NAME
GSM
ABOVE OR BELOW 18YRS OF AGE?
CATEGORY PREFERRED:
LIGHT READER
CASUAL READER
AVID READER
DEVOUT READER
PLEASE FILL AND CONFIRM/SUBMIT THE INFO REQUIRED ABOVE THROUGH WHATSAPP
Category MILE2HERALD/EDUPEDIANIGERIA/SHUTIVILLE
UPDATED PLANS FOR BOOK HIRE
LAGOS BOOKS CLUB (LBC)-BOOK HIRE SERVICES
UPDATED PLANS FOR BOOK HIRE WEF 1/1/2022
*LIGHT READER*
Registration…N2000/P.A
Subscription…N2000/P.M
No of Books allowable and other terms
(a) MAX. 3 BOOKS AT ANY TIME DEPENDING ON CATEGORY OF BOOK
(b) UNLIMITED RENEWALS WITHIN 30 DAYS.
(c) NO DUE DATES OR LATE FEES PAYABLE
(d) CAN REPLACE EACH BOOK WITH OTHERS EVERYDAY OR AS MANY TIMES AS POSSIBLE AND CAN KEEP ANY OTHER BOOK COLLECTED FOR AS LONG AS POSSIBLE SUBJECT TO CLASS LIMIT
(e) CAN KEEP ANY BOOK(S) BEYOND 30 DAYS BY CHOICE BUT SUBSCRIPTION RENEWAL IS EVERY 30 DAYS.
(f) REGULAR SUBSCRIPTION FOR 12 MONTHS SHALL BE REWARDED WITH FREE READERSHIP THEREAFTER.
(g) ANY DAMAGE OR LOSS OF ASSET AT ANY TIME WITHIN THE 12 MONTHS OR AFTER SHALL HAVE LBC REIMBURSED BY THE MEMBER.
(h) FREE READERSHIP AFTER 12 MONTHS SHALL CONTINUE TO BE FOR THIS CLASS UNLESS A MEMBER DECIDES TO MIGRATE TO ANOTHER GROUP IN WHICH CASE THE MEMBER SHALL PAY THE DIFFERENCE HE SHOULD HAVE PAID IF HE HAD BEEN IN THAT GROUP FOR 12 MONTHS
(i) ANY MEMBER CAN MIGRATE WITHIN THE 12 MONTHS BUT WILL STILL PAY THE DIFFERENCE AS ALREADY STATED…
(j) NO OTHER USER SHALL BE PERMITTED TO USE THE MEMBERSHIP OF ANOTHER
(k) TERMS AND CONDITIONS FOR GROUP OF READERS SAY BELONGING TO THE SAME SCHOOL OR BOOK CLUB SHALL BE NEGOTIABLE
(l) ANY ASSET TAKEN BY ANY CATEGORY OF MEMBERS CAN BE RETURNED IF NOT WANTED AND CHANGED WITHOUT ANY TIME LIMITATION
*CASUAL READER*
Registration…N2000/P.A
Subscription…N3000/P.M
No of Books allowable and other terms
(a) MAX.5 BOOKS AT ANY TIME DEPENDING ON CATEGORY OF BOOK
(b) OTHER TERMS AND CONDITIONS AS STATED UNDER LIGHT READERS APPLY
*AVID READER*
Registration…N2000/P.A
Subscription…N4000/P.M
No of Books allowable and other terms
(a) MAX. 7 BOOKS AT ANY TIME DEPENDING ON CATEGORY OF BOOK
(b) OTHER TERMS AND CONDITIONS AS STATED UNDER LIGHT READERS APPLY
(c) MEMBERS IN THIS CATEGORY MAY BE REQUESTED FOR LBC REPRESENTATION AT BOOK CLUB MEETINGS WITHIN LAGOS OR OUTSIDE LAGOS IF SPONSORSHIPS ARE FOUND AND IF SUCH MEMBERS ARE AVAILABLE.
(d) THEY MAY ALSO BE REQUESTED TO ORGANIZE BOOK APPRECIATION (PROSE OR POETRY) MEETINGS FOR MEMBERS CLOSE TO THEIR RESIDENCES SUBJECT TO ACCEPTANCE BY THEM.
(e)ANY MEMBER IN THIS GROUP WHO SUBSCRIBES FOR SERVICES 12 MONTHS IN ADVANCE SHALL BE DUE FOR A 20% DISCOUNT OF THE TOTAL SUM DUE.
