“Teaching is first of all, an Art-“ Anthony Bosco Ororho
Every teacher is an artist because Teaching is an Art. As teachers, we know that the “What” in every topic is a very important aspect of the guidance we provide Learners. The “Why” helps learners reason while the “Where” helps the learner understand the circumstances prevailing at the time. For Science students, the “How” becomes imperative. The “When” gives the learner an idea of the time of the happening while the “Who” specifies the individual as in History, English and Literature as well as Religious Knowledge.
Looking at the above explanation, we find that whether you are a Science Teacher or Art Teacher, you must LEARN the ART of Teaching. Teachers everywhere are DESIGNERS. This is because, they must design the Lesson, Explain it, Expand it, before they draw Conclusions.
Traditional Classrooms looked like churches, with rows of chairs with the teacher in front of the class, looking like a Priest while the students looked like Parishioners. But classroom designs of the 21st Century are completely different.
Every teacher has the Right and the Privilege to change the structure of the classroom to suit the particular Lesson. This means that the teacher may not use the same Layout for a Science Class as with the Art Class.
Consider a Literature Class where the students take turns at rendering the dialogue between characters, for example, the whole picture will fall into place as “Romeo” speaks with a male voice while “Juliet” pours her heart out in a feminine voice. The atmosphere in the class will be theatre-like.
Paul Hendricks, 10, receives some guidance from his mother Anne, as he does school work from his bedroom last September in St. Paul, Minn. Elizabeth Flores/Star Tribune via AP
Parents whose children were learning in a remote or partly remote setting were more likely to report that their children spent diminishing time outside, in physical activity, or interacting with friends, than parents whose children attended school in person.
They were also more likely to say their children’s mental or emotional health was worse, a new study from the Centers for Disease Control and Prevention shows.
And the parents themselves are under similar pressures, the nationally representative survey released on Thursday reveals.
Forty-three percent of parents in remote learning reported losing time from their own jobs, compared to 31 percent of those in full-time, in-person learning. They were also twice as likely to report child-care challenges as those receiving in-person instruction.
The findings, while not surprising, are among early data points indicating that the nation’s unprecedented experiment with remote learning isn’t just having major academic consequences. It has also reshaped both socialization patterns and family living situations for a generation of students—with consequences that are likely to be felt for years.
“One of my fears is that we’re going to be so focused on recuperating those learning losses, we’re going to forget that students lost others things—like their ability to be social with their friends and get physical education,” said Deborah Temkin, the vice president of youth and education research for Child Trends, a nonprofit research group, who was not involved in the research.
The findings also have implications for media coverage, which has been largely dominated by the politics of school reopening, even as other advocates deplore the comparative lack of attention paid to improving students’ remote learning experiences—thinking through creative ways of maintaining peer connections, activities, and sports, for instance.
The survey was conducted in October and early November of last year when a second surge in infection rates prompted many districts to reduce in-person learning or back away from it altogether.
More districts are resuming in-person learning, but disparities exist
Among the results, the survey found that parents of children in all-remote learning were more likely than parents of children experiencing other modes of instruction to report that their children spent less time outside, with friends in person, or engaging in physical activity.
Remote-learning parents reported their children also spent less time interacting with friends virtually just for fun than parents of those in in-person schooling—possibly a function of “Zoom fatigue” for students who are spending hours of screen time accessing their classes.
A quarter of parents whose students were in all-remote or partly remote learning said they felt their child’s mental or emotional health had declined, compared to 16 percent of those in in-person schooling. (Findings specifically related to depression or anxiety, however, were not statistically different among groups.)
The findings also showed that parents were facing new burdens, too, over child care, job stability, and lost work—all of which probably filter down and increase stress for children.
There are some limitations to the findings. For one, they’re limited to families of children ages 5 to 12—right at the age where peer socialization becomes increasingly important. That’s especially the case for LGBTQ youth and others who are able to access additional supports at school they may not have at home, Temkin noted.null
The findings are also filtered through the parent rather than being direct measures of children’s social and emotional health.
