Teaching is a noble profession and what a joy to see students hold our understanding in their eyes. In their success we find our own and so to them you give your all. Words are easier than bold actions. I believe teachers want the best for students and that is the reason for setting behavioral objectives to help learners achieve success in their three domains of learning.The relationship between student’s actual terminal behavior and pupil’s expected terminal behavior is an index of the success or failure of the lesson.

Difficult students challenge us especially when the learner is resistance to change. Why bother when you see students drop out of school. Drop outs feel they have no value when they see no supporting strength coming from others. After all, you were committed to teaching effectively. The blame is shifted on students who failed to do their part. I agree students’ have a personal responsibility to get involved in order to achieve great success. However, from my perspective, learners accomplishment depends on teachers leadership style. How can you tell the difference? Authoritative teachers make learners timid. They believe students can perform under the sanctions of punishment. They use their power to get favor and attention. The consequences on learners is usually devastating. For instance, when I was in secondary school, our chemistry teacher was firm, the kind who never tolerated nonsense. We were whipped for every wrong answers given during lesson. In African education system canning is used to control students and achieve discipline. It was awful especially when asked to balance chemical equations on the blackboard. As a result, I disliked science subjects.

On the other hand, we had a Biology teacher who stimulated the students to unusual efforts. He was able to make us winners. His class was devoid of tension. He considered our feelings and was patient to accommodate our inadequacies. Based on my teaching experience, I can go on and on to give vivid illustrations. Besides, current research studies have proved that a negative correlation exist between corporal punishment and maintaining discipline in schools. Comparatively, there are teachers who play the role of laissez-faire leadership role. A teacher with no authority inadvertently introduce lawlessness and lack of sense of direction.

Alternatively, there are teachers who give students a little push to learn and understand concepts. Like my Biology tutor, hilarious teachers laugh with students and give out encouragement when they make flimsy mistakes. Students are bound to hit rocks and thorns on their path to learning. But with a little pat on their back the barriers are like bouncers for launching forward. I believe learners can remain reactionary with no desire to initiate actions without serious pep-up from the teachers.

With this in mind, the sky is not their limit. At this point, three different things become apparent. These are:

1. Servant teacher leadership style

2. Maintaining quality response to students need

3. Give students correct motivation to boost their confidence.

The basis principle of teaching requires the three elements be adopted and given maximum attention in a teaching-learning environment.Students succes is greater when urged to persevere. I believe the result will be outstanding if they realise they can excel like their peers. Undoubtedly, teachers at all levels can make the teaching profession very attractive. Providing the right leadership style and a little prod is essential.

Above all, I think, no nation can rise above the quality level of its teachers. We need to always pep-up our students. The best teacher is liked and cheerful. Our students success is our success. If they accomplish their academic goals our eternal reward is guaranteed.

Science Learning in Preschool

Concepts are being acquired during the early years that serve as a foundation for more complex and abstract knowledge later on. Concepts such as counting, classifying, measurement and one-to-one correspondence are the basic concepts that are acquired during the pre-primary years. According to Piaget, the period of cognitive development can be divided into four stages. The period between two to seven is that of the preoperational stage. Although concepts are developing rapidly during this stage, children at this stage still have the inability to conserve or grasp the idea of reversibility and they have a tendency towards the idea of centration. Piaget’s view of the process of acquiring knowledge by children is that they construct their ideas and concepts through interactions with the environment. Vygotsky’s theory utilizes the concept of scaffolding and ZPD or the zone of proximal development which implies that learning takes place in stages and teachers are facilitators who help children progress from one stage to the next by helping them make connections in the various subject domains.

Inquiry-based approach are based on the practice of observing, predicting, questioning, investigating, collaborating, communicating, interpreting information and using tools to gather information. An inquiry-based science approach in the early childhood classroom facilitates the process of integrating knowledge and understanding from different areas to make coherence and sense of the young child’s rather disorganized attempts at understanding the larger concepts and ideas of scientific knowledge.


The children crowded around the table to learn more about the shells that the teacher had brought. Who knows what these are? Where can you find them? A couple of them raised their hands; ‘Seashells… At the beach’. The children took turns to look more closely at the shells and were given the magnifying glass to examine some features of the shells more closely. “Teacher, why are there so many lines on the shell?” “Why are there patterns on the shell?” “Why is this shell so shiny? What are those lumps in the shell?… These were some of the questions posed by the children. One of the conch shells was large enough for the children to place their ear over the opening of the shell to listen to the echoing ‘waves’. The children took turns to hold the conch shell close to their ear to listen to the ‘sea’.

“Alright class, let’s place the shells back on the table… “The teacher collected back the shells and placed them aside. She then takes out a printed display of several cards. “Now, can anyone tell me what similarities are there between this Garden Snail and the shells you have just seen?” she pointed to the garden snail picture. “I know I know… “Several hands shot up as the children volunteered their answers. “They have shells.” “Correct, Jason. The sea shells you just saw once had a living animal in it, such as a hermit crab.” “Some shells have 2 halves, like clams, mussels, scallops and oysters. The shiny shell you see here is mother-of-pearl,” as she lifts up one of the shells with a shiny inner surface. “Now, what other animals have shells?”

“I know… eggs have shells,” volunteers Janice.