of the
nobility of their profession and who they are to be as teachers. For those who
need to hear and read the words, these are like rain on dry land. When you do
little things for teachers, interject inspirational thoughts. Remind them of
their nobility and purpose. Little notes do make a difference.

22
50. MakeaVideo
Most smart phones have nice video cameras and there is a lot of easy editing
software like iMovie. Write, direct and star in your own movie depicting a
favorite lesson or funny moment in class. You can also invite your friends to
play themselves in your movie. Or just sit down, hit record and film yourself
telling your teacher why they mean so much to you, this could be share on the
Facebook, WhatApp, or Histagram

23
CHAPTER TWO
Teachers And Teaching Profession
It is interesting to know that a lot of characteristics describe or qualify one to
be a good teacher. These characteristics range from personality, temperament
to professionalism. Everyone probably has a mental picture of a good teacher
as someone who is kind, as one who loves young children, as a person who
would be in the classroom gladly, even if there are no salaries connected with
teaching. Others may envision a strict disciplinarian who insists that students
achieve a high level of educational, moral and intellectual accomplishment.
Yet others may recall a wise scholar whose classroom wisdom was but as the
tip of an Iceberg implying an unfathomable depth of knowledge. All of these
views along with countless others describe part of what many individuals
include in their description of a good teacher.
In order to understand more, concerning the good teacher, it may be helpful to
know what we mean by good teaching, even this, in itself, may not be an easy
task because of various contributions a teacher can make in the classroom.
The first concept in describing a good teacher has to do with the function of
the teacher as an agent for change in behavior of learners.
WhatisTeaching
Teaching as a function of change in behaviour is not enough to describe a
good teacher in terms of knowledge, skill, personality or other such attributes,
for all these have to do with the teacher himself/herself. Teaching is not an
isolated activity, for teaching occurs only if learning takes place. Equally
important is what the teacher does and its effects on the learners. For example,
if a teacher makes a television videotape recording of a classroom lecture, the
teacher being perfectly groomed, well prepared, having memorized every
word of the lecture and the programme was relayed in the classroom for
students to view, but if the students were not paying attention, and they did not
listen to the screen presentation, but were talking among themselves, such
that every one attention is distracted from what is going-on, the screen. The
question now is: Did the teacher teach? No, even though all the teaching

24
activities may have been presented perfectly, no teaching occurs because
students did not learn. This point of view changes the emphasis of teaching
from teacher's activity to students' activity.
Teaching is a dynamic process which facilitates learning. Its major task
is to ensure that learning has taken place. It involves many activities such as:
(i) Planning what to teach, by way of selection of topic, identification
of instruction objectives, writing daily lesson plan, preparing teaching
aids,etc.
(ii) Classroom presentation of educational material by
- making know the topic of the lesson;
- explaining the instructional objectives,
- guiding the mental, physical activities of the learners to the
most important aspects of the learning materials
- using appropriate methods;
- ensuring that learning actually taking place as desired through
appropriate use of motivation, rewards, punishment, and the
learning process.
(iii) Class control to ensure that learners are doing what they should be
doing, and at the right time;
(iv) Identifying and attending to the need of learners, which may be
physical, mental or material needs.
Teaching efforts must be concentrated on the learners in order that
they are learning. This is important because the task of teaching is not so much
what the teacher is doing but what he/she is able to make the learners do, that
result into learning, Okeke, B.S. 1984 in Omatseye et al (2000) defines
teaching as a service profession, as an art and science. Teaching is an art
because it involves guiding, directing and stimulating learning.

25
It is also a science because it involves the possession of a body of
specializedknowledge i.e.,Pedagogyofteaching.A teacherguideslearningby
motivating the learners or by arousing the learners' desire to learn. It involves
stimulating the learners and giving him/her the opportunity to ask questions,
thus helps the learners to establish goals of learning. Therefore, teaching is
more than telling andtesting.
Teaching involves guiding learners through a variety of selected
experiences to being about worth-while changes in behavior i.e., teaching is
supposed to result in the acquisition and utilization of knowledge. The teacher
is to see that the learners develop the right skills, assimilate the facts, right
habits, ideals and ethical standards, teaching is an intricate, exerting and
challengingoccupation.
It is therefore suggested that the most vital analysis of teaching has
successfully guided the students to do than what the teacher does
himself/herself. The above description of what teaching is, now, brings us to
who is a good teacher? If a good teacher is the one who produces further
changes on the part of students, it is of critical importance to determine the
nature and direction of change. A good teacher should establish goals and
that the teaching /learning activities might move/help students reach these
goals/objectives. Another description of effective teacher is one that is able to
bring about intended learning outcomes, to know who is a good teacher, some
ask:
Are Teachers Born Or Are They Made?
We may know some teachers who by instinct know how to work with
students, who motivate students, who correct and steer learners in the right
path. Most of us might have probably had the misfortune of encountering a
teacher who somehow lacked the skill and personality needed to be a good
teacher. Many are tempted to despair and concluded that there is little that one
can do to help such person, to become an adequate teacher. The above
example points to certain innate abilities /qualities, which some people are
fortunate to possess to a greater extent.
Notwithstanding, though, we have known some teachers whose
initial efforts were so inadequate, that they almost gave up, but with
continued experiences, training and modification and help, theybecome very

26
acceptable teachers. There is no substitute to experience for helping good
teachers, become better and more skilled in the classroom, especially if the
experience is combined with a clear understanding of the goals that the
teachers seek to achieve, and if it offers helpful feedback concerning
progress and steps to take in achieving goals. Hence, it is clear that the society
expects high value of experience from a good teacher.
Of significant importance is skill and practice display in the
classroom, advance preparation based on the post-secondary training from
teacher training institutions; such as: (colleges of education, faculty of
education, institutes of education in the universities.) These institutions exist
because of the conviction that the skills required of the teaching can be
learned, that a person with required level of intelligence and academic
ability can indeed develop competencies for effective classroom practice
expected of a good teacher.
A BORN TEACHER - Will naturally have those qualities that you
will rather expect of a trained teacher. This means that a born teacher will
possess those qualities, which one may have to learn in a teacher training
school, without being trained. Such ones begin to exhibit teaching qualities
required of a trained teacher.
In the long run, whether teachers are born, or made, it is best to
conclude that there are certain minimal social and academic plus personality
factors, which must be presented and improved upon with training and
experiences. Some individuals are able to develop the act of teaching as a
result of their own skills and perhaps through modeling after their teachers.
Others develop the technique along with training and preparation. There is
certainlyaplaceforboththebornteacherandthemadeteacherineducation.