*DEVOUT READER*
Registration…N2000/P.A
Subscription…N5000/P.M
No of Books allowable and other terms
(a) MAX. 10 BOOKS AT ANY TIME DEPENDING ON CATEGORY OF BOOK
(b) OTHER TERMS AND CONDITIONS AS STATED UNDER LIGHT READERS APPLY
(c) CONDITION (c) TO (e) UNDER AVID READERS ALSO APPLY
All payments are to be made to:
Account No 1005280011 UBA EDUPEDIA ASSOCIATES.
20 COMMANDMENTS FOR PASSIONATE MATHEMATICS TEACHERS
20 COMMANDMENTS FOR PASSIONATE MATHEMATICS TEACHERS
The highest calling of today’s education system is to equip students with the characteristics and skills needed to navigate the ever-changing 21st century global economy as adults. We talk a lot about how to engage students and make them better learners, but how often do we step back and consider how to make ourselves better educators? The success of our students and the effectiveness of the education system as a whole starts and ends with the teacher.
Before you can help others learn, you must be equipped with the knowledge and skills needed to convey information in a compelling manner.
Teachers truly play incredible roles in students’ lives and especially in the lives of Mathematics students. That is why our 20 “commandments” below appropriately summarizes why our handbooks for Mathematics tutors are important. Keeping these “commandments” in mind the next time you plan a lesson or activity for your students can help you push your class to love mathematics. Don’t be surprised if your class is suddenly looking forward to mathematics time because you’ve successfully made learning more meaningful.
However, what tutors can provide to their students may ultimately depend on the type of school they are working in. Teaching experiences are shaped by a large number of variables, including student preparation, class size, resources, and other demands on our time. Because of this, the things that teachers who work at ivy league schools are able to do in the classroom often are not feasible for other teachers. Also things that worked well in a class of 20 students might not scale well to a class of 60 students. However, rather than finding all the ways that techniques cannot be applied to your classes teachers should look for ways to transform that solution into something that will work for them.
In applying the 20 “commandments” to their work tutors need to remember not all our proposals can apply to all situations in all schools. No passion and creativity can survive increasing class size, low salaries and decimation of support by school management. To affect the lives of their students genuinely and positively mathematics tutors may have to apply self-generated ingenuity and lots of patience and experience. We also know that no two teachers can experience teaching in the same way. We have different personalities, different styles, and allow for organized chaos in different ways.
10 PERSONAL COMMANDMENTS FOR PASSIONATE MATHEMATICS TEACHERS
- Activate the attributes of passionate teachers in your classrooms
- Accept that teaching mathematics is a tough but sacred calling
- Emphasize to students why mathematics matter in their lives
- Ensure your proficiency in mathematics is noticeable daily
- Convince yourself you can raise mathematics teaching standards in Nigeria
- Learn how to teach mathematics with passion
- Remember that reducing your students’ anxiety is supreme
- Do not regard mathematics growth mindset as just a modern buzz word
- Promote your students’ mental toughness for mathematics
- Upgrade your mathematics teaching skills regularly
10 CLASSROOM COMMANDMENTS FOR PASSIONATE MATHEMATICS TEACHERS
- Determine to change what everyone thinks about mathematics teachers
- Planning is key to effective teaching
- Speak with conviction and make your classroom active
- Demonstrate application of mathematics concepts to reality
- Humanize your mathematics classrooms
- Use teaching aids and technology your school can afford to provide
- Set ground rules for classroom behavior and discipline
- Smash mathematics myths and inspire weak students
- Teach students mathematics study methods
- Ask questions, provide homework, tests, and feedback on performances
EXTRACTED FROM OUR MATHEMATICS HANDBOOKS DUE FOR PUBLICATION LATER THIS YEAR
- HOW TO OVERCOME YOUR FEAR OF MATHEMATICS
- HOW TO IMPROVE YOUR MATHEMATICS STUDY SKILLS
- WHAT DO MATHEMATICS EXAMINERS WANT OF YOU?
- A HANDBOOK FOR PASSIONATE MATHEMATICS TEACHERS
- STRATEGIES FOR A SUCCESSFUL MATHEMATICS CLASSROOM
- A HANDBOOK FOR MATHEMATICS INTERVENTIONS IN NIGERIAN SCHOOLS
- AN ENCYCLOPEDIA OF MATHEMATICS FOR NIGERIAN SCHOOLS
WHY TEACHING MATHEMATICS IS A SACRED CALLING
WHY TEACHING MATHEMATICS IS A SACRED CALLING
1. Teaching requires consistent modeling, mastery of content, skilled instruction, wise counseling, a servant’s heart, and God’s calling on each teacher’s life.
