Edu 100-1
Edu 100-1
Edu 100-1
Course Facilitator:
EDU 100: Introduction to Teaching profession
STUDY GUIDE
You should plan your time table for study on the basis of two hours per course
throughout the week. This will apply to all course materials you have. This implies
that each course material will be studied for two hours in a week.
Similarly, each study session should be timed at one hour including all the
activities under it. Do not rush on your time, utilize them adequately. All activities
should be timed from five minutes (5minutes) to ten minutes (10minutes). Observe
the time you spent for each activity, whether you may need to add or subtract more
minutes for the activity. You should also take note of your speed of completing an
Meanwhile, you should observe the one hour allocated to a study session. Find out
whether this time is adequate or not. You may need to add or subtract some
You may also need to allocate separate time for your self-assessment questions out
of the remaining minutes from the one hour or the one hour which was not used
out of the two hours that can be utilized for your SAQ. You must be careful in
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utilizing your time. Your success depends on good utilization of the time given;
Reading:
When you start reading the study session, you must not read it like a novel. You
should start by having a pen and paper for writing the main points in the study
session. You must also have dictionary for checking terms and concepts that are
Before writing the main points you must use pencil to underline those main points
in the text. Make the underlining neat and clear so that the book is not spoiled for
further usage.
Similarly, you should underline any term that you do not understand its meaning
and check for their meaning in the glossary. If those meanings in the glossary are
not enough for you, you can use your dictionary for further explanations.
When you reach the box for activity, read the question(s) twice so that you are sure
of what the question ask you to do then you go back to the in-text to locate the
answers to the question. You must be brief in answering those activities except
In the same way you read the in-text question and in-text answer carefully, making
sure you understand them and locate them in the main text. Furthermore before
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you attempt answering the (SAQ) be sure of what the question wants you to do,
then locate the answers in your in-text carefully before you provide the answer.
Generally, the reading required you to be very careful, paying attention to what
you are reading, noting the major points and terms and concepts. But when you are
tired, worried and weak do not go into reading, wait until you are relaxed and
Bold Terms:
These are terms that are very important towards comprehending/understanding the
in-text read by you. The terms are bolded or made darker in the sentence for you to
identify them. When you come across such terms check for the meaning at the
back of your book; under the heading glossary. If the meaning is not clear to you,
you can use your dictionary to get more clarifications about the term/concept. Do
not neglect any of the bold term in your reading because they are essential tools for
Practice Exercises
remind you of the immediate facts, points and major informations you read
in the in-text. In every study session there is one or more activities provided
for you to answer them. You must be very careful in answering these
activities because they provide you with major facts of the text. You can
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have a separate note book for the activities which can serve as summary of
the texts. Do not forget to timed yourself for each activity you answered.
b. In-text Questions and Answers: In-text questions and answers are provided
for you to remind you of major points or facts. To every question, there is
answer. So please note all the questions and their answers, they will help you
remaining time from the two hours allocated for this study session can be
Before you start writing answers to any questions under SAQ, you are
expected to write down the major points related to the particular question to
be answered. Check those points you have written in the in-text to ascertain
that they are correct, after that you can start explaining each point as your
When you have completed the explanation of each question, you can now
check at the back of your book, compare your answer to the solutions
provided by your course writer. Then try to grade your effort sincerely and
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to all SAQ activities. Make sure you are not in a hurry to finish but careful to
e-Tutors: The eTutors are dedicated online teachers that provide services to
students in all their programme of studies. They are expected to be twenty- four
questions which are vital to student’s processes of their studies. For each
programme, there will be two or more e-tutors for effective attention to student’s
enquiries.
Therefore, you are expected as a student to always contact your e-tutors through
their email addresses or phone numbers which are there in your student hand book.
Do not hesitate or waste time in contacting your e-tutors when in doubt about your
learning.
You must learn how to operate email, because e-mailing will give you opportunity
In addition to your e-tutors, you can also contact your course facilitators through
their phone numbers and e-mails which are also in your handbook for use. Your
course facilitators can also resolve your academic problems. Please utilize them
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Continuous assessment
The continuous assessment exercise is limited to 30% of the total marks. The
Marked test or assignment. You may be required to submit your test or assignment
through your email. The continuous assessment may be conducted more than once.
You must make sure you participate in all C.A processes for without doing your
C.A you may not pass your examination, so take note and be up to date.