27
CHAPTER THREE
PROFESSIONAL ROLES EXPECTED OFA GOOD TEACHER
Roles Defined:
Role is defined as a duty or function that is usually expected of any
one occupying a position or office of oversight. Professionally trained
teachers are expected to be:
•effective and useful member of the communities,
•peopleofgoodmoralconduct,
•knowledgeable, progressive and effective teachers who inspire
pupils/students to learn;
•who challenges learners to learn.GardnerM.(2001).
Roles of The Teacher
Roles of the teacher are those activities, duties and functions, which
teachers are responsible for, and which are expected of them. The central
work of the teacher is to teach, so that learners learn what has been planned
for them to learn. In carrying out these effectively, a good teacher is expected
to:
(i) Possess sound knowledge of the subject matter or mastery of subject
matter accurately: This will enable the learners to learn maximally
from the teacher. The National Policy on Education, NPE (2004:39)
stated that the minimum qualification required for teaching at the
primary school shall be Nigerian Certificate in Education, NCE
meaning that provision has been made for the training of teachers in
Nigeria in pedagogy of teaching. The general principle for
teachers' preparation course consists of five component viz:
• education course or what might be referred to as foundation courses
to equip the student teachers with the knowledge of skills in
understanding human learning and behaviour, psychology,
philosophy, history of education, as well as allied areas.
• General studies: courses designed to equip the teacher with

28
general knowledge and information on global issues and thus
broaden his/her views, scope and understanding of the world
around him/her.
• Teaching subjects, these constitute the content which the student
teacher will teach to his/her learners, which enables him/her to gain
considerable mastery in those subjects both theoretically and in
practice.
Teaching practice: This is a component of teaching education programme
to provide opportunity for the would-be teacher to try out in the
classroom, laboratory, the theoretical issues study in lecture.
* Research project: This is designated to help trained teacher to acquire
and implement the skill of research and report writing. The overall
prescribed course of study for teacher education in Nigeria is to equip
teachers to be up to the tasks of teaching occupation.
(ii) Contribute to Curriculum Development:
A good teacher must act well in order to present and cover any given
/prescribe course content to learners in such a manner that lapses and gaps
are identified and easily bridged by giving insight into how to arrest any
problem arising from existing curriculum so as to give room for developing
new curriculum.
(iii) Evaluate, Curriculum and Proper Learning: A good teacher
must be able to make use of appropriate evaluation techniques; for
different domain of learning (i.e Psychomotor, Cognitive and Affective)
See appendix I
(iv) Plan instruction and manage this well: A good teacher must be able
to translate scheme of work into modules, modules into units and
units into individual lesson within the allotted time and the
behavioural objectives must be well stated.
(v) Maintain interpersonal collaboration with fellow teachers and
other stake holders, agents of education, such as book
publishers, curriculum developer, etc.

29
(vi) Be interested in professional and self-development as well as
career advancement: This is necessary because nobody is an
island of knowledge, more so, as the saying goes iron sharpens
iron. Ours is a dynamic society, changes are brought about almost
on second basis
Another way of determining a good teacher is the facts that there are many
ROLES A TEACHER plays in the classroom.
These roles are further divided into: i) Traditional Roles and ii) New
Roles required for main streaming.
I. Traditional Roles
In the classroom these are numerous. Indeed, however, we will
only examine the major roles that have to do with instructing/instruction.
Traditionally, a good teacher is expected to:
a) Plan Instruction: plan ahead of time what to teach, how to
teach it, determine the objective of the lesson before entering the
classroom to teach the learners, plan what materials to use, what
method or what approach to employ to facilitate teaching /learning
process.
b) Arrange physical learning Environment: Seats are arranged
in rows, in orderly manner in terms of neatness, teaching aids
and materials properly hanged on the wall and orderly arranged.
c) Establish productive social climate: promote students/teacher
interaction, students /students’ interaction in the classroom setting
{plan students' study group) etc. (See Appendix vi)
d) Organize students into working group: i.e., divide students
into individualized learning small groups, large group, etc.
e) Present instruction using methods suited to topics and students
to facilitate teaching /learning. (See appendixII).
f) Manage students, materials and activities: he/she should
be able to manage time wisely and other resources that could contribute
to learning

30
g)Communicate effectively with students: must possess good spoken
language.
h) h) Maintain good class control/Class management. (See appendix
vii).
i) Evaluate students' progress: Individual student's progress should
be monitored and evaluated in terms of growth and not just in status.
For example, an ever 1st child, is only measuring such child's status,
but what if the child's average score is of the following range 67.5%,
72.4% 80.6% or vice versa.
j) Report students to parents and administrators: By way of marking
or grading and correcting students/pupils, class teacher as well as
subject teacher stands a good ground for providing feedback to
parents, administrators as well as other stakeholders in education on
the effectiveness of a given course of study or curriculum. Other non-
instructional roles include supervision of play grounds, study halls,
lunchroom, communicate meaningfully with to the parents, attending
and participating in Parents/Teachers Association meetings. (NB
study halls and electricity supply failure, socket,
bushes around, an indication to beware of snake, ventilation in the
classroom, observe children as they play in the playground, explain
children's development i.e., from physical development and, bodyco-
ordinations points of view)
k) Agood teacher must act as pseudo-parent(s) or in loco-perenties.
I) Attend to health need of learners, students /pupils, including
feeding/ midday meal. (See appendix III)
ii)New Roles Required for Main-streaming: There are new roles expected
of a good teacher. These are: Planning individualized education programs:
Using special materials and apparatus and working closely with specialized
personnel. Added to this, is that a good teacher is expected to work with
handicapped students, providing a class climate of acceptance for them. A
good teacher should be able to use behaviour management techniques that best
suited any handicapped students in a classroom, be able to diagnose the need and be