2. For mathematics, it is impossible to teach it effectively without inspiration and passion. Inspirational teachers are those who can teach in ways that are relevant and exciting to students.
3. The importance of good teaching in mathematics is not in doubt. Teachers are absolutely the key in determining whether a young person succeeds or fails in mathematics. For many students it is the teacher’s call that serves not only as the starting point for the task of understanding mathematics but also as a source of encouragement, focus, and renewal.
4. Mathematics teachers are a unique breed set apart from most teachers. It is the setting apart for a specific work that must distinguish the mathematics educator from all others.
5. The work of mathematics education today includes restoring the bad image of mathematics in students, and thus mathematics education must be seen as more of a remedial work.
6. The work of the mathematics teacher, therefore, goes beyond imparting knowledge through skilled instruction. The role of the mathematics teacher is redemptive in the sense that the teacher is leading young people into a nurturing, cultivating and saving a relationship with mathematics.
7. It is also pastoral in the sense that young people, once redeemed, are taught to obey and be transformed into useful mathematicians for the society or for other upcoming younger mathematics students. This work is therefore unending and in that wise a true calling.
8. Mathematics teachers are like pastors within their classrooms, while pastors are teachers within a congregational setting. But for the passionate mathematics educator, there is the certainty of being set apart for a mathematics ministry.
9. The call Is one of God’s ways for shaping the hearts of students. The call is a “specific setting aside for initiating, guiding, positioning, and intervening in the schooling experiences of students.. It is therefore a clear responsibility for teachers to hear, respond, search, order, and reorder. Passionate mathematics educators who are called can testify to the reality of this process, and it is this reality that is the bedrock of their work .
10. Every parent or school desires to see the lives of its students transformed especially in mathematics. Passionate teachers invest their lives on the basis of the expectation of this transformation, and this expectation is tied directly to the call of each teacher.
11. For every passionate mathematics teacher, there is an anointing of the mind and soul for the work. This anointing is the energizing work that enables and sustains such teachers to succeed in the end and produce fruits from their gardens of labor and love.
12. As a passionate mathematics teacher you feel confidently bestowed with knowledge, skill and oral authority to do the work involved. You know and feel this anointment in your head and within your bones that your capabilities go way past what is required of you by the school or its management. Above all you get constantly reminded or asked from within you whether you are doing well enough up to the level of your given capabilities. Your only joy is when you observe the faces of your students light up or when they are happy to participate in activities planned along with your lessons.
13. Teaching mathematics passionately is a very demanding job. Unfortunately many mathematics teachers get discouraged by poor remuneration or because teaching is neither their calling nor a job they looked forward to being part of. For many mathematics teachers it is difficult to see any glimpse of happiness or passion with the job on their faces.
14. No school, whether public or private, is immune to this problem. But passionate teachers who find themselves in situations like this must remind themselves daily of their calling to intervene actively in the lives of their students and to guide and motivate them by the vision that the renewal of students brings. Students definitely need passionate mathematics teachers who reflect the joy, passion, and dedication that accompany a calling. This type of teachers are important for reaching and transforming young lives in mathematics classrooms
15. If the goals of mathematical education are merely academic, there is no need beyond a “vocational calling.” However, if the goals include an emphasis on relevance to society and building up a new generation of mathematicians to motivate and develop others, then being a passionate mathematics teacher is more like a divine appointment or calling.
16. This contemplation of a call requires a sobering assessment. Do you honestly feel within that you have a call to teach mathematics? Can you point to a time you really felt inside of you that you ought to have a ministry for teaching mathematics? If not, perhaps this lack explains some of the frustration and discouragement accompanying your work.
17. But if you know that teaching mathematics is your calling then perhaps some fresh passion and a renewed commitment are what you need. Our handbook has been prepared to help you receive fresh anointing for the job. We wish and pray that you will find satisfaction and re-establishment through its pages.
AN EXTRACT FROM
A HANDBOOK FOR THE PASSIONATE MATHEMATICS TEACHER
ONE OF THE 7 HANDBOOKS ON MATHEMATICS WE ARE PUBLISHING IN 2020
LAGOS BOOKS CLUB
AMOTEKUN SHOULD HAVE BEEN A CORPORATE SECURITY OUTFIT UNDER THE ODUA GROUP
*OPINION*
FROM THE MEETING OF YESTERDAY ANY GOVERNOR OR HOA CAN FOR UNKNOWN REASONS BECOME A STUMBLING BLOCK TO AMOTEKUN IN THEIR STATE.
