Complete Teacher's Diary
THE idea to publish a Complete Teacher’s Diary (CTD)
takes its source from the result of a research work that established that “the
school shares equal time with the Home to give an extension of social
environment that connects with the Home.”
However,
as the research established further, the time shared between the home and the
school is the 16 hours of physical activeness out of the daily 24 hours.
According to the hypothesis inferred thereof, there must be a process of
complementary nexus between their (school and home’s) respective 8 hours before
a sound morality can be built in the child, especially at the adolescent phase
of growth.
Establishing
that the burden of poverty engendered by corruption has consistently weighed
down on every stakeholder in education – being parent, teacher and the school
administrator. With limitation of the
consequential focus of struggle to self survival, the child is having less and
less of attention from these stakeholders.
A
premise of the research work as published in the book of Razaq Adedeji Jimoh: Educational
and Enterpreneurship as Ideal Arsenal in a Political Revolution, page
169 reads:
“The prevailing Socio-economic problems
caused by poor governance (from) consistent leadership failure overtime have
caused a variation in the responsibility goals of the school and the home to
the child, as survival from harsh economic endeavours pushed the monetary value
before the morals’”.
How
much could this be true? The author analyses further: “As the school strives to
maximize profits from the dwindling economic fortune from its operating
environment – characterized by the problems of multiple taxation and collapsed
social infrastructure; the home strives to make ends meets for the fulfillment of
its primary obligations -- being feeding, clothing and educating the child. These different
survival instincts converge at the point of selfishness in respective economic
and social goals that eventually leave the child at the mercy of the ubiquitous
debauch monster called immorality”.
But
how does the school pursue its survival goal? The book explains: “In the school
is the employment of economic wizardry of resource management that causes high
Teachers/Pupils Ratio (TPR) currently at 1:75 (which is still on the rise but
currently at 1:75), unproductive staff rationalization, exploitation of parents
from the advantage of education as a necessity, engagement of incompetent
staff, limitation of responsibility to ‘learning’ only – to make ‘character
building’ an outright inconsequential.
The Conceived
Theme of CTD:
From the point of this author’s view, the CTD
derives its concept of idea from a careful study of the problem of this extra
burden from the combined effect of the high TPR and staff rationalization. It
should be explained here that staff rationalization means adopting less number
of teachers to do more work, such as a teacher made to handle subjects of
physics, mathematics and Introductory Technology. The CTD is therefore
structured as a solution in mitigation of this burden through a made-easy work
planning and on-the-job engagement that directs the ultimate objectives of the
teacher’s professional activities to fulfilling Character and Learning as the core goals of education.
In
further clear term regarding pursuit of these goals, the CTD has a frame work
of the class methodology in paths and procedures to implementing character building
in schools from the angle of school/home connect process. But in secondary
significance, CTD tries to organize the professional life of the teacher with dynamics
that connect the future to the present so that a teacher easily builds a
history of precedence for a complete professional platform required to bring
out the best of creativity associated with teaching profession.
Recognizing
that school, like any social system, has a body structure of two parts: the
leadership and the follower -- being the administrator and staff in respective
metonymy; the CTD is tailor-made for both the school administrator and teacher
with schedules of connectivity that emphasizes unity of the school in purpose
of responsibility to the parents. Thus in key features, while the teachers copy
comes with general purpose internal memo, the administrator’s copy’s is with
external memo with the school’s letterhead and identity custom. The trouble we
go through to make this so is the unique selling point of YEMAB Publishers
& Enterprises, the pioneer and copy right owner publisher of the Complete
Teacher’s Diary.
Fundamental
objectives of CTD in list:
(i.)
Allows
best of class management strategy that brings out the professional creativity
in the teacher.
(ii.)
Builds
convenience of enhanced teaching skills.
(iii.)
Makes
the teacher dynamic for the class to be interesting for the student’s
interests.
(iv.)
Makes
class planning so convenient with on-the-job and on-the-go bases for the
required dynamism.
(v.)
Make
accountability easier for both the teacher and school administrator.
(vi.)
Empowers
the school managers with resourceful administrative skills in planning with
most effective strategy that balances teacher-parents interests.
(vii.)
Provides
instant record documentation and easy referencing.
(viii.)
Balances
schedule of work with private life activities of the teacher.
(ix.)
Holds
a potential material values for a teacher’s trace of his foot prints in service
to humanity through education.
(x.)
And
above all, a biography of a teacher is readily made with Complete Teacher’s
Diary.