31
able to prescribe solution to handicapped pupils / student's problem. (See appendix
VII)
Other roles expected of a good teacher are that he /she should be
able to:
Act as a technician.
Master and prescribe dosages of
education.
(Given to each student precisely the amount of experience and instruction
needed, which must commensurate with learners; age at different stages of
development and I .Q level of learners.)
As A Model; A good teacher's role as a model include the fact that students
should both imitate and emulate the teacher's good and outstanding
example(s). [NOTE THAT IMITATE EMULATE are not the same thing].
Students' tend to have respects for teachers; who are ready to act as models.
An interesting examples of teacher as a model was offered at BLACK
Mountain College in North California, U.S.A. In that institution, instruction
was based on having students see the master teacher at work. Students in art
classes would watch and see their professor at work, painting or preparing
excellent student in creative writing. Student observes their teacher, as the
teacher instructs each class by what he does as well as what he says.
As a dispenser of knowledge: A common description of teaching involves
the teacher as a dispenser of knowledge. This role is based on the assumption
that the teacher has all the knowledge and wisdom and the function of the
teacher is to pour knowledge into student's head. However modern theories
of education tend to depict the teacher NOT as the source of all information
but as the resource person who can help or direct students to gain the
knowledge they seek.
Teacher's Roles as craftsmen; Some view teaching as a process like
a potter modeling a clay in which the potter shaped an inert clay lump into a
beautiful ceramic piece of art, similarly, a good teacher tries to shape and

32
form students into worthwhilepersons.
All said and done, some consider a good teacher who score high or
who perform excellently well in the following list of an evaluator. Some of
the following criteria of teaching effectiveness used by Malon College
Cariton, Ohio, where the coordinator is a Professor of Educational
Psychology, are that a good teacher should be able to:
• Demonstrate good classroom control.
• Demonstrate acceptable voice, posture, and appearance.
• Demonstrate appropriate hand-writing, speak and write English
Language effectively.
• Correctly grade students' papers without errors.
• Successfully prepare detail lesson note.
• Maintain good classroom arrangement.
• Show enthusiasm for teaching.
• Utilize teaching resources effectively.
• Display ability to handle subject matter.
• Establish good working relationship with students.
• Be able to organize and work with small group as well as large group
of students. (See appendix VI)
• Verbally presents material with clarity and good expression.
• Examine in detail the intellectual capacity of students
• Handle discipline problem effectively. (See Appendix X)
• Communicate desirable moral and ethical standards, from cultural
and religious background
• Utilize simple diagnostic and evaluates procedures, such as
psychological test items.
• Use audio-visual aids effectively, both self made and commercially
made.
• Creates within students a drive to learn.
• Construct, administer and evaluate tests without prejudice, or

33
• favour.
• A good teacher will not leak out his/her questions/question papers to
so called favoured ones neither will he/she award extra marks for
selected few ones in his/her class or subject areas. It will then be
expected of a good teacher to prepare marking scheme along with
drafted questions - items allocating marks appropriately to each item
of the question.
• Give thoughtful and controlled response to students' questions.
• Utilize variety of teaching methods as the need may arise
• Developed enrichment activities for individual differences.
• Act as a resource personnel to discover knowledge.
• Who is receptive and has insight to ascertain mood of class. E.g. no
food, somebody's father died.
• Communicate effectively with parents if given the opportunity,
• must also be an emotionally stable person and who is conscientious,
reliable and sincere.

34
Personal Qualities
CHAPTER FOUR
In describing a good teacher the place of personal qualities cannot be over
emphasized: thus a good teacher must possess and display the following
personal qualities: -
•Appearance:- exhibits good taste and neatness in dress, is clean and
well groomed, has no distracting mannerism or odour.
•Personality:- Is friendly, understanding, helpful, exhibits ability to
get along with others, display individuality, is mentally alert, cheerful,
confident, courteous and tactful. Poise:- Exercises self control, not
easily disturbed by minor distractions, maintains professional
distance, thinks before acting.
•Emotional Stability:- Exhibits appropriate emotion in a variety of
situations,doesnot overreact tonormal stimuli.
Health and Vitality:- Has good physical condition and mental health,
able to carry normal load with energy in reserve, is free from trivial
worries.
•Effective Speech:- Is clear, fluent, and distinctive in speaking. Has
wide influentional range, modulation is free from irritating
mannerism e.g. excessive breathness; broken rates, avoid
unnecessary repetitions. Initiative:- good teacher should begin tasks
readily on his own, detect and reacts appropriately to opportunities,
seeks out variety of ways to accomplish a task, contribute to solution
of professional problem e.g. Seminar-suggest and make plan for one.
• Judgment:- To posses ability to exercise prudence in practical
matters, cautious discreet with opinion, sensible and exercise control
in evaluation. Sense of Humour:- In interpersonal relations, he
should sense and appreciates that which is funny and amusing.
•Tact:- To display behaviour guided by consideration and ethical,
principles, an awareness of the implication of situation at hand. Avoid
conduct such as brusqueness, sarcasm and humiliation to obtain

35
desire ends. Approaches each situation with reserve and implication.
Professional Quality:-
Not the least among qualities and characteristics of good teacher are
the following professional qualities:
Knowledge of Subject- A good teacher should have depth of
knowledge and understanding of concepts and generalization
appropriate to subject taught. Command of English:- Must have
ability to present idea simply, clearly both in oral and written form.
Use standard or better English in and out of the classroom. Adapts
language to the needs of pupils e.g. Police will catch you, or police
will arrest you. Implementation of Learning:-Experience good
teacher should understand psychology of learning and applies it to
teaching, obtain wide pupils participation, maintains proper balance
between teacher/pupils activities, provides for individual
differences, encourage group work, has general master of methods.
(See appendix iv) Professional Commitments:-Believes that
training is worthwhile, plans activities to ensure the profession.
Identifies with the institution where he works.
Staff relation:- Relate appropriately to professional colleagues in the
school environment, observes professional ethics.
Professional Suggestions:-Responds appropriately to professional
suggestion and or criticism. Planning for Instruction:- Makes
adequate plans for teaching, selects materials with due regard for
individual differences, organizes materials effectively and use
appropriate appraisal techniques. Managements of School Routines:-
Secures good learning condition through arrangement of furniture
equipment and materials, control, distraction management and
administrative requirement, effectively schedule time appropriately.
Maintain Professional Distance
Know your professional limit e.g. I am talking of infertility from
Psychological point of view, not as a professional medical expert, etc, bring e

36
about similarities between each of these professions, e.g. Medical
doctor's car and the role of vulcanizer, OR Medical Doctor in a theater room
before /after, a Cook /Caterer Cooks, Doctor/Nurses to eat what the Caterer
provides before performing his/her duty.
In conclusion, it is very clear that to describe a good teacher, many
factors has to be considered among others which includes: Training, years of
experience, certification, personal and professional characteristics. A good
teacher, will more often be determined by the products seen or manifestation
of good product of his/her learners.
Insummary:
Agood teacher must be able to:
Organize instruction
ManageResources : material, time
human Maintain Class Discipline
Bepoise
BetactfulPossessgoodCommandoflanguage
Resourceful, people must be free to
come to you for advice/ help etc Administer Discipline firm
notharsh
ProfessionallyCommitted Knowledge-able.
Understand subject matter.
Managetimewell
All teaching must point to practical day-today life experiences as much as
possible. E.g science as in Nursing/Medicine.
Catering/Agriculture
Geologist-Chemistry
E.g. Effects of chemical ion substances, You may not
necessarily be in lab e.g. salt affect preparation of amala.