Examination
Distance Learning. Therefore all students must come to the Centre for a period of
one week for their examinations. Your preparation for examination may require
you to look for course mates so that you form a group studies. The grouping or
Networking studies will facilitate your better understanding of what you studied.
Group studies can be formed in villages and township as long as you have partners
offering the same programme. Grouping and Social Networking are better
You must prepare very well before the examination week. You must engage in
all materials you read or from your first summary on activities, in-text questions
and answers, as well as on self assessment questions that you provided solutions at
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first stage of studies. When the examination week commences you can also go
through your brief summarizes each day for various the courses to remind you of
main points. When coming to examination hall, there are certain materials that are
prohibited for you to carry ( i.e Bags, Cell phone, and any paper etc). You will be
checked before you are allowed to enter the hall. You must also be well behaved
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Teaching can be defined as a vehicle for Education. Olatunji (1996) described it as a social
function that aims at guiding necessary growth in others. Nwachi (1991) defined it as the
imparting of knowledge from one person to another and the guiding of someone to behave in a
particular manner. Frankena (1965) expressed that teaching cannot be done by just anybody
because it involves:
(a) Conscious and deliberate activities
(b) Less experienced or immature people to be taught and
(c) A body of knowledge to be imparted.
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From the above characteristics, it is clear that teaching is a unique exercise and it is an
occupation that needs to be given serious attention at all levels.
1.4METHODS OF TEACHING
Teaching method is very essential to both learners and teachers; it facilitates the understanding of
lesson if properly used. There is no single method that is seen as the best of all methods; teaching
therefore depends on the situation, subject matter, and the learners involved. In this section, we
shall examine different teaching methods which include:
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It is one of the more suitable teaching methods for more educated students, like those in the
universities. The teacher or lecturer prepares a body of information which he delivers to the
students with little or no interruptions. Public lecture by eminent scholars or politicians follows
the same model. At the end of a lecture, a few questions may be asked by the audience to clarify
or elaborate on areas of doubt or confusion. Although there is a temptation for the
teacher/lecturer to want to talk and talk, he should resist this because pupils are inevitably
reduced to being mere listeners and note-takers.
There are both advantages and disadvantages to this method. It should also be borne in mind that
it is rarely used for small children who may not take in elaborate, lengthy speeches, however
graphic or lucid they may be in order to make this lecture method work. The teacher has to bear
in mind that he should organize the lecture to make sure the children follow the points and the
sequence of thought. He should speak slowly, clearly and graphically for the best effect. Not all
subjects are appropriate for this method. The sciences, crafts arts, and music do not readily lend
themselves to it. Any sort of pictorial illustration (e.g. visual aids, pictures, diagrams, sketches,
slides, films, epidiascopes) is most helpful when should be encouraged for discussion, reflection,
clarification and comparison.
f. Gives the instructor the chance to expose students to unpublished or not readily
available material.
g. Allows the instructor to precisely determine the aims, content, organization, pace and
direction of a presentation.
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ITA:
The ways of improving lecture methods are:
a. Presents your facts slowly, clearly, point by point
b. Repeat constantly
c. Illustrate your lessons fully
d. Use questions to involve students in the lesson
1.4.3 DISCUSSION METHOD
A discussion method is a teaching method in which teachers and students share ideas, compare
and contrast views on a given problem, a question, or a situation. The method assumes that
students have some background information on the topic of the discussion. The discussion can be
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teacher led or student led with teacher guidance. It can be used to promote inquiry and develop
problem solving skills.
1.4.3.1 ADVANTAGES OF DISCUSSION METHOD
a. Discussions help students to become independent thinkers
b. It provides students with opportunities for optimum interaction
c. It provides good practice for problem solving
d. It provides the teacher an opportunity for better understanding of the students
e. It is also useful for planning classroom activities as a way to involve students in the
teaching-learning process
ITQ: you have learnt what discussion method is and the advantages and disadvantages of discussion
method as well. List the advantages of discussion method.
ITA:
The disadvantages of discussion methods are:
a. It is time consuming
b. It does not allow for easy coverage of the syllabus and therefore it cannot be used too
often
c. Wrong information may be shared if some contributors are unsure of their points
d. It may be boring to some students who do not know much about the topic
e. It is possible for discussions to be dominated by a few vocal students
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ITQ: you have studied recitation method and its advantages. List the advantages of recitation
method.
