From college to classroom — the Nigerian teachers equipped with the skills to transform their country
In the second of the series on education in Nigeria we meet Shafa’tu Ibrahim, a student teacher who is part of a new approach to teaching, about to realise her lifelong ambition as she takes a class for the first time. It’s a teaching transformation that could change Nigeria.
It is a moment for which Shafa’tu Ibrahim has been preparing for years. Ever since she was at secondary school she has dreamed of teaching a class of children herself. Her ambition has always been to inspire and educate young minds. And now, as a student teacher, she is about to give her very first class to pupils at Damba Model Primary School in Gusau in Zamfara state, northern Nigeria.
A third-year at the all-women Federal College of Education, also in Gusau, 21 year-old Shafa’tu has had the best possible support from her college tutors and the school’s head teacher to prepare for this day. This is because she has benefitted from teacher education reforms designed to model a different approach to teaching and bring a new generation of teachers into classrooms across northern Nigeria.
The college and Damba School are part of the Teacher Development Programme. It’s a six-year programme designed to deliver government education reforms to improve teacher education and learning outcomes for 2.3 million children in the northern states of Jigawa, Kaduna, Kano, Katsina and Zamfara.
“I’ve planned my lesson and know what I want to get across, but I am most interested to see how the children respond to the way I teach,” Shafa’tu says as she reviews her detailed notes for the class in civic education she’ll give to primary grade five pupils.
The transformation of teacher education in northern Nigeria is focused on delivering learner-centred education — engaging, including and motivating pupils through interactive, activity-based teaching methods. Damba’s head teacher Abdullhayatu Ango explains, “What this approach really tells us is that the only way you can educate pupils is by involving them. This is what we practise here. It puts the child at the centre of the whole process.”
With 1700 pupils and 19 full-time teachers, Damba School has long classroom blocks set in a horseshoe around a large dust recreation area. It is one of ten associate schools attached to the college of education. This status means it provides student teachers the opportunity to learn their profession in a real school setting in return for supervision, training and materials from the college of education. Its four volunteer teachers include Shafa’tu and are all student teachers there.
As well as working with colleges and student teachers, the Teacher Development Programme supports those already teaching in schools. Damba’s English teacher, Ms Lawal explains, “On-the-job training has helped me a lot.” she says. “Before, we would put information on the board and get the children to repeat it. Now, the new teaching styles we learn make me realise that, once you have the content knowledge, it is all about how you teach. It has completely changed the way I do things,” she adds.
The time has come for student teacher Shafa’tu Ibrahim’s first class with real pupils. Though not showing any nerves it seems an age before she begins to speak. She waits until the class is settled. Every student is attentive and ready to start the class. Shafa’tu is using her civic education lesson to teach the difference between active and passive citizens.
The first thing she does is to ask the pupils what they think these terms mean. She is constantly asking questions, confirming that pupils understand the point, asking them to repeat phrases and then getting them to solve problems for themselves. Everyone is engaged. Then she gets them in groups and asks them to come up with examples for each. As she does so, Shafa’tu is walking around the class providing encouragement and help. Then, using pictures and role play, she encourages the pupils to demonstrate their own ideas. It’s such an engaging style that Shafa’tu lets several children lead the class for a while.
One girl is not so keen to come forward and Shafa’tu quickly recognises her shyness. So, for her, Shafa’tu talks to her quietly whilst the others work. Later she explains that it’s important to use different teaching styles so all pupils are included. The whole lesson is a masterclass in engaging, learner-centred methods. As it ends, the pupils are laughing as they go out into the hot sun.
With the children gone and the classroom quiet Shafa’tu reflects on her experience. “I am glad the class went well. My training and the support from my college and the school has taught me that it is important for pupils to improvise and have fun. I know that play, song, group work and interaction are the central to good teaching and learning. The key is to get pupils to create the answers to the questions, not just repeat what I tell them. When you do this, one can actually see the learning happening right there.”
Gathering her books, Shafa’tu then drops by the head teacher’s office. Head teacher Abdullhayatu Ango says. “Shafa’tu had a good first class. I am happy because the leadership training we receive, the advice on solving problems and on getting more from the resources we have is all about one thing. Children learning. It’s an attitude of mind as much as anything. Our classes are full and results are improving. Now everyone here, from the parents to the volunteer teachers like Shafa’tu, can see the benefits of the child-centred methods we use.
“And, if the results can improve in this school, they can improve everywhere. That’s the difference we can make for Nigeria,” he adds.
This article is adapted from a case study developed for the Teacher Development Programme (TDP) in February 2018. TDP is a six-year programme supported by the UK’s Department for International Development and delivered by Cambridge Education/Mott Macdonald. Daniel is communication adviser to the programme. More information is available at: www.tdpnigeria.org