37
CHAPTER FIVE
TIPS TO HELPYOU BECOME A GOOD TEACHER
Make Effective Use of teaching Aids, Putting into Consideration: Age,
interest, abilities, I.Q. subject matter, topic, availability of instructional
material, opportunity for outdoor activities, and other numerous dynamic
factors that could /may affect the learners' readiness to teaching and
learning.
Organize learning material: From simple to complex, from
known to unknown pointing out similarities and differences and
exceptions, associate new ideals with old/familiar ideals, with
new/unfamiliar ideals. Ability to improvise: Natural for artificial
materials in session e.g. flower for Biology practical. Use of
evaluation techniques. Combine and makes use of more than one but
relevant evaluation techniques. Appropriate use of Management:
Skillful, Managing Material and human resources and time effectively.
Appropriate Use of:
1. Motivation
2. Punishment and Reward
3. Behaviour Contact
4. Reinforcement and schedule positive
(reinforcer)
5. Role Modelling
6. Ready to accept challenges and turn stumbling blocks into
stepping-
stones.
TEACHERS' AND TEACHING CHALLENGES
The expanding roles of the teacher according to Allison Jeanette
{1999}are numerous. Teachers face very real problem(s) in today's schools.
Teachers are expected to do more, with less pays and within the same amount
oftime.
In the past a teacher's role was more clearly delineated. Parents
naturallyassumed responsibilityforchildren's physical careand general well

38
being. And so teachers were responsible only for the children's
education. Nowadays, the greater needs of the society have shifted more
responsibility of caring for children on the school (of course teachers are
responsible for the students'care).
Nowadays more than ever before, teaching has become a complex
profession in which thoughtful decision-making, reflective practice and a
critical perspective are
required. The following are some key challenges of teacher and the teaching
profession:
(1) Oversize classes/ large classes,
(2) Excessive paper work,
(3) Unresponsive students,
(4) Inadequate pay,
(5) Overbearing Bureaucracy.
How To Cope With Challenges In Teaching Profession
(1) Coping with large /oversize classes:-
See it as training, this serves training as on how to face large audience
when you organize seminar or when you have a project exhibition in a
workshop/ seminar presentation.
(2) Excessive paper work:- Either marking, recording or writing
lesson notes, see it as a training for you to become an expert writer
e.g. columnist/ book author.
(3) Unresponsive Students:- This should serve to encourage teachers
to have a positive outlook on life and to cope with challenges of
training children, you are hence versatile, it widens your outlook in
life, never give up attitude.
(4) Inadequate pay:- This is a peculiar training to buy only what you
NEED! Avoid impulse buying or being wasteful.
(Imagine this) We bought so many Suya, 'so that 'we threw away the
remaining ones.) In our own case as teachers, with low income you only
buy what you NEED no wastage! Of significant importance is that each of

39
these challenges could work out well for us to turn whatever seemingly
stumbling block to a stepping stone!
Other points to note are:
Agood teacher instills confidence, and makes learning fascinating challenges
byemploying.
1. Learner centre approach,
2. Organization of learning materials,
3. Point out similarities, differences, exceptions, associate old
ideals with new ideals and vice versa, familiar with unfamiliar ones.
4. All teaching must point to practical day to day life experiences as
much as possible e.g. in science as in nursing, medicine, catering
/agriculture, geologist, use of chemicals 0.5ml, 0.1 ml e.g. a drop of
concentrated acid can burn paper, clothes even skin, hence teaching
with emphasis on the need for scientists to be accurate in measurement
etc.
5. Overbearing Bureaucracy:-A teacher is overbearingly bureaucratic
if he /she engages himself/ herself in creating excessive rules for the
pupils /students than they can presently deal with successfully at their
current ages and classes.
What Teachers Must Know About HIV/AIDS
Prominent among health problems of this era are HIV/AIDS,
malnutrition and other transmitted diseases either as a direct or an indirect
victim(s), pneumonia and other childhood diseases. Traditionally speaking,
most teachers are mothers, hence the need to be careful, very careful,
especially in handling blood and other body fluids e.g. saliva, Mucus, eye
drops, (tears) bloody running nose, pimples, (NOTES THAT) most times,
victims are HIV (+) positive right from birth.) Experiences show that the
arrival of a new born baby prompt the parents to go for HIV-AIDS test.
Social/Economic problem: Pupils/students need material things like
school fees, writing materials, textbooks, uniform,. socks etc lack of
psychological/ psychosocial attention, behavioural/ emotional problems of

40
learners, home background, upbringing and experiences, family
types, separation, divorce, step families, serves as contributing factors to the
reason why some students contracted the disease.
Questions For Practice For All Teachers
1 a. What is brusqueness?
b. What is Sarcasm?
c. Give example in your local language?
2. Explain the following
a. Ascertain the mood of the class; consider
learners (pupils) growth not status.
b. Create within the learner a drive to learn.
3. What are the components of a well-groomed/dressed
person.
4. As teachers how do we handle the problem of
malnutrition?

41
APPENDIX I
Assessing Learners in the Three Domains of Learning
Education assessment should cover activities in the cognitive,
effective and psychomotor domains of learning. These domains are as
follows: 1. The Cognitive Domain: This refers to the intellectual capacity of
the learner. There are six different categories of the cognitive domain. Which
include the following:
a. Knowledge:- this is the lowest level. It involves simple recall of
information.
b. Understanding:- Here, a high level of activity is required of the
learner, beyond that of recalling. Understanding is demonstrated
when a child translates learning material from one form to
another.
c. Application:- This requires the ability to use learned material
in new and concrete situations different from the original. E.g.
Quantitative Reasoning/ Verbal reasoning.
d. Analysis:- This involves the ability to break down material into its
component
parts.
e. Synthesis:- Refers to ability to build up new material from
given parts.
f. Evaluation:- This is the highest level in the cognitive
domain and it involves making judgment, e.g.
evaluating ideas.
Method of Assessment in Cognitive domain
Assessment in the cognitive domain can take many forms, e.g.
a. The commonest method is the paper
and pencil tests. Others include:
b. Oral discussion
c. Questioning
e. Writing assignments/projects.

