Education: A Mirror of Society: Teaching & School Management

The AI Co-Pilot: A Teacher’s Guide to Modern Lesson Planning

<h2 style="text-align: left;"> The AI Co-Pilot: A Teacher’s Guide to Modern Lesson Planning</h2>
<p data-end="666" data-start="412">Artificial intelligence, or A.I., is today an indispensable tool in virtually every industry of the twenty-first century. It is already having an impact on education comparable to, or perhaps greater than, that of Wikipedia during the early internet era.</p>
<p data-end="950" data-start="668">The education industry has long adopted new technologies in different forms to improve lesson delivery and achieve learning outcomes. A.I. is another innovative technology that the modern education system and educators must consequently adopt and have in their professional toolbox.</p>
<p data-end="1253" data-start="952">The importance of planning and preparation for any class cannot be overemphasised. Yet, planning time is often long, unpaid, invisible and repetitive. One profound use of A.I. in education is its ability to reduce the time and effort teachers and educators put into planning and preparing for classes.</p>
<p data-end="1363" data-start="1255">This post demonstrates some practical A.I. skills that teachers can adapt to suit different classroom needs.</p>
<h2 data-end="1385" data-section-id="dwqzkr" data-start="1365">The A.I. co-pilot</h2>
<p data-end="1680" data-start="1387">Think of A.I. as the <strong data-end="1419" data-start="1408">creator</strong>—one that drafts lesson plans, plans activities, prepares assessments and generates discussion questions for classroom engagement. Essentially, A.I. does much of the heavy lifting involved in structuring information and preparing an initial plan for your class.</p>
<p data-end="1984" data-start="1682">The teacher then becomes the <strong data-end="1722" data-start="1711">curator</strong>—the person who carries out the pedagogical review of the A.I.-generated plan. You add the human touch, personal anecdotes and lived experience. You change the tone, remove unsuitable activities and edit the draft to match your preferences and classroom context.</p>
<p data-end="2129" data-start="1986">A.I. should therefore not replace the teacher. It should serve as a co-pilot that supports the teacher’s professional judgement and creativity.</p>
<h2 data-end="2168" data-section-id="hzkmex" data-start="2131">Prompting frameworks for educators</h2>
<p data-end="2306" data-start="2170">There are bad prompts and good prompts. An optimised A.I. output requires a reliable formula that improves both consistency and quality.</p>
<p data-end="2345" data-start="2308">For example, when you ask an A.I. to:</p>
<blockquote data-end="2404" data-start="2347">
<p data-end="2404" data-start="2349">Write a lesson plan on the transport system in animals.</p>
</blockquote>
<p data-end="2572" data-start="2406">there is a good chance that you will receive a generic output filled with buzzwords, vague objectives or activities that may be impossible to carry out in your class.</p>
<p data-end="2663" data-start="2574">The output may become a classic example of the <strong data-end="2650" data-start="2621">“garbage in, garbage out”</strong> rule of A.I.</p>
<p data-end="2853" data-start="2665">A.I. may be smart, but it cannot read your mind. It does not know your students, classroom layout, class size, teaching style or available resources unless you include them in your prompt.</p>
<p data-end="2958" data-start="2855">Below are two prompting frameworks that educators can use to obtain more consistent and useful outputs.</p>
<h2 data-end="2980" data-section-id="hjwzj4" data-start="2960">1. RCTC framework</h2>
<p data-end="3115" data-start="2982">RCTC is best used when you want to generate a quick draft. It is easy to remember and gives you tighter control over the A.I. output.</p>
<h3 data-end="3125" data-section-id="ynpk8i" data-start="3117">Role</h3>
<p data-end="3154" data-start="3127">Who should the A.I. act as?</p>
<blockquote data-end="3208" data-start="3156">
<p data-end="3208" data-start="3158">Act as an experienced Grade 5 Mathematics teacher.</p>
</blockquote>
<h3 data-end="3221" data-section-id="1o7ic3d" data-start="3210">Context</h3>
<p data-end="3254" data-start="3223">What is the specific situation?</p>
<blockquote data-end="3428" data-start="3256">
<p data-end="3428" data-start="3258">You are teaching a class of 28 students, including four students with individual learning needs and three students who are still developing their English-language skills.</p>
</blockquote>
<h3 data-end="3438" data-section-id="ynqrpn" data-start="3430">Task</h3>
<p data-end="3480" data-start="3440">What exactly do you want the A.I. to do?</p>