ITA:
The advantages of recitation methods are:
a. The recitation method is useful for assessing students’ understanding of instruction or
assignments
b. It is useful for developing student understanding of concepts and principles
c. It enhances students participation in the lesson
d. It provides feedback to the teacher
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ITQ: you have studied group teaching method and rules for grouping as a method of teaching. List the
rules for grouping method.
ITA:
The rules for grouping method are:
(vi) Groups may not be of the same size
(vii) Each group should have a leader
(viii) Grouping is not meant to be permanent
(ix) Leaders should be changed from time to time
(x) Grouping should be done on the following bases:
d. Similar abilities
e. Mixed abilities
f. Interest
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more personal level with the learner; by this method students are kept busy so that there is little
or no room for cheating. On the other hand, this method may hinder good social development. It
hardly provides room for competition. It also requires more time on the part of the teacher to
enable him prepare well.
1.4.7 PROJECT METHOD
This method of teaching is defined as a planned practical activity that is meant for a group of
learners aimed at producing concrete results. Here, topics are normally given, and the students go
out to collect facts or data and subsequently write down their findings. Educational visits are also
seen as project method, since students are expected to ask questions on the site of visit and write
up a report.
ITQ: you have studied project teaching method. Advantages and disadvantages of project method were
also discussed. What are the advantages of project method?
ITA:
The advantages of project method are:
(i) It makes learning a social activity
(ii) It makes the aim of learning clear as it gives concrete objectives to be tackled at a
time
(iii) It helps students to retain the experience gained from the project for a long time
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help in recalling relevant information already learnt on which may be built. Teacher’s questions
should flow from and relate directly to the material or topic being taught. This will help in
drawing information from the child.
ITQ: you have studied Questioning as a teaching method and principles of handling students’ responses
by a teacher. What are the principles of handling students’ responses?
ITA:
The principles of handling students’ responses by a teacher are:
a. Do not ridicule student when they give wrong answers.
b. When a student gives partially correct answer, he should be told what part of the answer
he has given correctly and which part is wrong.
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ITA:
The three basic things are:
- Conscious and deliberate activities
- Less experienced or immature people to be taught and
- A body of knowledge to be imparted.
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a. Good character
b. Very competent to handle his/her student
c. Willing to add to his/her knowledge
d. Flexible and open minded
e. Faces reality in an objective way
f. Neatness
g. Firmness
h. Kindness and understanding
Good character:
The teacher, as a molder of lives must be an embodiment of good character. A good and
effective teacher is one who respects the truth, who is sincere in word and act, and whose
personal life sets a good example to his students.
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Neatness:
A good teacher leads by example in this regard. Though not necessarily expensive but his
dressing should be neat, clean and smart. He should emphasize the nature of cleanliness in his
students and should try to live a healthy life.
Firmness:
As much as the teacher is kind towards his students, he should be firm in ensuring fair-play and
equal treatment to all. Students are often confused when he changes his rules frequently. A
Teacher’s weaknesses are exposed by his inconsistency in enforcing rules for acceptable mode of
behaviour. Any attempt to show preferential treatment to his students will make him lose respect
and so lack his students’ confidence.
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ITQ:
In this section you have learnt who a teacher is and qualities of a good teacher. What are these
qualities?
ITA:
These qualities are:
a. Good character
b. Very competent to handle his/her student
c. Willing to add to his/her knowledge
d. Flexible and open minded
e. Faces reality in an objective way
f. Neatness
g. Firmness
h. Kindness and understanding
Having completed this unit, you should be able to answer the following questions:
i. Who is a teacher?
ii. What are the qualities of a good teacher?
iii. Briefly explain some of the qualities of a good teacher
REFERENCES
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In addition, the advantages and disadvantages of the above categories of teachers were also
discussed.
ITQ:
In this unit, you have learnt that teachers are classified according to the role they perform in the
classroom. In your opinion, which one is the best?
ITA:
3.5 SELF ASSESSMENT EXERCISE
i. List the different types of teachers
ii. Make a distinction of different types of teachers
iii. Compare and contrast the characteristics of different types of teachers
iv. Enumerate the advantages of the Democratic type of teacher
REFERENCE
Bello J.Y. (1981). Basic Principle of Teacher. Ibadan, Spectrum, Books Ltd.