42
Assessment in this domain will enable the teacher to assess student's
ability to probe for further information and other intellectual skills.
Knowledge such as recall of specific methods, information process,
comprehension, translation of idea, putting idea into use, interpretation,
extrapolation, application and use of abstractions, in a particular and concrete
situation or particular situation.
Classroom Application Students'/pupils' ability to tell,
mention, locate, e.g. the direction of wind, read a compass, indicate the
direction where sunrises/sunsets (East/West). Applications like you plug
gadget before you switch on the electric appliances, like TV, kettle, jug etc.
Questions/Questioning Statements in the cognitive domain include the
following:
1. Quiz 7. Arrange
2. Oral questioning 8. Analyze
3. Explain 9. Relate
4. Distinguish 10. Mention
5. Compare 11. List etc.
6. Identify
2. The Affective Domain: This domain involves values, believe and
attitudes, interest, social relations, emotional adjustments, habits and
lifestyles. Values relates to the worth an individual attaches to other things.
Interest is reflected by active participation in events on the part of the
individual. This domain is subdivided into receiving, responding,
conceptualizing, valuing, organizing and characterizing.

43
Method of Assessment in Affective Domain:
In assessing pupils in this domain, teachers can make use of
questionnaires, oral interview, discussion, use of inventories, etc.
Classroom Application.
1. Test Pupils'/Students' abilities to appreciate team work,
2. Respect for others,
3. Display of self-control,
4. Courtesy, patience and diligence
5. Organizational qualities. Etc.
Arrange puzzles, building block, Vocational attitude text and exercise,
map reading, draw graphs in Mathematics, colour harmony, imaginative
drawing, colour combination, sizes/shapes etc. Questions/Questioning in
affective domain describe, arrange, compare and contrast, relate, examine,
observe, record etc.
3. Psychomotor Domain: This deals with manipulative skills and body
movement. That is, it is concerned with muscular and motor skills. The
manipulations of materials or objects requiring eye-hand coordination. For
example, in science it is demonstrated in handling of Laboratory/Introductory
technology, Instruments as well as skills and speed in manual work e.g typing,
computer game, and application.

44
Methods of Assessment in Psychomotor Domain
Assessment in psychomotor domain deals with assessment of manipulative
skills. Eye-hand co-ordination, body movement. Teachers do well to use
observational technique by preparing observation schedule, and each
pupil/student is observed. How does he/she handle a pencil? Draw? Type with
accuracy and speed? Handling of Introductory Technology Laboratory
equipment?
Classroom Application
This will require teachers' ability(ies) to observe and make use of evaluation
techniques during class exercises like:
1. Drawing e.g. map
2. Plot a graph
3. Operate/handle Lab/Intro-tech equipment,
4. Typing using typewriter, or computer,
5. Copying notes from the board
6. Proper Identification of signs/ shapes/symbols
e.g. in and not n, d and not b etc.
Suggestions/Counselling Implications
Assessment is an integral part of the teaching process, hence the need for
teachers to effectively assess their teaching. Teaching/learning should bring
about complete individual who is able to adjust well to the society;
psychologically, morally, emotionally and socially. An assessment that is all
embracing in effective, cognitive and psychomotor domains will help to
achieve these goals. Assessment instrument must take many forms like
objective test items, True/false items, matching the items, quiz, debate (oral
presentation) if this goal must be realized.

45
APPENDIX II
Some Special Methods of Teaching and theirMajorCharacteristics
Teaching has been described as a process of making it possible for
pupils to learn. The ways by which the teacher presents his/her materials to
learners and engages them in the task at hand is referred to as methodology. It
is noteworthy that whatever method adopted by the teacher may promote or
hinder learning process. It is therefore important that a good teacher have
knowledge of variety of teaching methods, from which he/she can choose to
facilitate effective teaching/learning process.
The following are few but common methods of teaching from which a teacher
may select from depending on
i) Subjecttobetaught
ii) Objectivesandcontent ofthelearningmaterials,
iii) Ageandinterestoflearners,
iv) Availability of needed resources (i.e. human, material and finances).
v) Time or duration/session when the topic is to be taught,
vi) Sizeoftheclass.
Listof MethodsofTeaching:
A. LectureMethod
This is the most common/familiar method of teaching, it is used at all
levels, it involves systematic presentation of information or instructions
through oral exposition by the teacher, to be supplemented by the use of
appropriate teaching aids or instructional materials. It is otherwise known as
Chalk and Talk method.
B. Demonstration Method
This is a method of teaching, which appeals to sight, rather than
hearing as the major means of communication. This is more effective going
by the popular saying: What I see I remember. This method involves
showing actual object, model, picture or diagram of objects from which
learners are expected to learn from. It also involves a process in which the
learner has to follow a number of steps, e.g. learning how to dissect a frog.
This method requires skill, considerable time, and some expenses for
effective organization. However, the method is effective, because it helps to
fixtheknowledgeinlearnersminds.

46
C. Problem-Solving
Problem Solving method bases itself on creativity, it makes learners
become critical thinkers, it requires the ability to reason, and active thinking
on the part of the learners. The teacher's task is to present his learners with
suitable problems, which are within their reach and capacity to solve. The
teacher could provide suitable learning materials, suggest methods or
procedure to follow to solve the problem identified, thereafter the learners are
left alone to find solutions to the problem. E.g. crossword puzzles, simple
calculations. A teacher must follow the following steps in using problem-
solving teaching method. Raise familiar, simple problem, Interpret the
problem, Gather and evaluate appropriate data, e.g. get needed materials
ready, Formulate tentative solutions, Verify the anticipated result.
D. Project Method
This is a method of teaching that enable the teacher to relate his
teaching to real life situations. In this method, pupils learn through
independent activities through the guidance of a teacher (supervisor).
Onwuka (2000) sees a project as a purposeful activity or a meaningful whole
or unit of experience.
E. Brain -Storming
This method involves use of advanced discussion method of teaching,
which involves cooperative thinking by group of people towards the solution
of specific problems. It involves a class in oral exchange of ideas, facts and
opinions about a topic of mutual concern and interest. The purpose of this
method is stimulation and generation of ideas among the pupils and the
facilitation of their expression (e.g. Debate, Quiz).
F. The Play-Way/Dramatic Method
This method of teaching involves learners dramatizing or acting of
ideas, or events in order to ease learning. One form of play is dramatization. It
has been observed that children are fond of playing parts during which
imagination leads them to act in the capacity of known or imaginary
individuals. School-subjects like literature in English, Social-studies,
Health education,areareaswherethismethodisapplicable
This method employs shared activity with others; a happy activity is
thus helpful in achieving socially desirable/behaviour. It can also foster team

47
spirit. It is noteworthy that each of the methods discussed above have specific
advantages and disadvantages. Hence depending on the situation at hand, a
good teacher does well to select an appropriate method.