<blockquote data-end="3547" data-start="3482">
<p data-end="3547" data-start="3484">Create a ten-minute warm-up activity for multiplying fractions.</p>
</blockquote>
<h3 data-end="3564" data-section-id="jhbiwg" data-start="3549">Constraints</h3>
<p data-end="3590" data-start="3566">What are the boundaries?</p>
<blockquote data-end="3715" data-start="3592">
<p data-end="3715" data-start="3594">Do not use any technology. Keep the reading level suitable for Grade 4 students and format the output as a bulleted list.</p>
</blockquote>
<h3 data-end="3741" data-section-id="1rbbx59" data-start="3717">Complete RCTC prompt</h3>
<blockquote data-end="4152" data-start="3743">
<p data-end="4152" data-start="3745">Act as an experienced Grade 5 Mathematics teacher. You are teaching a class of 28 students, including four students with individual learning needs and three students who are still developing their English-language skills. Create a ten-minute warm-up activity for multiplying fractions. Do not use any technology. Keep the reading level suitable for Grade 4 students and format the output as a bulleted list.</p>
</blockquote>
<p data-end="4277" data-start="4154">This is more likely to produce a practical response than simply asking A.I. to create an activity on multiplying fractions.</p>
<h2 data-end="4301" data-section-id="2am2jl" data-start="4279">2. CREATE framework</h2>
<p data-end="4473" data-start="4303">CREATE is useful when planning a more detailed lesson. The framework requires you to give A.I. the pedagogical context it needs to draft the type of lesson plan you want.</p>
<h3 data-end="4490" data-section-id="1mxv31q" data-start="4475">C — Context</h3>
<p data-end="4583" data-start="4492">State the grade level, subject, class size, lesson duration and any specific student needs.</p>
<h3 data-end="4597" data-section-id="15sb1o4" data-start="4585">R — Role</h3>
<p data-end="4639" data-start="4599">State the persona the A.I. should adopt.</p>
<blockquote data-end="4700" data-start="4641">
<p data-end="4700" data-start="4643">Act as a veteran Senior Secondary School Biology teacher.</p>
</blockquote>
<h3 data-end="4722" data-section-id="2o5f0m" data-start="4702">E — Expectations</h3>
<p data-end="4814" data-start="4724">State the learning objectives, curriculum expectations or standards that must be achieved.</p>
<blockquote data-end="4967" data-start="4816">
<p data-end="4967" data-start="4818">By the end of the lesson, students should be able to explain the transport system in mammals and distinguish between arteries, veins and capillaries.</p>
</blockquote>
<h3 data-end="4987" data-section-id="j99syg" data-start="4969">A — Activities</h3>
<p data-end="5038" data-start="4989">Mention the type of activities you want included.</p>
<blockquote data-end="5135" data-start="5040">
<p data-end="5135" data-start="5042">Include a starter question, a labelled-diagram activity, group discussion and an exit ticket.</p>
</blockquote>
<h3 data-end="5160" data-section-id="1k8sj4u" data-start="5137">T — Tone and format</h3>
<p data-end="5229" data-start="5162">Explain how the output should sound and how it should be presented.</p>
<blockquote data-end="5380" data-start="5231">
<p data-end="5380" data-start="5233">Write in a clear and encouraging tone. Present the lesson plan in a table with columns for time, teacher activity, student activity and assessment.</p>
</blockquote>
<h3 data-end="5411" data-section-id="19a83oa" data-start="5382">E — Exclusions and extras</h3>
<p data-end="5491" data-start="5413">State what should be avoided and what additional materials should be included.</p>
<blockquote data-end="5628" data-start="5493">
<p data-end="5628" data-start="5495">Exclude activities that require a projector or internet connection. Include a three-question exit ticket and five homework questions.</p>
</blockquote>
<h3 data-end="5656" data-section-id="hamuvj" data-start="5630">Complete CREATE prompt</h3>
<blockquote data-end="6385" data-start="5658">
<p data-end="6385" data-start="5660">Act as a veteran Senior Secondary School Biology teacher. Prepare a 40-minute lesson for a class of 35 students on the transport system in mammals. By the end of the lesson, students should be able to explain double circulation, identify the major parts of the heart and distinguish between arteries, veins and capillaries. Include a five-minute starter activity, a labelled-diagram activity, group discussion and a three-question exit ticket. Write in clear British English and present the lesson plan in a table with columns for time, teacher activity, student activity, resources and assessment. Do not include activities that require internet access or a projector. Add five homework questions and a simple marking guide.</p>
</blockquote>