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4.2 PROFESSION
The term profession has been defined by different authors. Obidi (1975) defined a profession as
an occupation that claims the exclusive technical competence and which also adheres to the
service ideals and allowed ethics of professional conduct. Hoyle and Megarry (1980) claimed
that a profession is an occupation that asserts an exclusive monopoly of knowledge, having
definite standard and possesses the ability to convince the generality of the public that its
services are unique.
Falade (1993) claimed that a profession contains essential characteristics such as an occupation
that carried with it great responsibility and that member of a profession possess special skills and
competencies based upon a long period of theoretical and practical training. William (1981)
stated that profession usually exercises a system of control or a code of ethics over practice
through professional societies, associations and institutions or sometimes by law. Olatunji (1996)
is of the opinion that a profession is the application of intelligent technique to the ordinary
business of life acquired as a result of prolonged and specialized training.
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a. Knowledge
b. Professional code of conduct or Ethics
c. Professional Organization
d. Legal recognition of the profession by the government and the public
e. Freedom of practice
f. Entry into the profession is strictly controlled
g. A profession provides in-services and professional growth for practice
h. Period of internship or apprenticeship
4.3.2 Knowledge:
A profession should require specialized knowledge to equip the practitioner with the basic
mental skills and sound scientific foundations of such profession. This knowledge must be
acquired through specialized intellectual study and training. It is acquired through attendance of
formally recognized institutions of learning. The mastery of the core relevant knowledge requires
high intelligence and long period of intensive training.
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4.3.5 Legal recognition of the profession by the government and the public:
The public should recognize a typical profession. For example doctors, lawyers, engineers and
teachers are highly recognized and respected in the society. The public trusts their judgement
and skills. The society believes that a nation cannot do without the services of doctors, lawyers,
engineers and teachers because of their outstanding services to humanity. The government also
gives legal recognition to professions through acts of parliament or decrees. The Nigerian Bar
Association, the Nigerian Medical Association and the Nigerian Union of Teachers all have
government legal recognition. For example, Decree no. 31, of May 1993 gave legal recognition
to teaching as a profession but it appears the decree is yet to be operational in Nigeria.
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It could therefore be seen from above that the concept of professionalism negates the proposition
in Nigeria that anybody can teach. Thus, a teacher has to be professionally trained. However, the
question is, does teaching really qualify to be regarded as a profession in Nigeria? To answer the
above question, we need to analyze a number of essential features which include:-
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Education is concerned with teaching and learning. Education as a discipline therefore has its
own specialized body of knowledge. This includes knowledge of the subject matter, the child to
be taught; how he learns, purpose of education itself; its philosophy, history, sociology,
construction and evaluation of curriculum; test and measurement procedures; the administration
of education enterprise and so on. To be a professional teacher, one needs to master such body of
knowledge. Viewed from this angle, therefore, teaching qualifies to be regarded as a profession.
It is however, argued that teaching in Nigeria lacks specific qualities which would embody the
entire characteristics of a profession. Adesina (1980) argued that teaching is still far from being
recognized as a profession. He contended that people are employed into teaching without the
necessary professional qualification. He also argued that teacher education programmes are
recruiting mainly those who cannot secure admissions into other programmes.
For teaching to be effective as a profession, it has to address itself to the following tasks:
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b. Those so-called teachers with first degree without education background should go back
to the University for a Postgraduate Diploma in education if they want to professionalize.
c. Offering teaching appointments to those whose background and training are related to
education should be discouraged.
d. There should be an effective functioning and dynamic professional organization for the
teachers. Such an organization should be saddled with the responsibility of protecting the
interest of teachers at all levels. It should also be charged with the duty of improving
education in the community; it should participate in the development of school policies
and curriculum; it should also be responsible for making the teaching profession
attractive that sincere and able persons will want to join it.
e. Registers should be opened in which all teachers are registered and classified according
to their qualification and certificate. Thus, there is need to support the National Teachers
Council for the registration of teachers and the maintenance of high professional
standards nationwide.
5.4 SUMMARY
In this study section, you have studied teaching profession in Nigeria and indices of teaching
profession.
ITQ:
In this unit, you have studied teaching profession in Nigeria and indices of teaching
professionalism. List out the indices of teaching profession.
ITA:
The indices of professionalism are:
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A lesson plan is a teacher’s detailed description of the course of instruction for an individual
lesson. It is the lowest and specific level of instructional plan. It is derived from the analysis of
the unit plan. The lesson plan is to the teacher what the architectural plan is to the builder. If the
plan is defective, all efforts by the teacher aimed at changing or modifying behaviour are
unlikely to be successful.