And remote learning is clearly serving some parents and students well: In a New York Times essay, writer Melinda Anderson profiled Black families for whom remote learning provided a refuge from racism at school. (The CDC survey does not break out results by demographic groups.)
In others, even while elementary students have returned, high schoolers continue to be all or mostly remote; that’s the case in the Chicago district, which recently said high school students can return April 19.
The survey was based on a sample of nearly 1,300 parents and guardians of children ages 5 to 12.
Amb. Anthony Ororho, Head of Schools, DaniJoy International Schools, presenting a portrait to Governor Ikpeazu, during the occasion.
By Steve Oko
Aba Abia State Governor, Okezie Ikpeazu, has announced the renaming of the popular Faulks Road Aba after the late Goveenor of Old Imo State, Sam Mbakwe. This followed a request by a student of Danijoy International School, Umuahia, during the Governor’s LECTURE at the School on “Building a New Nigeria Through Democratic Leadership”.
Governor Ikpeazu, who called for a change in public perception where heroes will be promoted and rewarded and villains condemned described perception building as key to building a new Nigeria. The Governor had made references to the former Governor Sam Mbakwe as a model in effective leadership. He said “public perception has contributed to the failure of Nigeria”, and called for greater encouragement for virtues of honesty, tolerance, temperance and morality.
He maintained that democratic norms must be learnt and imbibed from the cradle so as to build a better society. He advocated technical education, saying that it would make education in Nigeria more functional and capable of tackling unemployment, hence his administration is emphasizing on technical education. Ikpeazu disclosed that “plans are on the way to introduce the use of digital learning in public secondary schools by October this year.” The Governor said that his administration in collaboration with the federal government engaged in school feeding programme, disclosing that the program has increased the public school enrollment from 150, 000 to 660, 000 in Abia State .
Governor Ikpeazu commended the promoters of Danijoy International Schools for the vision in providing the school with the needed facilities and man power, expressing confidence that great world leaders would come out of the students. .
Earlier, the Head of schools, Ambassador Anthony Ororho said the school was proud of the efforts of Gov. Ikpeazu in bringing qualitative education to Abia students. He assured that their students would win trophies at home and abroad and present to the Governor as a way of showcasing their academic excellence. Senior Prefect of the school, Jennifer Ogbunamiri said the lecture would provide the students with a road map to a better future and impactful citizens. She thanked the Governor for coming to deliver the lecture and expressed their interest of becoming like him in future as a successful academic and good leader.
Igbe religion , popularly known as Igbe (an Urhobo word meaning dance ) was founded by Ubiecha Etarakpo in 1858 and has its headquarters at 11, Egbo Street, Kokori Inland, Ethiope East Local Government Area, Delta State, Nigeria. The holy (sacred) day is known as Edigbe, meaning the day of joy. It is a religion based on dance, as its medium of worship to God . It began as a Urhobo -Kokori traditional sect, and in the 20th century was influenced by an influx of Christian evangelism. Originating in Kokori, it gradually spread in Urhobo nation and austral Nigeria at large.
BELIEFS
The adherents of the Igbe religion are monotheists who believe in an omnipresent , omnipotent , omniscient and omnibenevolent God called Oghene and that he rewards the good and evil alike, according to their deeds. Dance is a core element of the Igbe. The adherents believe that by dancing, they draw on themselves the very hand of the one and only monotheistic God.
WORSHIP
As dancing is a core element of the Igbe, there is no worship session without dancing. They sing native Urhobo songs in place of hymns. At worship services, the Igbe priest(s), always dressed in a white dress and white headgears, administer(s) native chalk on the worshippers for their protection. Fellow Igbe worshippers dress in white attires too, with their neck powered in white and them carrying basins and small stools. When the native drums beat, they sway left and right in a dance, as though possessed by a deity. The Igbe religion celebrates an annual feast, Ore Isi, for twelve days. It takes place every May, with thousands are in attendance.