<h2 data-end="6419" data-section-id="iww245" data-start="6387">Bad prompt versus good prompt</h2>
<h3 data-end="6435" data-section-id="v70zwl" data-start="6421">Bad prompt</h3>
<blockquote data-end="6477" data-start="6437">
<p data-end="6477" data-start="6439">Write a lesson plan on photosynthesis.</p>
</blockquote>
<p data-end="6596" data-start="6479">This prompt does not provide the class level, duration, available resources, learning objectives or preferred format.</p>
<h3 data-end="6615" data-section-id="1l8sifm" data-start="6598">Better prompt</h3>
<blockquote data-end="7117" data-start="6617">
<p data-end="7117" data-start="6619">Act as an experienced JSS 2 Basic Science teacher. Prepare a 40-minute lesson on photosynthesis for a mixed-ability class of 32 students. The lesson should help students define photosynthesis, identify its raw materials and products, and explain its importance to living organisms. Use only a chalkboard, fresh leaves and locally available materials. Include a five-minute starter activity, teacher explanation, group activity, assessment questions and homework. Present the lesson plan in a table.</p>
</blockquote>
<p data-end="7239" data-start="7119">The second prompt gives the A.I. enough information to prepare something closer to the teacher’s actual classroom needs.</p>
<h2 data-end="7276" data-section-id="cs1gpp" data-start="7241">Pro tip: Use iterative prompting</h2>
<p data-end="7365" data-start="7278">Your first prompt will rarely produce your final lesson plan. Treat A.I. as a co-pilot.</p>
<p data-end="7495" data-start="7367">When the output is not quite right, do not start all over again. Give feedback and tell the A.I. exactly what should be changed.</p>
<p data-end="7509" data-start="7497">For example:</p>
<blockquote data-end="7675" data-start="7511">
<p data-end="7675" data-start="7513">This is a good draft, but the lesson hook may be too boring for my energetic students. Give me three alternative high-energy hooks that do not require technology.</p>
</blockquote>
<p data-end="7725" data-start="7677">You can also use follow-up instructions such as:</p>
<blockquote data-end="7794" data-start="7727">
<p data-end="7794" data-start="7729">Simplify the explanation for students with weaker reading skills.</p>
</blockquote>
<blockquote data-end="7853" data-start="7796">
<p data-end="7853" data-start="7798">Replace the group activity with an individual activity.</p>
</blockquote>
<blockquote data-end="7921" data-start="7855">
<p data-end="7921" data-start="7857">Reduce the lesson to 30 minutes without removing the assessment.</p>
</blockquote>
<blockquote data-end="7984" data-start="7923">
<p data-end="7984" data-start="7925">Use examples that are more familiar to students in Nigeria.</p>
</blockquote>
<blockquote data-end="8047" data-start="7986">
<p data-end="8047" data-start="7988">Create an extension activity for students who finish early.</p>
</blockquote>
<p data-end="8172" data-start="8049">This process is known as <strong data-end="8097" data-start="8074">iterative prompting</strong>. You continue refining the draft until it becomes suitable for your class.</p>
<h2 data-end="8192" data-section-id="1tdyhmr" data-start="8174">A final caution</h2>
<p data-end="8286" data-start="8194">A.I.-generated lesson plans should always be reviewed before they are used in the classroom.</p>
<p data-end="8538" data-start="8288">Teachers should check the facts, calculations, examples and references provided by the A.I. They should also ensure that the lesson follows the approved curriculum, reflects the students’ learning needs and uses resources that are actually available.</p>
<p data-end="8736" data-start="8540">Confidential information about individual students should not be entered into public A.I. tools. The teacher remains responsible for the final lesson plan and every material used in the classroom.</p>
<h2 data-end="8751" data-section-id="8dtpi" data-start="8738">Conclusion</h2>
<p data-end="8956" data-start="8753">A.I. can reduce the time and effort teachers spend on repetitive lesson-planning tasks. It can draft lesson plans, suggest activities, prepare assessments and generate questions for classroom engagement.</p>
<p data-end="9085" data-start="8958">However, A.I. should remain a co-pilot. It may create the first draft, but the teacher must curate, personalise and improve it.</p>
<p data-end="9291" data-is-last-node="" data-is-only-node="" data-start="9087">With prompting frameworks such as <strong data-end="9129" data-start="9121">RCTC</strong> and <strong data-end="9144" data-start="9134">CREATE</strong>, educators can get better results while still retaining the human judgement, creativity and classroom experience that effective teaching requires.</p>