AMOTEKUN SHOULD HAVE BEEN QUIETLY FORMED AS A CORPORATE SECURITY OUTFIT UNDER THE ODUA GROUP.
THEY COULD HAVE OPERATED IN ALL THE S-W STATES PLUS KWARA, KOGI AND EVEN EDO STATES.
SUBSEQUENTLY ALL PERMISSIONS NEEDED TO OPERATE AS A SECURITY BODY COULD HAVE BEEN OBTAINED BEFORE THE LAUNCHING.
I AM AFRAID ALL THAT IS IMPOSSIBLE NOW!
*#LAGOSBOOKSCLUB*
*#EDUPEDIANIGERIA*
*OGUNLANA READING ROOM FESTAC*
HOLIDAY JOBS FOR GRANDPAS😁😁
HOLIDAY JOBS FOR GRANDPAS😁😁
Our grandchildren are with us for holidays, briefly though.
These notes were written for my family whatsapp last night.I am sending them to my social networks and my blogs in case it might inspire some grandpas and grandmas to take their children out to some places near their residences that might excite the children
HERE IS THE STORY OF A TRIP made to replace their just sitting at home watching DSTV.
Hope u will find the notes and pics useful for your personal use.
Trip for today included NIPOST, FIRE SERVICE, POLICE STATION, ITUAH HOSPITAL, EVA BOOKSHOP, TFC.
All places visited were in Festac. No traffic hold-up and cost next to nothing.
1.NIPOST…reconstruction going on….everywhere is tight but they gave us lots of attention despite no notice through their PRO and another woman Very nice people.Among services they provide is bus transportation for school excursions which I was never aware of.
2.At the Fire Service it was the same.The children climbed the fire truck, sat on the driver’s seat..Lots of services being provided too. including supplies and servicing of fire extinguishers.In the past Mason College used to go as far as Ojuelegba and Alaba market for such services
The fire engine looked rather old compared to all the beautiful houses in Festac that might need them.I have decided to draw the attention of Festac residents and Rotary Clubs around to this fact through FB, Twitter and my blogs .
3.At the police station we just wanted to take pictures with the men at the gate but one of their officers invited us to bring the children inside for a brief talk which they gave.
4.Next to Dr Ituah’s hospital and Anna Hall both located at the end of 512 rd Festac.He has been our family doctor for decades. Handled all their mothers while they were growing up. His children also attended my tutorial school.We took pics with him and his nurses.
5.Then to EVA or AVA bookshop close to the hospital. Proprietress also had a child in my school.All grown up now.
6.We bought ice cream at TFC then proceeded to my wife’s shop B-Jeweled on 32 Road
7.While at B-Jeweled we bought some maize and pear from a place nearby to take home.
As soon as we were in we celebrated with the corn and pear.😁
Yes they enjoyed the day rather than sitting down and watching Cartoon Network.
So when will u do yours and let’s read about it to inspire other oldies like us?
End of story and thanks for reading.
KUDOS TO MORALVILLE ACADEMY,FESTAC TOWN
Today,I gave a keynote address to parents, staff and pupils of Moralville Academy at TFC Place in Festac. I attended because the proprietress gave me a long notice and reminded me often.I also attended because she is my ex-student who told me that I am an inspiration on school administration to her.
The ceremony was gorgeous and I felt a bit emotional seeing my other ex-students with their children, the decor, the organizational efficiency, the happy children and their proud parents.
It reminded me of something I posted on my FB wall about a month ago
“….IT IS THE GREATEST ACHIEVEMENT OF A TEACHER TO ENABLE HIS STUDENTS SURPASS HIM…”..JOHN KEMENY
The gathering had representation of the major ethnic groups in Nigeria. No politics, no hate, no tribal profiling. They were Nigerians all discussing as one. From the ceremony u couldn’t help noticing that most Nigerians do not have problems with themselves until pastors, imams, politicians start playing their usual games on their minds.
Congrats to the children,parents,and staff of Moralville Academy.Congrats to Mr and Mrs Ogunde.May God bless the lovely work you are doing with those children IJN…AMEN
KUDOS TO MORALVILLE ACADEMY,FESTAC TOWN
LAGOS BOOKS CLUB LIBRARY AND OGUNLANA READING ROOM – REGISTRATION FORM
Honorable S.A Ogunlana Reading Room at Lagos Books Club, Festac, Lagos
DOWNLOAD DETAILS OF TERMS AND CONDITIONS BELOW:
REGISTRATION FORM FOR LAGOS BOOKS CLUB (LAGOS METROPOLIS ONLY)
1. MEMBERS’ DETAILS
NAMES…………………………………………………………………………………………………………………………………………..