Lesson plan, as the name implies, is a systematic arrangement of human and material resources
for the orderly execution of instructional activities to achieve pre-determined objectives. It is an
indispensable tool for you as teachers. It aids your memory and helps you to impart relevant
knowledge ; you will have a good control of your class and you can illustrate your lesson
adequately. For learning to take place, the subject matter has to be systematically planned and
presented in a logical and stimulating manner. If, on the other hand, the subject matter is not well
planned, presentation becomes fragmentary and often lacking in substance. The presentation of a
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lesson calls for careful analysis of the situation, the determination of the teaching method to be
adopted, the objectives to be achieved and the selection of learning activities for all those to
benefit from the teaching experience.
Lesson plan involves stating learning objectives; thinking through what the students will know or
be able to do after the lesson; what information, activities, and experiences the teacher will
provide; the time needed to reach the objective; what books, materials, and media support will be
provided by the teacher; and the method(s) of instruction.
Finally, lesson plan should not be made too long neither should it be made too short. It should be
however be long enough to show very clearly what will happen during the lesson. If for instance,
you fail to attend to your class but you have already planned well, another teacher can stand in
for you and teach the lesson using the already developed lesson plan.
Bello (1981) states that it is often difficult to say categorically, what is the best form of writing
lesson plan. The form you use depends on the nature of the subject.
The way you plan your lesson in English language, for example, may be quite different from the
way you plan in physical and Health Education. Whatever form you want to adopt, it should
include the following:
i. General information
ii. Behavioural objectives
iii. Previous knowledge/entry behaviour
iv. Introduction
v. Presentation
vi. Evaluation
vii. conclusion
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In stating behavioural objectives, the three domains are to be considered as stated by Bloom
(1956) Taxonomy of Educational objectives. Also when stating objectives, the statement should
always be in active verb e.g. to identify, to explain, to draw etc. The three domains are:
(i). Cognitive domain: it deals with thinking or mental abilities, knowledge and intellectual
abilities. The statement of the objective will use words such as: to identify, to measure, to
describe, to state, to name etc.
(ii). Affective domain: It deals with values, emotions, love, and feeling. The statement of
objective will take the form of: - to appreciate, to respond, to realize, to perceive etc.
(iii). Psychomotor domain: It deals with the manipulative skills, the physical abilities, reflex
movement and fundamental movement. The statement of objectives will be as: to reach, to
speak, to read, to write, to study, to draw, to dramatize, to experiment, to construct etc.
6.8 INTRODUCTION:
This Phase is known as motivation. We must get the learner in a proper mood for the new
learning. It must be connected with the old experience. The commonest approach used here is to
ask questions revising the last lesson and gradually lead to the new subject matter. We try to ease
tension and ensure the students’ curiosity and interest for the new experiences. The use of jokes,
anecdotes etc are also allowed.
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6.9 PRESENTATION:
This refers to the statement of what is to be taught in the lesson and how it should be taught. It
should be logically and sequentially divided into steps. This is to enable the teacher emphasize
important points at each step and it should not be unnecessarily divided into many steps because
it is the point where the ground is prepared for the realization of the objectives of the lesson. The
number of your steps should be determined by the number of your objectives. It is the breaking
down of the topic into relevant ideas and concepts. It is at this stage that the students receive the
pockets of knowledge they is expected to go home with it. It is the stage in which all the
materials, resources, knowledge and learning strategies are put into action. It is the main body of
the lesson plan where the teacher is expected to deliver his lesson in stages or steps. Each step
must be brief, specific, not too broad nor too sketchy.
6.10 EVALUATION:
This is where the teacher tends out whether his lesson is successful or otherwise. It is anything
done by the teacher to assess the extent to which the set objectives have been achieved. Here, the
teacher assesses the behaviour of his students in line with the stated behavioural objectives. It is
also used to find out if the lesson has been understood by the students. Similarly, is used to test
the learning process and determine whether or if they are succeeding or not. Here the teacher
asks questions and also encourages the students to ask questions. Students are also given tasks or
activity to do, which the teacher checks/marks and also assists the weak ones. The questions to
be asked should be clearly written in the lesson plan.