The AI Co-Pilot: A Teacher’s Guide to Modern Lesson Planning

The AI Co-Pilot: A Teacher’s Guide to Modern Lesson Planning Artificial intelligence, or A.I., is today an indispensable tool in virtually...

Is RNV Still a Subject in Nigerian Schools? What Replaced Religion and National Values

<blockquote style="border-color: currentcolor; border-image: none; border-style: none; border-width: medium; border: none; margin: 0px 0px 0px 40px; padding: 0px;"><p style="text-align: left;">For the background to the curriculum that originally introduced Religion and National Values, read our earlier explanation of <a href="https://akomst.blogspot.com/2013/11/basic-education-curriculum-revised.html">Nigeria’s revised Basic Education Curriculum</a>.</p></blockquote><h3 data-end="4535" data-section-id="17ral3i" data-start="4514">1. What RNV means</h3>

<p data-end="4245" data-start="4006" style="text-align: left;"><strong data-end="4049" data-start="4006">RNV means Religion and National Values.</strong> It was a composite subject that brought together Christian Religious Studies or Islamic Studies, Social Studies, Civic Education and Security Education under Nigeria’s Basic Education Curriculum.</p>Under the revised curriculum being introduced from the 2025/2026 academic year, RNV is no longer listed as one composite subject. CRS and Islamic Studies are listed separately, while Nigerian History and Social and Citizenship Studies appear as distinct subjects.<h3 data-end="4535" data-section-id="17ral3i" data-start="4514">2. Subjects formerly contained in RNV</h3>
<ul data-end="4759" data-start="4651"><li data-end="4681" data-section-id="rwg2m" data-start="4651">Christian Religious Studies;
</li>
<li data-end="4700" data-section-id="1yctca" data-start="4682">
Islamic Studies;
</li>
<li data-end="4718" data-section-id="1y9m7up" data-start="4701">
Social Studies;
</li>
<li data-end="4737" data-section-id="56h8of" data-start="4719">
Civic Education;
</li>
<li data-end="4759" data-section-id="n63jh6" data-start="4738">
Security Education.
</li>
</ul>
<p data-end="4957" data-start="4761" style="text-align: left;">Christian and Muslim pupils were not expected to study both religions. Schools were required to organise separate Christian Religious Studies and Islamic Studies classes according to the pupils’ religious backgrounds. </p>
<h3 data-end="4988" data-section-id="13px5m0" data-start="4959">3. Why RNV was introduced</h3>
RNV was introduced mainly to reduce subject overload by grouping related religion, citizenship, social and value-oriented subjects under one curriculum heading.<br /><p data-end="5113" data-start="4990" style="text-align: left;">
</p><p data-end="2260" data-start="2083" style="text-align: left;">The arrangement reduced the number of subjects appearing on school timetables, although the different components were still expected to be taught by suitably qualified teachers.</p>
<h3 data-end="5145" data-section-id="73mzz5" data-start="5115">4. Is RNV still a subject?</h3>
<p data-end="5613" data-start="5480" style="text-align: left;"><span data-end="5613" data-start="5480">No. RNV does not appear as a composite subject in the revised Basic Education Curriculum.</span> </p><p data-end="5613" data-start="5480" style="text-align: left;">Its former components have either been separated or reorganised. Religious education is now listed independently, while citizenship and social-learning content is taught through Social and Citizenship Studies.</p>
<p>Therefore, a school implementing the revised curriculum should no longer present Religion and National Values as one combined subject for the affected classes. </p>
<h3 data-end="5640" data-section-id="z4m9rd" data-start="5615">5. What replaced RNV?</h3>
<div class="TyagGW_tableContainer"><div class="group TyagGW_tableWrapper flex flex-col-reverse w-fit" tabindex="-1"><table class="w-fit min-w-(--thread-content-width)" data-end="6159" data-start="5667"><thead data-end="5728" data-start="5667"><tr data-end="5728" data-start="5667"><th class="last:pe-10" data-col-size="sm" data-end="5690" data-start="5667">Former RNV component</th><th class="last:pe-10" data-col-size="md" data-end="5728" data-start="5690">Position in the revised curriculum</th></tr></thead><tbody data-end="6159" data-start="5739"><tr data-end="5811" data-start="5739"><td data-col-size="sm" data-end="5769" data-start="5739">Christian Religious Studies</td><td data-col-size="md" data-end="5811" data-start="5769"><span>    <span> </span></span>Listed separately for Christian pupils</td></tr><tr data-end="5869" data-start="5812"><td data-col-size="sm" data-end="5830" data-start="5812">Islamic Studies</td><td data-col-size="md" data-end="5869" data-start="5830"><span>   <span>  </span></span>Listed separately for Muslim pupils</td></tr><tr data-end="5939" data-start="5870"><td