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This article is for school owners in Nigeria. Let’s talk about something we all know too well: those end-of-term reports that proudly announce 1st, 2nd, 3rd… and sometimes, 10th position. Now, pause for a second. We tell children, “ Compete with yourself. Be a better version of YOU. ” Yet, we hand them a report that screams, “ You’re 8th out of 10! ” That’s not growth. That’s pressure. And it’s hurting our children—more than we admit. The Psychological Cost of Ranking In a 2022 survey by UNICEF Nigeria, over 53% of children aged 6–11 reported that school-related stress came primarily from fear of “not being good enough” compared to their peers. Not because of their actual learning difficulties—but because of academic comparison. Another study published in the Journal of Educational Psychology  found that students in environments that rank academic performance  are twice as likely  to suffer from low self-esteem, anxiety, and self-doubt, especially when they consistently ...

In the world of special education, one document carries a lot of weight: the monthly progress report . Just a gentle nudge— it’s not about you! Yes, you—the passionate, hardworking, resourceful special educator who stays up late designing visual schedules, tweaking IEP goals, and thinking about your students even on weekends.  Your work is vital.  Your effort is commendable.  But the progress report? That space belongs to the child . Progress Reports Should Tell One Story: The Child’s Journey It’s easy to fall into the trap of writing a progress report like a performance log of all your teaching strategies: “We used multisensory materials to engage Tolu…” “We implemented positive reinforcement daily…” These sound good, but they don’t really tell us what Tolu is doing now that she couldn’t do before. Instead, let's flip the lens 🔶 Progress reports should answer this question: How is the child doing? Focus on what the child is showing, doing, attempting, initiating, i...

You know that special group of educators who have direct access to the school head or employer?  Maybe they’re in leadership. Maybe they’ve earned that trust over time. Maybe their role gives them that kind of proximity. Whatever the reason—if that’s you—please lean in for a moment. Every morning, your boss wakes up and checks their messages. They’re probably expecting work updates, meeting reminders, a progress report, or something urgent about the day.  But what do they find ? A Bible verse. A motivational quote. A “have a blessed day” line. Every. Single. Day. L et’s acknowledge something important: You mean well. It’s coming from a good place. Maybe even a spiritual one. And yes, we all love encouragement and positivity. But the truth nobody wants to hear: You were hired to do a job, not to be their spiritual adviser. You’re not their life coach. You’re not their therapist. You’re their employee. And when that line gets blurry—when personal messages start repla...

Teaching is already a full-time job! You’re planning lessons, managing a classroom, marking books, checking in with parents, and trying to give your best to every child who walks through your door. Then, out of nowhere, you’re asked to take on an extra role—maybe handling school data, leading a department, or coordinating events. Suddenly, you’re not just a teacher. You’re also part of the admin team. And while it can be a great opportunity, it also comes with its fair share of pressure. The Good Side Nobody Talks About Enough Now, let’s give credit where it’s due—there are benefits. Taking on administrative roles helps you grow in ways the classroom alone might not. You start to see the bigger picture. You get involved in decisions that shape how the school runs. You build your voice. And yes, you start to lead—even if you never planned to. I remember meeting a teacher who doubled as her school’s exam officer. At first, she wasn’t thrilled. But after a few months, she found h...

Have you ever walked into a classroom or a meeting and someone assumed you were a student?  Or asked, “ Are you sure you're the teacher? ” with a raised eyebrow? You're not alone . Many educators—especially women—have shared this silent frustration: they feel judged, not for what they know, or how well they teach, but for how young they look. And it stings! But what if this concern isn’t just about the world around you—but also the world within you? From a Neuro-Linguistic Programming (NLP) perspective, this struggle has layers.  It’s shaped by the beliefs we carry, the stories we tell ourselves, and the meanings we assign to everyday moments. It Starts with the Inner Narrative Every human being has a running commentary in their head. For some educators, that voice might say: 🔶 “ They think I don’t know what I’m doing .” 🔶 “ If I looked older, I’d be respected more. ” 🔶“ They’re going to dismiss my ideas .” These thoughts don’t come out of nowhere. They’re often rooted in:...

Ever noticed how some of your most productive days are the ones when you’re not feeling your best? You’re low on energy. Time feels tight. Maybe you didn’t sleep well or your to-do list looks like a small novel. And yet—you power through. You focus. You tick off the essentials. At the end of the day, you’ve actually done more. Strange, isn’t it? Well, not really. What you’re experiencing is something I call the paradox of productivity —where scarcity becomes the fuel for intentional, focused action. Scarcity Makes Us Sharper Let’s compare two people: One lives 5 minutes from work, the other lives 45 minutes away. Who’s more likely to arrive on time? Oddly enough, the person with the longer commute often shows up earlier. Why? Because their brain has factored in the risks, delays, and traffic. They plan better, leave earlier, and stay alert. The one who lives nearby? They may snooze, dawdle, and misjudge time—because it feels like they have time. In the same way, when we fe...

To be honest, starting at a new school isn’t just about learning where the staff room is or figuring out the timetable. It’s also about carrying all the habits and expectations from the place you left behind. You’ve probably heard this—or maybe even said it yourself: “At my former school, we used to…” It’s a completely natural reflex. But if you’re not careful, it can hold you back from feeling at home in your new environment. Why This Happens When teachers keep referring to their previous school, a few things can get in the way of settling in: 1. Comparing Everything    Measuring the new school against the old one can make the new place feel like it never quite measures up. 2. Holding Onto Old Ways    It’s easy to assume the same methods will fit, but every school has its own culture and systems. 3. Feeling Like You Don’t Belong    If your identity is wrapped up in where you came from, it can be harder to connect with where you are now. What Neurolinguisti...

Hi Educators, If you're anything like me, you've probably been in a situation where you're speaking in front of a crowd and you just want to blow them away. You want to leave a lasting impression and make your message unforgettable. Over the years, I've learned that delivering impactful presentations takes more than just confidence and charisma (although those things are important too!). It's about being intentional with your preparation, continuously learning and improving, and taking every opportunity seriously. My Top Tips for Delivering Unforgettable Presentations 1. Prepare for the "wow" effect: Think about what you want your audience to take away from your presentation. What do you want them to remember? What action do you want them to take? 2. Keep learning: I'm always looking for ways to improve my presentation skills, whether it's through online courses, books, or watching TED talks. I also use AI tools to help me craft compelling conten...