48
APPENDIX III
Importance of Mid-Day-Meal
Background Information
We all know what food is, for we all have strong desire to eat. Now
let us wait a minute and have a look at the following three words.
HEALTH============ H E A L T H ======E A T
DIET=============== D I E T ====== D I E
DEATH ============== D E A T H ====== E A T
From those three words, with little addition or subtraction, permit me
to say, that you are what you eat, and what you eat is you. From the above
analysis we will do well to note that a little addition of this or that, or a little
subtraction of this or that to what you eat OR from what you eat you are either
healthy or sick.
Who among us then will say that what we eat/our food is of less
importance? If then what we eat is important, then paying attention to what
school children eat is of much more importance either at the primary or
secondary school level.
Signs of Healthy Person
When you think of healthy person, you probably imagine someone
who is mentally alert and full of energy, has good sight, sparkling eyes, a clear
skin, hair in good condition, strong bones and teeth well-formed muscles, and
who is not too fat, please note that the health status of grown-up people largely
depends, very much on how well they were looked after as children. They may
not be as healthy as otherwise. Healthy children grow taller every year, their
bones harden and become firm and straight, they enjoy mental and physical
activity, so long as it is not too prolonged; they are emotionally stable, and
enjoycontactwithotherchildren. It is true, people are not all alike, some may
have a tendency to be large, some small, some clever, others not so clever,
however, they will generally be mentally alert and physically fit, and will
reach their respective potential size and intellect.

49
TheContributions of Food toHealth
It is important to know how to choose the right kind of food and how to cook
them well. Such knowledge can help the whole family to be healthy and
prevent needless suffering. Without food humans will die, for food is
necessary for life. Some illnesses are caused by too little food, or the wrong
kind of food, or by too little of one or more group of foods. Illnesses caused in
this way may be severe enough for the symptoms to be visible or they may
show up only in difficult times such as when there is a flood or drought, or
when there is additional stress and strain on the individual.
TheMeaningof Nutrition
Nutrition is the study of how the body is nourished. On its own,
nutrition is an applied science, it uses and applies knowledge from pure
sciences e.g. physiology and chemistry, as these are concerned with
composition of foods and how food is used to keep the cells of the body
functioning.
For example, in childhood, there is rapid growth in all the cells of the
body, while in an adult, tissues are constantly repaired and maintained. The
right food is necessary for all the chemical changes involving the growth of
new cells and tissues, breakdown of old cells and tissues involved in the
production of energy known as metabolism.
Functions of Food
To keep the bodyfunctioningproperly, food is needed:
1. For growth and for body activities
2. To supplyenergy
3. To build and maintain body tissue
4. Toregulatebodyprocesses.

50
TheMid-day Meal
The mid-day-meals was put in place to take care of the nutritional
needs of pupils and students. According to the National Policy on Education
(1991) section I, Subsection 3,paragraph 4:6; one of the basic philosophy of
Nigerian Education is among other things; Promotion of the emotional,
physical and psychological health of all children.
In view of the above, the introduction of mid-day-meal into Nigerian
Schools will go a long way in achieving one of the cardinal philosophies of
Nigerian Education. France, England and American communities went as far
as to having special classes for malnourished pupils/students, where special
dietary needs are met at least once a day. At such special classes, fresh air is
provided and rest periods, as well as fresh milk are served. The establishment
of social classes helped to decrease the lack of interest by some schools in the
health of their pupils/students.
Advantages of Mid-Day-Meal
Provision of mid-day meal ensures that:
1. Balance diet is provided at least once a day. For example, patients’
need for certain drugs that are prescribed I------ I; or I-----I----
--I or better still I -----daily;
Thisdoesnotmeanahandfuloftabletstobeswallowed.
2. At least dietaryneedsofchildrenaremet.
Importance of Mid-day-meal
1. To assist working Bothers: In some home due to the demand
and exigencies of official duties of mothers, working
mothers may not be able to cook fresh food every morning,
because there is no time to do so. Their children had to leave
on cool, left-over food early in the morning before leaving
for school. In this case, mid-day-meal allows for a child to
eat freshly prepared food at School Food that is not prepared
in a hurry.

51
2. At least, once a day the child eats a balanced diet.
3. Pupils/Students, whose place or home is distance away from
school, who may not get back home to take their lunch. To
such ones to and from in big towns and cities where
transportation is usually heavy and buying food along road
side is unsafe.
4. It helps pupils to learn about the value of food to health, thus
providing supplementary dietary need of school children, as
shown on model time table: (Nigerian Food Menu for Kids)
Contagious childhood disease will be prevented. Examples of these diseases
are pneumonia/asthma, kwashiorkor, and marasmus. It is important to know
that nutritious food or balance diet does not necessarily be the costliest
prepared food. For example, while a handful of crayfish may substitute for a
kilogram of liver, the difference in the cost of these two items is more than 150%;
for an instance. A handful of crayfish may cost halve price of, 1 kg of liver or
1kg of beef; it depends on knowledge of nutrition and nutritional need of
individual and method of cooking or cooking method to be able to prepare
nutritiousmeal.
DisordersDueto Malnutrition
These are disease conditions that could be prevented with good
feeding and supplementary diet. Many people in the world are hungry and
some are starving. Some people may say that they are never really hungry for
very long time and therefore cannot be suffering from malnutrition, this
however, is not true. There can be malnutrition without hunger! A person may
feel full after eating large amounts of maize meal, cassava or plantain, if
he/she eat this food day in, day out, with very little else added, for a long
period of time, such ones may begin to show some signs of malnutrition. Yet
other people may say: But I am never ill, I cannot be suffering from
malnutrition. To such ones, their diet may be merely adequate for the
lifestyle they are living now, however their diet is not adequate for them to
cope with extra stress and strain or longer hours of work, or to build up
resistance to diseases. Thus, they may fall ill if they are exposed to extra stress
or prolonged activity.