data-col-size="sm" data-end="5887" data-start="5870">Social Studies</td><td data-col-size="md" data-end="5939" data-start="5887"><span>    <span> </span></span>Incorporated into Social and Citizenship Studies</td></tr><tr data-end="6010" data-start="5940"><td data-col-size="sm" data-end="5958" data-start="5940">Civic Education</td><td data-col-size="md" data-end="6010" data-start="5958"><span>    <span> </span></span>Incorporated into Social and Citizenship Studies</td></tr><tr data-end="6068" data-start="6011"><td data-col-size="sm" data-end="6032" data-start="6011">Security Education</td><td data-col-size="md" data-end="6068" data-start="6032"><span>    <span> </span></span>Not listed as a separate subject</td></tr><tr data-end="6159" data-start="6069"><td data-col-size="sm" data-end="6088" data-start="6069">Nigerian History</td><td data-col-size="md" data-end="6159" data-start="6088"><span>    <span> </span></span>Introduced as a compulsory separate subject from Pri. 1 to JSS 3</td></tr></tbody></table></div></div>
<p data-end="6369" data-start="6161">The Federal Ministry of Education lists Nigerian History as compulsory from Primary 1 to JSS 3.<span data-state="closed"></span></p><p data-end="6369" data-start="6161">Security-related topics may still be incorporated into relevant subjects and learning activities even though Security Education is not listed as a separate subject.</p>
<h3 data-end="6411" data-section-id="z8q8g2" data-start="6371">6. What the change means for schools</h3>
<p data-end="6446" data-start="6413">Implications of this changes includes:</p>
<ul data-end="6591" data-start="6448" style="text-align: left;"><li><h3 class="PDq2pG_selectionAnchorContainer" data-end="3883" data-section-id="1vjlrzl" data-start="3858" style="display: inline;">Timetable adjustments<span aria-hidden="true" class="PDq2pG_selectionAnchor"></span></h3><p data-end="4032" data-start="3885">Schools may need to revise their timetables to accommodate Nigerian History, Social and Citizenship Studies and separate religious-studies classes.</p><h3 data-end="4056" data-section-id="ohazir" data-start="4034">Teacher deployment</h3><p data-end="4249" data-start="4058">Competent teachers should be assigned to the newly separated subjects. A teacher previously responsible for the complete RNV package may not necessarily be qualified to teach every component.</p><h3 data-end="4279" data-section-id="1c442bb" data-start="4251">Revision of lesson notes</h3><p data-end="4429" data-start="4281">Existing RNV lesson notes and lesson plans will need to be reviewed and reorganised according to the learning outcomes of the new subject curricula.</p><p data-end="4597" data-start="4431">Older materials are not necessarily completely useless because some topics may remain relevant, but they should not be used as substitutes for the revised curriculum.</p><h3 data-end="4630" data-section-id="1ifhcdz" data-start="4599">New instructional materials</h3><p data-end="4734" data-start="4632">Schools will need textbooks, schemes of work and teaching resources aligned with the revised subjects.</p><p data-end="4881" data-start="4736">Parents and schools should confirm that a textbook follows the current curriculum before purchasing it merely because it carries the label “RNV.”</p></li></ul><h3 style="text-align: left;"><span>    </span><span>    <span> </span></span>Clearer religious-studies arrangements</h3><ul data-end="6591" data-start="6448" style="text-align: left;"><li data-end="6591" data-section-id="3kpjpr" data-start="6543">Separation of CRS and Islamic Studies classes resolves the longstanding <a href="https://akomst.blogspot.com/2013/11/nscia-condemn-nerdc-education-policy.html">criticism of the old Basic Education Curriculum by parents and religious stakeholders</a>.</li>
</ul>
<h3 data-end="6623" data-section-id="1x7c9zt" data-start="6593">7. Implementation timeline</h3>
<p class="PDq2pG_selectionAnchorContainer" data-end="5190" data-start="5137">The revised curriculum is being introduced in phases.<span aria-hidden="true" class="PDq2pG_selectionAnchor"></span></p><p data-end="5241" data-start="5192">The official implementation strategy begins with:</p><ul data-end="5281" data-start="5243">
<li data-end="5255" data-section-id="chpc7i" data-start="5243">
Primary 1;
</li>
<li data-end="5272" data-section-id="1dc9t40" data-start="5256">
Primary 4; and
</li>
<li data-end="5281" data-section-id="1rehxgd" data-start="5273">
JSS 1.
</li>
</ul><p data-end="5592" data-start="5283">It then progresses to the next class levels each year, with full introduction across the basic education classes expected within three years. This phased approach gives schools and education authorities time to train teachers and provide suitable instructional resources. <span data-state="closed"></span></p><p data-end="6877" data-start="6625">

