As the Teaching Practice programme progresses into another week, student teachers from the Faculty of Education, Obafemi Awolowo University, continue to share their experiences from different zones. This week at InFocus News Agency, we put the spotlight on Osogbo, where student-teachers reveal the highs and lows of their classroom experiences.
For Oluwaseunfunmi Atayero, from the Department of Arts and Social Sciences Education, the week came with both challenges and lessons.
‘My experience last week was alright. I experienced some challenges but I scaled through,’ she said.
Though she had no particular reason for choosing Christ African Church Grammar School, she expressed slight disappointment at the use of chalkboards instead of white marker boards.
‘My expectations weren’t really met. My disappointment is that we have to use chalkboards to teach. Also, the scheme of work is quite broad with not much time to teach, as my periods in a week are only three.’
Despite these constraints, Oluwaseunfunmi maintains a positive outlook on the profession.
‘I would like to be a teacher regardless of the experiences I have encountered,’ she affirmed, adding that the teaching practice programme has helped her recognize her weaknesses and build more on her strengths.
Another student-teacher, Ayodele Temitayo Blessing, from the Institute of Education, described her teaching practice experience as both insightful, interesting and rewarding.
‘I got to apply the theories we learned in class, and trust me, it’s been so interesting. Teaching is fun, so fun!’, she exclaimed.
Though her school placement in Osogbo was more by circumstance than choice, Temitayo admitted it was a worthwhile decision.
‘It was stressful at first because no schools were available in Ife, so I had to travel to Osogbo to submit my TP letter. But my expectations have been met,’ she explained.
She also noted that adjusting to students’ different learning styles has been a learning experience of its own. While unsure about pursuing teaching as a long-term career, she believes teaching remains an integral part of human interaction.
‘Teaching practice is a crucial component of our education. Though it comes with challenges, it effectively prepares us for the demands of the profession.’
At Christ African Church Grammar School, Fakunle Sheriff, from Arts and Social Science Education, described the week as ‘awesome’.
‘I reside in Osogbo, so the location was useful for my immediate environment,’ he noted.
Though his expectations weren’t entirely met, he expressed no disappointment.
‘The educational system in Nigeria is based on paper, not practical,’ he said candidly.
While he envisions himself teaching in the future, he was quick to add, ‘Yes, but not in Nigeria.’ To him, the teaching practice programme serves a revealing purpose:
‘It’s a systematic avenue to see our financial limits as teachers-to-be.’
At Baptist Girls High School, Darasimi Aderonmu, also from the Arts and Social Sciences Department, described her experience as eye-opening.
‘I was expecting to see a very disorganised class due to the stereotype I had for public schools, but trust me, it wasn’t as bad as I thought,’ she admitted.
Darasimi noted the difference between theory and practice.
‘What I learned in class was theory, but TP is practical. In class, teaching seemed easy and well-planned, but unexpected things happen in real classrooms,’ she revealed.
Despite some minor challenges, she remains optimistic. ‘They aren’t that serious. Like I said, they are just minor issues.’
As the teaching practice continues, it is evident that these future educators are gaining more than classroom experience. They are discovering resilience, adaptability, and a deeper understanding of what it means to teach in real-world conditions.