E-MAIL ADDRESS…………………………………………………….
GSM NOS (PREFERABLY WHATSAPP)………………………..
CONFIRM YES IF ABOVE 18 YRS…………..
PLANS/TERMS AND CONDITIONS SEEN (YES/NO)……………..
ADDRESS FOR DELIVERIES (OPTIONAL) (HOME/OFFICE) …………………………………………………..…………………
HOW IT WORKS & HOW TO JOIN
(I)CHECK/SEARCH FOR OUR LISTS OF BOOKS,CDs AND DVDs ON https://lagosbooksclub.wordpress.com
(II)SELECT A SERVICE FROM OUR 3 LATEST POSTINGS ON FACEBOOK AND
(iii) CREATE YOUR ACCOUNT ON THE SPOT BY FILLING THE REGISTRATION FORM ABOVE. THEN SEND THE FILLED FORM BY WHATSAPP TO 08033010872 0R AN E-MAIL TO EITHER OF THE FOLLOWING: lagosbooksclub@yahoo.com or edupedianigeria@yahoo.com
(iv)PAY ACCORDING TO PLAN OR SERVICE CHOSEN AT OUR LOCATION OR INTO OUR ACCOUNT AT
UNITED BANK FOR AFRICA FESTAC:
NAME—–EDUPEDIA ASSOCIATES
A/C NO—1005280011
AND LET US KNOW BY TEXT MESSAGE TO 2348033010872
(v)FROM THE LISTS OF ASSETS AVAILABLE ON OUR WEBSITE SELECT AND TEXT INDIVIDUAL ID NOS OFTHOSE YOU WANT IN A MONTH.
(vi)THEN COLLECT OR HAVE THEM DELIVERED TO YOUR DOORSTEP ANYWHERE IN THE LAGOS METROPOLIS.
.
Thank you.
LAGOS BOOKS CLUB
LAGOS BOOKS CLUB (LBC) – ASSET SALES AND BOOK SWAP SERVICES
DOWNLOAD DETAILS OF TERMS AND CONDITIONS HERE:
3.LAGOS BOOKS CLUB (LBC) – ASSET SALES AND BOOK SWAP SERVICES
LAGOS BOOKS CLUB:HON.S.A.OGUNLANA READING ROOM SERVICES
DOWNLOAD DETAILS OF TERMS AND CONDITIONS HERE:
2.LAGOS BOOKS CLUB (LBC) – READING ROOM SERVICES
EXPECTED STUDENTS
TOEFL, GRE, GMAT, SAT, IELTS, and PTE
ICAN.CIBN, ACCA.
JAMB WAEC/GCE
LAGOS BOOKS CLUB -BOOK HIRE SERVICES
LAGOS BOOKS CLUB -BOOK HIRE SERVICES
DOWNLOAD DETAILS OF TERMS AND CONDITIONS HERE:
SCHOOL-BASED MATHS CLINICS BY EDUPEDIA ASSOCIATES, LAGOS
SCHOOLS’ REMEDIAL CLINICS FOR STRUGGLING MATHS STUDENTS
WHAT IS MATHS CLINIC?
Maths Clinic is a program designed to bring students who are lagging behind in Maths up to the level of achievement realized by their peers. There are a number of reasons why a student might need Maths Clinic. It is a motivational attempt to make Maths make sense to struggling students. That is, to make Maths have a human face and not to be like a ghost that cannot be seen. If properly delivered it looks and feels like a class of History, Literature, English of mathematics. it is an attempt to teach Maths for human beings and not aliens
Some students attend schools of poor quality and don’t receive adequate grounding in Maths and Language to prepare them for external exams or for life. Other students may have transferred in and out of schools or missed school a lot, creating gaps in their Maths education which contribute to lack of knowledge in the core subject. Students may fear or hate Maths while others may have learning disorders and other issues which have impaired their ability to learn the subject.
One major objective of Maths clinic is to reduce or wipe out the defeatist thinking or attitude of students. This is done by stepping back to more foundational topics to “HYPE THE PSYCHE” or to engage in thorough counseling. All the students might not be in a position to solve all Maths problems at the end of a few weeks but tutors of the clinics must try to modify (if they cannot change) students’ attitude of panic towards Maths.