</p><p data-end="5793" data-start="5594">Because implementation may differ in practice across states and schools, administrators should also follow directives from their State Ministry of Education and State Universal Basic Education Board.</p><h3 style="text-align: left;">Conclusion</h3><p data-end="5950" data-start="5810">RNV means Religion and National Values, but it is no longer listed as one composite subject in Nigeria’s revised Basic Education Curriculum.</p><p data-end="6111" data-start="5952">Its major components have been separated or reorganised into Christian Religious Studies, Islamic Studies, Nigerian History and Social and Citizenship Studies.</p><p data-end="5793" data-start="5594">

</p><p data-end="6306" data-is-last-node="" data-is-only-node="" data-start="6113">Schools should therefore update their timetables, lesson plans, report sheets and instructional materials according to the revised curriculum rather than continuing to treat RNV as one subject.</p>

Is RNV Still a Subject in Nigerian Schools? What Replaced Religion and National Values

For the background to the curriculum that originally introduced Religion and National Values, read our earlier explanation of Nigeria’s revi...

Corporal Punishment in Nigerian Schools: What Are the Alternatives?

<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="text-align: justify;"><p>After an earlier post on <a href="https://akomst.blogspot.com/2014/01/corporal-punishment-in-nigerian-schools.html">corporal punishment in Nigerian schools</a>, where its widespread use, factors encouraging it and its effects on individuals were highlighted, I thought it wise to also write about feasible alternatives to this method of behaviour control and discipline.</p><p>The ideas offered in this post, far from being original, are based on principles of psychology. Educational psychology offers teachers several effective methods of handling indiscipline and antisocial behaviour.</p><p>With the increasing campaign against the use of corporal punishment in homes and schools, the urgent need for teachers to begin applying some basic principles of educational psychology has become more important.</p><p>The following are some alternatives to corporal punishment.</p><h2>Guidance and Counselling</h2><p>It is a known fact that many schools operated by both government and private owners in Nigeria rarely have a functional guidance and counselling unit or department. In cases where one exists, little impact may be made in shaping students’ behaviour.</p><p>Personally, I was “privileged” to attend a secondary school that had a guidance and counselling department, but most of us—the students—neither knew about nor appreciated its services.</p><p>Guidance and counselling is one of the major practical applications of educational psychology. It has the potential not only to shape students’ present behaviour but also to influence their future choices. It is one of the greatest tools available for behaviour control and discipline.</p><p>In schools where there is no department dedicated to guidance and counselling, the responsibility falls collectively and individually on the teachers.</p><p>One-on-one and group counselling should be carried out regularly in response to new or existing behavioural challenges.</p><p>For instance, if a student has the habit of arriving late at school, rather than using corporal punishment, the proper approach would be to investigate the problem, identify the reasons for the habitual lateness and offer appropriate guidance.</p><p>Sometimes, the problem may be traced to the child’s home. In such cases, the parents should be involved in finding a solution.</p><p>Adolescents are among the most difficult groups of students to guide. Nonetheless, teachers should demonstrate the highest level of professionalism when handling and correcting their behaviour.</p><p>Understanding their stage of human development is very important. Possible factors influencing any observed antisocial behaviour should first be investigated before counselling begins.</p><p>Students at this stage may display increased disobedience, aggression, sexual awareness and other challenging behaviours.</p><p>Guidance and counselling—not caning—is a better method of addressing these problems. For counselling to succeed, factors such as peer pressure, films, games and harmful internet content should be considered.</p><p>In serious cases, the support of parents should be sought in monitoring the child’s activities at home, including internet use, television content, video games and the company the child keeps.</p><p>With the right knowledge, guidance and counselling is an important tool that all teachers can use to correct students’ behaviour and maintain discipline.</p><h2>Positive Reinforcement and Praise</h2><p>This is one alternative to corporal punishment that teachers often underuse.</p><p>The power of praise and reward for correct actions or behaviour has been shown to be effective in shaping and modifying behaviour.</p><p>When desirable behaviour is recognised and rewarded, students are more likely to repeat it. When wrong behaviour receives no positive reinforcement, it may gradually reduce.</p><p>If this method is properly applied from an early age, the result can be impressive, and students may no longer require caning before they behave appropriately.</p><p>Praise and rewards can also create healthy competition among students.</p><p>For instance, if a student is praised and rewarded in the presence of classmates for always arriving at school early or maintaining a neat appearance, other students may be encouraged to display similar behaviour.</p><p>Praise may be given verbally or in writing. Teachers can write positive comments in students’ exercise books and report cards or recognise good conduct during assemblies.</p><p>Rewards may include exercise books, writing materials, textbooks, certificates or positions of responsibility such as school prefectship.</p><p>Where the criteria for positions of responsibility are clearly announced in advance, students may be encouraged to compete positively by displaying the desired behaviour.</p><p>Both rewards and praise can help shape students’ behaviour and reduce the need for caning or other forms of corporal punishment.</p><p>Contrary to popular belief, much money is not required to apply these methods. The most important resources are the commitment of teachers and school management to recognising and rewarding good behaviour.</p><h2>Suspension</h2><p>Suspension is one of the more serious methods of discipline. However, when carefully used in cases of serious indiscipline or social misconduct, it may help with behaviour control.</p><p>A common mistake by some school managements is to use suspension only after repeated corporal punishment has failed.</p><p>In such cases, suspension becomes an act of desperation rather than part of a planned process of correction and rehabilitation.</p><p>One proper way to use suspension is to precede it with counselling and follow it with a planned programme of rehabilitation when the student returns.</p><p>During a discussion on an unrelated matter, a student once told me that being suspended from school for one week was the worst punishment he had ever received for indiscipline, disobedience and “stubbornness”.</p><p>According to him, it was worse than all the corporal punishments he had received for similar offences. More importantly, it was the only punishment that changed his behaviour.</p><p>What made the punishment especially difficult was watching his classmates and friends leave for and return from school while he remained at home, where he was sent on errands around the village or required to work on the farm.</p><p>The school was located in a rural farming community and had no formal guidance and counselling department.</p><p>The new principal believed that suspension was a better method of discipline than corporal punishment. In this case, even according to the student’s testimony, the method worked.</p><p>Suspension should, however, be used carefully because keeping a student away from school may also affect learning.</p><p>Where it is necessary, it should involve the cooperation of the parents, clear conditions for the student’s return and proper follow-up after the suspension.</p><h2>No Single Method Is Enough</h2><p>In conclusion, no single method described above is an exact replacement for corporal punishment. A combination of guidance and counselling, positive reinforcement, reasonable consequences, parental involvement and careful monitoring may be required.</p><p>Teachers must not relent in shaping their students’ behaviour, values and orientation towards the expectations of the wider society.</p><p>Discipline without corporal punishment does not mean allowing students to behave as they please. It means correcting behaviour without inflicting unnecessary pain, fear or humiliation.</p><p>If teachers perform this responsibility effectively, the prospect of a sane society—free from mob justice, drug abuse, domestic violence, rape and other antisocial behaviour—becomes more realistic.</p></div>
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Corporal Punishment in Nigerian Schools: What Are the Alternatives?

After an earlier post on corporal punishment in Nigerian schools , where its widespread use, factors encouraging it and its effects on indi...