HISTORY
Igbe was founded in 1858, in Kokori Nigeria. Ubiecha Etarakpo allegedly saw an apparition of two divine beings who “anointed” him to preach against immorality and witchcraft. After the alleged apparition, Ubiecha became eccentric and acted insanely as no day passed without him dancing. This scared the people from coming close. It was also alleged that after the alleged apparition, Ubiecha performed amazing miracles, accurately predicted the future, healed the sick and miraculously identified witches. He built a worship house called ‘ogua’ in his compound and, from there, ministered to the people with native white chalk; and, allegedly prophesied with stunning accuracy. This brought people from across the Urhobo country to Kokori. Ubiecha died in 1920, after gaining fame and wealth.
DIVISIONS
After Ubiecha’s death and burial. His children became divided over succession. By tradition, his eldest son, Ibodje Ubiecha succeeded his father as chief priest and head prophet; but his half brother, Akpokovo Ubiecha, established his own branch in Kokori. One of Ibodje’s daughters, Mary Ibodje, a priestess, also broke away to establish her own branch before Ibodje death in 1986. Jackson Ibodje, his eldest son, succeeded him.
SYNCRETISM
With the influx of Christianity into Kokori in the 20th century, the Igbe was influenced by the presence and works of the Christian Church ‘s evangelism. Another Igbe organisation was founded by Chief Ogbevire Ogogo. This Igbe sect was infused with some elements of Christianity . They observed Christmas and New Year holidays coupled with the Igbe core festival. It gained recognition and spread in Delta , Edo, Ondo, Rivers and Lagos states of Nigeria.
DEMOGRAPHICS
Though the Igbe extends beyond Urhobo land, the bulk of adherents remain Urhobo people and the principal medium of communication is largely the Urhobo language.
CRITICISM
Igbe has been criticized for rejecting conventional medical treatment. Igbe adherents believe and administer the native chalk for treatment of ailments. This has been viewed as dangerous. There have been objections to the principal utilization of Urhobo language at worship sessions, and it has been criticized as a religion of idol worship.
Most schools have one type of health programme or the other in place, but, the trouble is, this programme lacks harmonization because those saddled with the responsibility of running the programme, lack team spirit or only focus on their own program or role responsibilities.
As a result, the goals and objectives of the central body are not met. The Sick Bay is not the only arm of the school that has responsibility over the health of the schooling child.
I recall once, when I was Principal of an International School in Lagos, the School Bus Driver came to my quarters one Monday morning and told me that he has chicken pox. It was plain to see that he actually had it; it was actually written all over his body.
I asked him to go to the hospital immediately, but, the question waiting to be answered was, who will drive the school bus to pick students. All attempts to find a substitute driver before 7am proved abortive. I took the keys, asked the bus assistant to board, and, we drove through our route, to pick the students. When we arrived at a home, the man could not believe his eyes as he saw the school Principal driving the school bus. Lesson Learnt:
a. This move prevented the immediate spread of the disease among the children. b. Parents were pleasantly surprised at the Principal’s action, and this built their confidence in the school authority. c. Of course more students were attracted to the school.
A sick child is everybody’s responsibility, and, whoever finds the child, should report the illness to the appropriate staff. This way, early detection would lead to early cure and prevention of the spread of the disease.
Yes, we save the lives of our children when we act promptly!
Call us today, to help you set up a Coordinated School Health (CSH) programme for your school on: 0803 710 4980 e-mail us at: afgedconsult@gmail.com
Who knows what tomorrow brings? If we do it for the children, our future will be secure. Let’s ”Heal the world and make it a better place, for you and for me, and, the entire human race.”
Recently in Nigeria, I had the opportunity to discuss the future of African children, with the Ambassador, Permanent Representative, Embassy of the Republic of Guinea to Ethiopia, Permanent Mission to the Africa Union, UNECA and UNEP, His Excellency, Gaoussou Toure.
Afro-Global Education Deliveries 