Maths clinics are not usually conducted like regular Maths lectures They are more like psychological booster programs for students who find Maths or Maths tutors rather unfriendly or difficult to understand. Maths clinics are special in that they have particular needs to fill using particular methods. The mathematics curriculum blends conceptual understanding, procedural fluency, and application of mathematics content. To meet the individual needs of all students, instruction and assessment are differentiated within the classroom to support the success of all students.
Maths Clinic classes should be a mixture of learning and fun which students can look forward to. They are also supposed to stimulate and refresh students during the period. The goal of clinics and seminars should be to challenge, amuse and provoke students into seeing, thinking and acting in many usual and unusual recreational ways to understand what used to be difficult for them…..Read more notes on the following from our book……
SCHOOLS’ REMEDIAL CLINICS FOR POOR MATHS STUDENTS
Maths Clinic Teaching Strategies/Practical Examples of Maths Clinic Activities/Sample Maths Quiz Collection for Group Activity in a Maths Clinics
SCHOOL MATHS WITHOUT FEARS-WHOM ARE THE 4 BOOKS MEANT FOR?
FOR STUDENTS
1. SCHOOL MATHS-HOW TO BANISH YOUR FEAR
2. SCHOOL MATHS-HOW TO STUDY FOR A GOOD GRADE
FOR TUTORS AND PARENTS
3. SCHOOL MATHS- SMART TIPS FOR TUTORS AND PARENTS
FOR SCHOOLS AND EDUCATIONAL ADMINISTRATORS
4. SCHOOL MATHS- REMEDIAL CLINICS FOR STRUGGLING STUDENTS
SCHOOL MATHS WITHOUT FEARS-4 BOOKS OF EDUPEDIA ASSOCIATES
SMART MATHS TIPS FOR TUTORS AND PARENTS
HOW TO BANISH YOUR FEAR OF MATHS
SCHOOLS’ REMEDIAL CLINICS FOR STRUGGLING MATHS STUDENTS
SCHOOL MATHS WITHOUT FEARS
There is no reason to pretend that Maths is easy. To be candid Maths requires a lot of effort and hard work and consumes a lot of energy and cognitive power. Maths is a language with a unique vocabulary, written sometimes with a dizzying array of often incomprehensible symbols. No matter how simple it may be, solving Maths can also be a challenge for quite a number of persons. Not all students are gifted mathematicians. Maths is not easy to be friendly with until most of the anxiety and fears are removed as being proposed by us below.
For Maths, no single text can make all the difference needed by students. They need far more help than what their recommended books or classroom teachers can give them. Nevertheless, we feel that readable handbooks like ours, arranged appropriately to motivate them towards having a friendlier relationship with Maths would be a partial solution to removing their anxiety, fears and sometimes ignorance about the subject.
It is with great pleasure that we introduce our four books specifically written to assist and reduce the anxiety and hatred of Maths by students. We assure every reader, whether student, tutor or even parents that these books are loaded with many relevant approaches for learning/teaching the subject.
The books are the outgrowth of our remedial work with Maths students over many years. They constitute an effort to guide students, teachers, parents, schools and administrators in taking necessary measures at improving the habit of studying Maths. The various techniques mentioned in the books if practiced or taught to students in the correct manner will help them reduce the quantum of failures to a minimum and will further improve their confidence.
We wish to restate that they would be suitable particularly for WAEC, NECO, JAMB classes and examinations. Even some A-Levels and university students who want to brush up on the basics will also find a lot of useful content in the books.
ASUU STRIKE: WONDERING WHERE TO READ WHILE UNIVERSITIES ARE SHUT?
LAGOS BOOKS CLUB ADV
FG and ASUU, end this strike –
Daily Trust
The on-going strike action by the Academic Staff Union of Universities [ASUU] was declared by its President, Prof. Biodun Ogunyemi as total, indefinite and comprehensive. He said there will be no teaching, examination, supervision or attendance at statutory meetings of any kind while the strike action lasts.
The goal of the strike, Ogunyemi said, is to compel government to address critical issues including funding for revitalization of public universities based on the FGN-ASUU Memorandum of Understanding [MOU] of 2012, 2013 and the MOA of 2017; reconstitution of Government’s current team to appoint a leader of its renegotiating team “who has the interest of the nation at heart”; release of forensic audit report on Earned Academic Allowance [EAA] payments; settlement of all outstanding EAAs and mainstreaming of same into salaries beginning with the 2018 budget.