Lesson Planning: A Practical Guide for Teachers

<div dir="ltr" style="text-align: left;" trbidi="on"><p style="text-align: left;">For teaching and learning not to be erratic, a teacher has to plan each lesson. Lesson planning is important for the effective implementation of the curriculum. In fact, it is one of the best ways to ensure that the curriculum is properly implemented.</p><p>A lesson plan is a systematic, step-by-step arrangement of how instruction will be organised and delivered.</p><p>A lesson plan is the teacher’s compass in the classroom. According to an educationist:</p><blockquote><p>“A lesson plan is the teacher’s visa to the classroom.”</p></blockquote><p>It is therefore important for a teacher to plan the lesson before entering the classroom. Proper planning helps to prevent failure and promotes successful teaching and learning.</p><h2>Important Questions in Lesson Planning</h2><p>A good lesson plan is centred on achievable instructional objectives that can be accomplished within the available period.</p><p>When preparing a lesson plan, the teacher should answer the following questions:</p><ul><li><p>What do I want to teach?</p></li><li><p>How will I teach it, and for how long?</p></li><li><p>What instructional materials and resources will I need?</p></li><li><p>How will I evaluate the teaching and learning process at the end of the lesson?</p></li></ul><h2>Steps in Preparing a Lesson Plan</h2><p>The following steps may be helpful when preparing a lesson plan.</p><h3>1. Topic</h3><p>Identify the topic to be taught, usually from the scheme of work or unit plan.</p><h3>2. Duration</h3><p>State the length of the lesson and plan how the available time will be used.</p><h3>3. Previous Knowledge</h3><p>Identify the learners’ previous knowledge or experience relating to the topic.</p><h3>4. Instructional Materials</h3><p>Identify and obtain the materials required to support the teaching and learning of the topic.</p><h3>5. Teaching Method</h3><p>Choose a suitable teaching method or a combination of methods for the topic.</p><h3>6. Presentation</h3><p>Arrange the lesson content in clear steps. State the activities of both the teacher and the learners at each stage.</p><h3>7. Evaluation</h3><p>Devise a means of determining whether the lesson objectives have been achieved. Evaluation may involve oral questions, written exercises or practical tasks.</p><h2>Sample Chemistry Lesson Plan</h2><p>The lesson plan below is one I once prepared for a Chemistry lesson. It may be helpful as a guide, but it is by no means perfect. Every teacher should be able to adapt a lesson plan to the subject, learners and teaching situation.</p><p><strong>School:</strong> ****<br /><strong>Class:</strong> SSS 1<br /><strong>Subject:</strong> Chemistry<br /><strong>Topic:</strong> Introduction to Chemistry<br /><strong>Duration:</strong> 45 minutes</p><h3>Behavioural Objectives</h3><p>At the end of the lesson, students should be able to:</p><ol><li><p>define Chemistry;</p></li><li><p>list career opportunities related to Chemistry; and</p></li><li><p>explain some adverse effects of chemicals.</p></li></ol><h3>Instructional Materials</h3><p>Charts or posters showing:</p><ul><li><p>different chemical industries;</p></li><li><p>products of chemical industries; and</p></li><li><p>harmful effects of chemicals and drugs.</p></li></ul><h3>Previous Knowledge</h3><p>Students are familiar with common household chemicals and some harmful effects of chemicals such as acids.</p><h3>Teaching Methods</h3><p>Verbal instruction and discussion methods.</p><h2>Presentation</h2><p>The teacher presents the lesson in the following steps.</p><h3>Step I: Meaning and Applications of Chemistry</h3><p><strong>Teacher’s Activity:</strong><br />The teacher defines Chemistry and explains how the knowledge of Chemistry is applied in different industries. The teacher also identifies useful products manufactured by chemical industries.</p><p><strong>Students’ Activity:</strong><br />The students listen attentively and identify products of chemical industries found within the school or home environment.</p><h3>Step II: Careers in Chemistry</h3><p><strong>Teacher’s Activity:</strong><br />The teacher lists and explains different career opportunities related to Chemistry and identifies industries connected with each career.</p><p><strong>Students’ Activity:</strong><br />The students listen, ask questions and take notes.</p><h3>Step III: Students’ Career Interests</h3><p><strong>Teacher’s Activity:</strong><br />The teacher initiates a discussion in which students identify possible careers they may wish to pursue in Chemistry and give reasons for their choices.</p><p><strong>Students’ Activity:</strong><br />The students state their career choices and explain the reasons for their decisions.</p><h3>Step IV: Uses and Harmful Effects of Chemicals</h3><p><strong>Teacher’s Activity:</strong><br />Using charts and posters, the teacher leads a discussion on the uses and harmful effects of chemicals and chemical industries on humans, animals and the environment.</p><p><strong>Students’ Activity:</strong><br />The students participate in the discussion and compare the benefits and harmful effects of chemicals and chemical industries.</p><h2>Evaluation</h2><p><strong>Teacher’s Activity:</strong><br />The teacher asks the students the following oral questions:</p><ol><li><p>What is Chemistry?</p></li><li><p>Identify five industries that apply the knowledge of Chemistry.</p></li><li><p>Mention three careers related to Chemistry.</p></li><li><p>State two harmful effects of chemicals.</p></li></ol><p><strong>Students’ Activity:</strong><br />The students answer the questions.</p><h2>Conclusion</h2><p>The teacher summarises the major points of the lesson and corrects any misunderstanding.</p><h2>Assignment</h2><ol><li><p>List five careers related to Chemistry.</p></li><li><p>State three uses and three harmful effects of chemicals.</p></li><li><p>Identify ten common products of chemical industries used in everyday life.</p></li></ol></div>

Lesson Planning: A Practical Guide for Teachers

For teaching and learning not to be erratic, a teacher has to plan each lesson. Lesson planning is important for the effective implementatio...

NSCIA Condemn New NERDC Education Policy

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<div style="text-align: justify;">The <strong data-end="60" data-start="4">Nigerian Supreme Council for Islamic Affairs (NSCIA)</strong> has reacted to the revised Basic Education Curriculum (BEC), which is set to be implemented in the next academic session for primary and junior secondary schools across the country.</div><div style="text-align: justify;">
<p data-end="523" data-start="244">According to the Council’s Publicity Secretary, the new curriculum, if implemented, could deprive children of their right to receive adequate religious education. The Council therefore called for an immediate reversal of the policy, describing it as ill-advised and unacceptable:</p>
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<p data-end="844" data-start="527">“The new curriculum which relegates Islamic Studies/Christian Religious Studies (IS/CRS) to a part of a subject up to Junior Secondary School, and makes the subjects optional at the Senior Secondary level, should be reversed so that the two are made independent, core and compulsory up to the Senior Secondary level.”</p>
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<p data-end="1086" data-start="846">According to the <strong data-end="928" data-start="863">Nigerian Educational Research and Development Council (NERDC)</strong>, some subjects have been merged under the revised BEC in an effort to reduce the number of subjects offered by students from about 13–15 to between 6 and 10 - <a href="https://www.akomst.blogspot.com/2013/11/basic-education-curriculum-revised.html">read summary here</a>.</p>
<p data-end="1354" data-is-last-node="" data-is-only-node="" data-start="1088">The grouping of Islamic Studies, Christian Religious Studies, Civic Education, Social Studies and Security Education under a new subject known as <strong data-end="1272" data-start="1234">Religion and National Values (RNV)</strong> has, however, generated controversy among religious and educational stakeholders.</p></div>
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NSCIA Condemn New NERDC Education Policy

The Nigerian Supreme Council for Islamic Affairs (NSCIA) has reacted to the revised Basic Education Curriculum (BEC), which is set to be i...