6.11 SUMMARY
In this study section you have learnt that a lesson is a structured period of time where learning is
intended to occur and lesson plan is a teacher’s detailed description of the course of instruction
for an individual lesson. It is also the lowest and specific level of instructional plan. Types of
lesson plan and steps involved in lesson planning were also discussed.
ITQ:
In this unit, you have studied the concept of lesson planning, forms of lesson plan and steps
involved in lesson plan. List the forms of lesson plan.
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ITA:
The forms of lesson plan are:
6.13 REFERENCES
N.T.I (1983) Methods and Strategies in Education Module II, Units 1-6, Kaduna.
Mishara R.C, (2011) Lesson Planning. A.P.H pub. New Delhi,India.
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which must be maintained by school administrators. Non-statutory records, while not prescribed
by law, are equally as important to the smooth functioning of a school. Ololube (2013, pp. 104-
107) has identified a number of examples of the records found in schools and school systems:
7.3.1 Admission and withdrawals register:
The admission and withdrawals register shows the names of students that are enrolled each year
in various classes in a school and the names of those who withdrew from various classes in the
school.
7.3.2 Attendance register:
Attendance register shows the daily record of student attendance in each class in the school. At
the end of every term, the class teacher closes the register and submits it to the school head to
crosscheck and sign.
7.3.3 Class timetable:
Class timetables are a record of how, when and where classes are held. These keep students
organized and informed about upcoming classes and help students to manage their time and
schedule.
7.3.4 Education edicts and laws:
Education edicts are announcements of a law governing an educational system. They are decrees
or proclamations issued by an authority that have the force of law.
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recorders, sporting and athletic equipment, etc.). It contains name, date of supply, and expiring
dates of goods supplied, if applicable.
7.3.18 Syllabus:
A syllabus is an outline and a summary of topics to be covered in a school. A syllabus for a
certain subject is often set out by an examination body such as the West African Examination
Council (WEAC) which conducts, supervises and controls the quality of examinations for
uniformity.
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7.3.20 Curriculum:
A curriculum is the set of subjects and their content offered at a school. A curriculum is
prescriptive and is based on a more general document that specifies what topics must be
understood and to what level to achieve a particular grade or standard in an educational system.
7.4.1 Completeness:
Complete and comprehensive records should be kept to give users all the information needed to
7.4.2 Cost:
Records should not be too expensive to keep. This means that the financial cost of collecting,
analyzing, synthesizing, storing and retrieving records should be reasonable.
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7.4.3 Flexibility:
Data is flexible if it can be used by more than one user at different times for different purposes.
7.4.4 Quality:
The quality of any information contained in any record must be accurate and reliable. The greater
the accuracy and reliability, the higher the quality of information, and the more likely the
information system is to work well.
7.4.5 Relevance:
A relevant record is one that is useful to the needs of the system. A good deal of irrelevant
information is kept, particularly in schools. Information that is no longer relevant and not
required by law should be securely disposed of.
7.4.7 Timeliness:
Information contained in a record should be retrievable as it is needed rather than after important
decisions have been made.
7.4.8 Variability:
This refers to the degree of consensus arrived at among various users examining the record. The
greater the consensus among users, the more accepted the record.
7.4.9 Maintenance:
The maintenance of records involves all activities that ensure that they are in good condition, and
kept in an orderly state. This is a central function of records management.
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7.5.10 Supervisors/Inspectors:
The availability of records enables supervisors or inspectors to objectively assess student and
staff performance and offer advice or proposals for improvement.
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EDU 100: Introduction to Teaching profession
ITQ:
The management of school records involves all activities that ensure that they are in good
condition, and kept in an orderly state. List out the ways records can be safely managed and
preserved.
ITA:
Some of the ways records can be safely managed and preserved are:
a. Classification
b. File Storage
c. File maintenance
d. Check Out
e. Natural factors
7.8 SELF-ASSESSMENT QUESTIONS
After studying this unit, you should be able to answer the following questions for your self-
assessment purpose:
a. Identify the essential school records to be kept by a school
b. Enumerate the characteristics of a good record keeping
c. List some importance of school records
d. Discuss the essential school records to be kept by a school
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7.9 REFERENCES
Akanbi, O. (1999). Records in School Administration. Ilorin: Haaytee Press & Publishing
Company.
Bock, J. R. (2011). The Importance of an Effective Records Retention Policy. Retrieved October
15 2014 from http://fleeson.com/2011/05/11/the-importance-of-an-effective-records-retention-
policy/.
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