Other ASUU demands include payment of EAAs to University of Ilorin lecturers without further delay; payment of arrears of salary shortfalls to all universities that have met the verification requirements of the Presidential Initiative on Continuous Audit [PICA]; provision of a platform for ASUU to engage governors on proliferation of universities, underfunding of university education and undue interference in state universities’ affairs; and release of Pension Fund Administrator’s [PFA] operational license to NUPEMCO.
At Senate plenary last week, Chairman of Senate Committee on Tertiary Institutions and TETfund Senator Barau Jibrin blamed federal government for not implementing agreements it reached with ASUU. Meanwhile, Minister of Education Malam Adamu Adamu has appealed to striking ASUU members to exercise restraint in their demands. He said ASUU’s problems with government began during Umaru Yar’adua’s administration in 2009. He said the 2009 agreement between ASUU and federal government provided for funding of universities with N1.3 trillion over a six-year period. The minister however said the government could not fulfill its pledge because international oil prices crashed after 2009. Past administration made promises to the union when the economy was resilient, he said.
Malam Adamu also said at the inception of this administration, the country’s economy slid into recession with consequences for all sectors including education. Now that our economy has exited recession, Adamu appealed to parents, students and ASUU to continue to exercise restraints while government responds to the plight of the education sector.
It would be recalled that the 2009 agreement is the originating document from which other MOUs were entered into by federal government and ASUU. Issues in the 2009 agreement centered on increased funding, academic freedom and university autonomy. In 2012, government raised a panel that visited all public universities and assessed their needs. The Needs Assessment report informed the signing of the 2013 MOU. Due to failures experienced in implementation of the 2009 and 2013 MOUs, the federal government in September last year signed a Memorandum of Action [MOA] with ASUU. The 2013 MOU and the 2017 MOA both originated from the 2009 agreement.
Failure by successive administrations to honour the terms of agreements reached with ASUU is a major indictment on government. The current strike could have been forestalled if government had invited ASUU to re-negotiate the terms of the MOUs and MOAs based on the economic challenges facing the present administration. To that extent ASUU’s action is justified but it is important for its members to appreciate that there are other sectors with competing needs.
Critical though education is to the country’s development, not all of its needs can be met because other sectors also have pressing demands. There has been no prolonged ASUU strike action since 2013. Relative stability achieved in the academic calendar has restored parents’ confidence in our public universities. This huge gain must not be frittered away. Prolonged ASUU strike actions since the 1990s created a situation where the elite sent their children to foreign universities in Europe, UAE, Malaysia, Ghana and Benin Republic.
We urge both sides back to the table to re-negotiate the 2017 MOA within bounds of economic reality. This strike action must not become protracted with hardship for students, parents and the lecturers themselves.
Join us on
SCHOOLS’ REMEDIAL CLINICS FOR STRUGGLING MATHS STUDENTS BY KAYODE ODUMOSU AND MORENIKE GBAGI
SCHOOLS’ REMEDIAL CLINICS FOR STRUGGLING MATHS STUDENTS
FOR SALE: SCHOOLS’ REMEDIAL CLINICS FOR STRUGGLING MATHS STUDENTS
1. INTRODUCTION
2. PREFACE
3. CONTENTS
A.SCHOOLS’ REMEDIAL STUDIES, EXAMINATION SEMINARS AND MATHS CLINICS (BY EDUPEDIA ASSOCIATES)
M40. Education in Nigeria and relevance of Edupedia Associates
M41.The Painful Nigerian Secondary School System
M42. The Life of an “Average” Nigerian Secondary School Student
M43. The Case for Improved Educational Support Services
M44. After-School Classes
M45.School-based Remedial Studies