Nigeria’s Revised Basic Education Curriculum and the New Subject Structure

<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="text-align: justify;"><blockquote><p><strong>Editorial note:</strong> This post discusses the revised Basic Education Curriculum approved in 2013 and scheduled for implementation from September 2014. Read a more recent update to the <a href="https://akomst.blogspot.com/2026/07/rnv-subject-nigeria-curriculum.html">Basic Education Curriculum here</a>.</p></blockquote><p>The first Basic Education Curriculum was produced and distributed nationwide in 2007. Its nationwide implementation commenced in Primary 1 and JSS 1 classes in September 2008 under the Universal Basic Education programme.</p><p>However, a review of the curriculum became necessary to address new developments in the educational and political landscape of the country. One major concern was the large number of subjects contained in the 2007 curriculum.</p><p>The 2007 Basic Education Curriculum listed 20 subjects. Pupils were expected to offer a minimum of 12 subjects at the primary-school level and 15 subjects at the junior-secondary-school level. Education stakeholders therefore recommended that the number of subjects should be reduced to between six and thirteen.</p><p>The Nigerian Educational Research and Development Council was consequently given the mandate to review the 2007 curriculum. The review process commenced in 2011.</p><p>After consultations and meetings with education stakeholders and policymakers, NERDC produced the first revised Basic Education Curriculum. It was approved for use in Nigerian schools by the National Council on Education at its 59th meeting, held between 24 and 28 June 2013.</p><p>The implementation of the revised curriculum was scheduled to commence in September 2014.</p><p>Unlike the 2007 curriculum, which comprised 20 subject listings, the revised Basic Education Curriculum was organised into a ten-subject framework.</p><p>The framework grouped related disciplines together, thereby reducing the number of subjects. For instance, Pre-Vocational Studies combined Home Economics and Agriculture.</p><p>Religion and National Values was also introduced as a subject grouping. It incorporated Christian Religious Studies or Islamic Studies as separate themes, together with Social Studies, Civic Education and Security Education.</p><h2>Summary of the Subject Listings in the Revised Curriculum</h2><h3>Primary 1–6</h3><ol><li><p>English Studies</p></li><li><p>Mathematics</p></li><li><p>Nigerian Languages—one Nigerian language of the immediate community</p></li><li><p>Basic Science and Technology</p></li><li><p>Religion and National Values</p></li><li><p>Cultural and Creative Arts</p></li><li><p>Arabic Language—optional</p></li><li><p>French Language—Primary 4–6</p></li><li><p>Pre-Vocational Studies—Primary 4–6</p></li></ol><p>Basic Science and Technology combined:</p><ul><li><p>Basic Science;</p></li><li><p>Basic Technology;</p></li><li><p>Physical and Health Education; and</p></li><li><p>Information Technology.</p></li></ul><p>Religion and National Values included:</p><ul><li><p>Christian Religious Studies or Islamic Studies;</p></li><li><p>Social Studies;</p></li><li><p>Civic Education; and</p></li><li><p>Security Education.</p></li></ul><h3>Note</h3><p>Pupils in Primary 1–3 were required to offer a minimum of six and a maximum of seven subjects.</p><p>Pupils in Primary 4–6 were required to offer a minimum of eight and a maximum of nine subjects.</p><p>Separate classes were to be conducted for the Christian Religious Studies and Islamic Studies themes of Religion and National Values.</p><h2>Junior Secondary School 1–3</h2><ol><li><p>English Studies</p></li><li><p>Mathematics</p></li><li><p>Nigerian Languages—one Nigerian language</p></li><li><p>Business Studies</p></li><li><p>Basic Science and Technology</p></li><li><p>Pre-Vocational Studies</p></li><li><p>Religion and National Values</p></li><li><p>Cultural and Creative Arts</p></li><li><p>French Language</p></li><li><p>Arabic Language—optional</p></li></ol><h3>Note</h3><p>Students were required to offer a minimum of nine and a maximum of ten subjects.</p><p>Separate classes were also to be conducted for the Christian Religious Studies and Islamic Studies themes of Religion and National Values.</p><h2>Implications of the Revised Curriculum</h2><p>The revised curriculum presented several challenges to its effective implementation.</p><p>The first challenge was the production of standard textbooks for the newly combined subjects and the selection of relevant content from the large volume of material contained in the former subjects.</p><p>The second challenge was the availability of specialised teachers to teach the different components of the combined subjects.</p><p>The third was the availability of appropriate instructional materials and other teaching resources, particularly in rural schools.</p><p>Lastly, there was the possibility of slow or partial implementation because of the cost of procuring textbooks, instructional materials and infrastructure in both public and private schools.</p></div>
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Nigeria’s Revised Basic Education Curriculum and the New Subject Structure

Editorial note: This post discusses the revised Basic Education Curriculum approved in 2013 and scheduled for implementation from Septembe...

Akomst Education