52
The causes of some illnesses have been found to be a drastic shortage
of one nutrient over a long time. While certain diseases are related to lack of a
specificnutrient,inmanycasesofmalnutrition,morethanonenutrientmaybe
in short supply.
Causes of Inadequate Food/ Deficiency in Diet
Thismaybecausedby;
1. Badfoodhabit,
2. Economicinabilitytobuyvarietyoffoods,
3. Increased activity of the bodymetabolism due to sudden increase
in activity or strain without increased intake,
4. Poorcooking,processing, preparation,storageormarketingoffood,
5. Lackofproperassimilationoffood,
6. Conditioneddeficiencies.
Nutritionand Infection
1. The role of nutrition is to protect the body against the invasion of infectious
organisms. Good nutrition will build up resistance to some infectious
diseases.
2. The role of nutrition in enabling the bodyto overcome an infection is
of great importance. In determining the result of infection, if the body is
in a poor state of nutrition, it will not be able to withstand the toxic effect
produced in the body by the microorganisms. These toxins may cause death.
For example, whether a cold will develop into pneumonia; or measles
results into kwashiorkor or death, will depend on the resistance put up by the
body. This will be related to the nutritional state of the person. Good
nutrition, is of great importance in the prevention and treatment of
infectiousdiseases.
School children have special nutrition needs. They are usually very energetic
and will need plenty of joules as they are growing. They will also need plenty
of bodybuilding materials, calcium and phosphorous for bone formation, iron
for blood and protein of good biological value for building tissues. Some
children, certainly need more of certain foods and probably more of the energy

53
APPENDIX IV
giving foods, more of body-building proteins, mineral salts and fruits.
The maximum use of these foods, carbohydrates and proteins will depend
on an adequate supply of vitamins from vegetables and fruits. For balance
diet, school pupils need Carbohydrates e.g., Rice, yam, plantain, potatoes
etc. Protein e.g., Beans, Egg, Groundnuts, Soya beans; Fats and Oils e.g.
margarine, butter, Melon, etc. Vitamins e.g. vegetables and Fruits like
banana, oranges, pawpaw, guava, cashew, etc. Please co-operate with the
school, let us think about how we can support the mid-day-meal arrangement.
Model time table: (Nigerian Food Menu for Kids)

54
APPENDIX IV
EffectiveUseof Instructional Materialsor Resourcesin theClassroom
Meaningof Instructional Materials
Instructional materials are materials or resources which help us in
teaching or in carrying out instruction effectively. For example, flour, sugar,
water, margarine, etc., serve as resources or materials for the preparation
of bread or cake. In the classroom situation, resources on materials include
devices, which are used to facilitate
teachingandlearning.
Resources/instructional materials in the classroom can be classified
into two broad categories:
a. Those that appeal to the sense of sight (otherwise called, visual
material/resources.
b. Those which appeal to the sense of hearing (otherwise referred to as
audio materials).
Types of Instructional Materials
Instructional materials, or teaching resources based on the above
two broad categories are further divided into the following types;
No Types of
Materials Medium/Media of Instruction
1. Visuals Posters, real objects, photographs, slides, diagrams etc.
2. Audio Radio, Tape Recorder player, Tape-recorded material
3. Audiovisual Television, Cinema, video, Multimedia, film strips, etc
4. Static/
Display
Chalkboard, felt board, flannel board, flip-charts, magnetic
board, flannel graph
5. Electronics Radio, computer, email, multimedia etc.
6. Models This includes all types of materials for manipulation made
from various materials like plastics, clay, paper etc.,
that are used for demonstration and discovery of concepts
or properties of objects.

55
Criterial for the Selection of Instructional Materials or Material
Resources
Teaching aids or instructional materials/resources must be carefully
selected in order to facilitate the attainment of the set objectives. The
following guidelines for the selection of the resources are highly required.
1.Visibility, 5. Simplicity
2.Audibility 6. EasyUsage
3.Relevance 7. Availability
4.Attractiveness 8.Durability
NB: Instructional materials/resources in the classroom are meaningless
unless they are effectively employed in teaching and learning, hence, a good
teacher, must bear the following in mind while using or planning using
instructional materials such that the materials under usage or being used will:
I. Gain and hold the attention of the learners,
ii. Providevisualaspectstoaprocessortechnique
iii. Focusattentiononhighlightofkeypoints
iv.Createimpact
v.Facilitates the understanding ofabstract concept
vi. Provides the teachers with means of exposing the pupils/learners to a wide
range of learning activities.
vii. Allow members of a group to share equally from the same teaching
experience,
viii. Increase the efficiency of the teacher,
Holdthelearners'attentionSupplyconcretebasisforconceptual thinking
Promotetheacquisitionandlonger retention of knowledge.
Limitations/challenges Of Producing Instructional Materials
Cost ofproduction
It takes timeandefforts
Usage sometimes depends on availabilityofelectricityor
expert.

56
APPENDIX V
Principles for the Construction of Multiple-Choice Objective Test Items
This section reviews the general principles governing the construction of
multi-choice items, which are used in this study. A multiple-choice item
generally consists of the stem, the options, the key and distracters.
Stem: The initial or introductory part of the question in which the task
is set out. It may be a question, directions, an incomplete
statement or a diagram.
Options: These are all the answers in an item sometimes referred to as
responses or alternatives or choices.
Key: This is thecorrect answer oroption.
Distracters: These aretheincorrect options.
For the construction of multiple-choice items, Payne (1968), Title and
Miller (1976); Gonlund (1981); Olaitan and Agusiobo (1981); Inyang
(1993) have recommended certain guidelines; these guidelines take into
consideration the different parts of a multiple-choice item. Some of the
guidelines include
A. TheStem
i. This may be in the form of a question or statement but it must clearly
indicate the task being set.
ii. It must also include all the information necessary for an understanding
of the purpose of the questions,
iii. Use should be made of the negative onlysparinglyin the stem
iv. Use novel material in formulating problems to measure
understanding or ability to apply principles.
v. Test only one central idea in each item except when a number of items
are based on a common information.
vi. Include in the stem any words that might otherwise be repeated in
eachresponse,
vii. Avoid irrelevant clues both in the stem and in the alternatives
viii. In the testing for the understanding of a term or concept, present the
term in the stem and in the alternatives,
ix. Make options grammatically paralleled with each other and consistent

57
with thestem
x. Use numbers for the stem and letters for the options.
B. TheOptions
i. Present alternatives in somelogical orsystematicorder
ii. Makeresponse alternativesmutuallyexclusive
iii. Make all responses plausible and attractive to the less knowledgeable
or skilled respondent.
iv. Use the response alternative None of the above or All of the above
with caution,
v. Each option must be statedunambiguouslybut concisely
vi. The options should be comparable in length and mode of expression,
vii. The options should not contain give away words i.e. unintentional
clues to the correct answer such as always, only, very, often, rarely,
never,
viii. If the stem requires a pupil to choose the best or 'most likely' response,
the options must be compatible with this request and not simply
require the respondents to choose the correct from the incorrect.
TheKey
i. An item must contain only one correct and clearlybest answer.
ii. Avoid making the correct alternative systematically different from
otheroptions.
iii. Include in an item, onlyone correct or clearlybest answer. (
iv. The keyed responses must be distributed evenly among the alternative
positions in a random order.
Multiple-choice varieties and illustrative items based on living
components of the environment in the junior secondary school integrated
science core curriculum; Year one (an excerpt from Inyang (1993:170-171)).
1. Correctanswer variety
Whattypeofmovementdoesasnakeperform?
A. Wriggling
B. Jumping
C. Walking
D. Swimming

58
2. BestanswerVariety:
Which of this best explains why plantain and pineapple can be
groupedtogether?
A. Theirrootshaverunners
B. Theyarefruit plants
C. Theyproducelifelessseeds
D. Theyproducesuckers
3. Incompletestatement variety:
Thegreenparticleinthecytoplasm ofaplant cell is,
A. Chlorophyll
B. Cellulose
C. Chloroplast
D. Vacuole
4. Negativevariety:
Whichoftheseis NOTanexcretorywasteinman?
A. Carbondioxide
B. Saliva
C. Urine
D. Sweat
5. SubstitutionVariety
In okra plants (1) serve as (2) organs
1. A. Roots
B. Stems
C. Flowers
D. Leaves
2. A. Reproductive
B. Respiratory
C. Excretory
D. Locomotory

59
6. Combined Response Variety
Consider the following:
(i)Kidney (ii)Skin (iii) Lungs (iv) Bladder
The excretory organs in man are:
A. Iand IIonly
B. IIand IVonly
C. I, IIand IIIonly
D. I, II, III, IV
7. Analogyvariety:
Swimmingis to afish whilejumpingis to
A. Snake
B. Earthworm
C. Dog
D. Monkey

60
Table of Specifications
A good and carefully constructed table of specification is used for the
development of a set of multiple-choice objective items. This is a two-
dimensional chart showing behaviours (horizontal dimension) and content
(vertical dimension). A table of specification is essential for the weighting of
test items with respect to course objectives and content. It usually takes the
format in table 1.
Table1:FormatofaTableofSpecification.
OBJECTIVES
S/No
Current
Areas
Know
(30)
Comp.
(20)
App.
(20)
Higher
Order
(30)
Total
(100)
1. (10) 2 1 1 1 5
2. (20) 3 2 2 3 10
3. (10) 1 1 1 1 5
4. (10) 2 1 1 1 5
5. (10) 1 1 1 1 5
6. (20) 3 2 2 3 10
7. (5) 1 1 1 3
8, (5) 1 1 4
9. (5) 1 1 1 3
10. (5) 1 1 2
TOTAL (100) 15 10 10 15 50
Key: Know= Knowledge;
Comp = Comprehension
App. = Application High Order
Objectives = Analysis, Synthesis Evaluation, Figure in
parenthesis are percentages.
Assessment/Testing in the cognitive domain plays a very important
role in the general scheme of assessment and requires careful planning for an
effective implementation. The table of specification suggested above can be
applied to the development of essay and structured short-answer questions.
Every teacher must be interested in assessment so that they will give the right
question under context.

61
APPENDIX VI
Teacher/students' Relationship
It is important to note-that the competent teacher cannot escape good
human-relations, as his duty involves constant interaction with people,
students, pupils, parents and other significant aspect of interaction is
communication. Communication has been regarded as the process by which
information is exchanged between a sender and a receiver. In the classroom
setting it is between a sender and multiple receivers and vice-versa.
As the teacher performs his/her major role of instructing and guiding
the learners' learning activities, his/her relationship with the learners is of
paramount importance. Education like any other social process depends on
communication for its effectiveness. Unless members of a group (class) can
communicate with their leader, and he/she with them, attempts at
collaboration will lack effectiveness. Many teachers are inclined to think that
communication/class interaction as a process is primarily to transmit
information to students. While the need for students to interact or
communicate with the teachers and with one another tends to be subordinated,
over looked or dismissed as unimportant, at this junction, it is very important
to note that for teaching and learning to be effective, class interaction as well
as communication should be a two-way or at best a three-way process.
The importance of communication /interaction among students is
apparent when we realize the complex nature of the information, skills,
concepts and attitudes that they are expected to acquire as a result of their
educational experiences. The following diagrams illustrate various types of
interactive and communicative relationship between teachers and students in
order to achieve goals of teaching and learning.

62
Key
Students/learners as members of the group
Direction of flow of information in interactive process
Direction of flow of information in interactive process
Teacher's position as leader of the group
Figure (i): The most common process of flow of information in interpersonal
relationship between teacher and learners, the most traditional
situation in which the teacher gives orders without seeking immediate
response and participation from the students/pupils.
Figure (ii): This shows an improvement because the teacher welcome feed-
back and participation from class members.
Figure (iii): This allows for more participation of class members, as well as
interactive relation with the teacher. Interpersonal relationship in this
model allows for the students to learn from one another while they
interact in groups.
Figure (iv): Allows for maximum interactive participation of class-members
such that the teacher is able to find out what the students do not
understand, here students can ask for clarification and further
explanation. This is important, for students do not have to wait until he

63
receive marks on his/her examination papers to know whether he understood
the lessons he/she had been taught. Effective interpersonal
relationship, communication and interactive participation of
students/pupils/ learners has to be at least two ways or more, in order to
have good effect on teaching and learning. However, the teacher has to
be good in employing good class-control techniques as well as
punishment and reward such that students will not mis-use the
opportunity in making noise nor causing other disturbances.

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