M46.School-based Examination Seminars
M47.School-based Maths Clinics
M48.Checklists for teaching Maths and other Sciences
M18.10 Global inspirational experiences for Maths students
M49.Achievement of Remedial Studies and Parents’ Testimonials
M50.Testimonials by students
M51.About Edupedia Associates
M52.Remedial Studies Terminologies Available at Edupedia Associates
B.MATHS QUESTIONS AND ANSWERS TECHNIQUE(OR WHAT WAEC/NECO MATHS EXAMINERS EXPECT YOU TO KNOW)
M101.Maths syllabuses and examination schemes (WAEC/NECO/UTME)
M102.How WAEC/NECO set exam questions
M103.Getting ready for WAEC/NECO exams
M104.Mapping out a revision strategy
M105.Interacting with revision materials
M106.Pointers and words of wisdom directly from WAEC
M107.180 WAEC Maths theory questions, answers and guidelines for revision
M108.Dos and Don’ts on the day of exam and in the exam hall
M109.Getting ready for theory/objective questions, emergencies and dealing with panic
M110.How WAEC/NECO mark Maths examination scripts
4. EDUGUIDE BOOKS & REFERENCES
5. ABOUT THE EDITORS (BACK PAGE)
SMART MATHS TIPS FOR TUTORS AND PARENTS BY KAYODE ODUMOSU AND MORENIKE GBAGI
SMART MATHS TIPS FOR TUTORS AND PARENTS
FOR SALE:SMART MATHS TIPS FOR TUTORS AND PARENTS
1. INTRODUCTION
2. PREFACE
3. CONTENTS
A.SMART MATHS TIPS FOR TUTORS AND PARENTS
M30.Why students see most Maths teachers as enemies
M31.Personal notes for tutors
M32.Planning content before the lesson
M33.Organizing the classroom
M34.Presentation and explanations
M35.Delivery and performance
M36.Setting ground rules for classroom behavior
M37Consolidation and practice
a. Doing practical Maths work
b. Solving problems /Doing group exercises
M38.Coordinating Maths teaching
a. In your school
b. Get going
M17.50 alphabetically-arranged ways parents can help their children overcome Maths anxiety.
M18.10 global inspirational experiences for ( parents of) Maths students
B.MATHS QUESTIONS AND ANSWERS TECHNIQUE(OR WHAT WAEC/NECO MATHS EXAMINERS EXPECT YOU TO KNOW)
M1.Maths syllabuses and examination schemes (WAEC/NECO/UTME)
M2.How WAEC/NECO set exam questions
M3.Getting ready for WAEC/NECO exams
M4.Mapping out a revision strategy
M5.Interacting with revision materials
M6.Pointers and words of wisdom directly from WAEC
M7.180 WAEC Maths theory questions, answers and guidelines for revision
M8.Dos and Don’ts on the day of exam and in the exam hall
M9.Getting ready for theory/objective questions, emergencies and dealing with panic
M10.How WAEC/NECO mark Maths examination scripts
4. EDUGUIDE BOOKS & REFERENCES
5. ABOUT THE EDITORS (BACK PAGE)
HOW TO STUDY MATHS FOR A GOOD GRADE BY KAYODE ODUMOSU AND MORENIKE GBAGI
HOW TO STUDY MATHS FOR A GOOD GRADE
FOR SALE:HOW TO STUDY MATHS FOR A GOOD GRADE
1. INTRODUCTION
2. PREFACE
3. CONTENTS
A.HOW TO STUDY MATHS FOR A GOOD GRADE
M21.Maths in the School/Classroom
M22.Maths Homework and Assignments
M23.Maths Private Study and Solving of Problems
M24.Maths School Tests and External Examinations
B.MATHS QUESTIONS AND ANSWERS TECHNIQUE(OR WHAT WAEC/NECO MATHS EXAMINERS EXPECT YOU TO KNOW)
M1.Maths syllabuses and examination schemes (WAEC/NECO/UTME)
M2.How WAEC/NECO set exam questions
M3.Getting ready for WAEC/NECO exams
M4.Mapping out a revision strategy
M5.Interacting with revision materials
M6.Pointers and words of wisdom directly from WAEC
M7.180 WAEC Maths theory questions, answers and guidelines for revision
M8.Dos and Don’ts on the day of exam and in the exam hall
M9.Getting ready for theory/objective questions, emergencies and dealing with panic
M10.How WAEC/NECO mark Maths examination scripts.
4. EDUGUIDE BOOKS & REFERENCES
5. ABOUT THE EDITORS (BACK PAGE)
HOW TO BANISH YOUR FEAR OF MATHS BY KAYODE ODUMOSU AND MORENIKE GBAGI
HOW TO BANISH YOUR FEAR OF MATHS
FOR SALE: HOW TO BANISH YOUR FEAR OF MATHS
1. INTRODUCTION
2. PREFACE
3. CONTENTS
A. HOW TO BANISH YOUR FEAR
M11.Preamble to “How to banish your fear of Maths”
M12.About the nature of Maths
M13.About the branches of WAEC/NECO Maths
M14.About why students fear or fail Maths
M15.But you are not alone (Quotes by others who did not like Maths)
M16.How to reduce personal anxieties about Maths
M17.50 global inspirational quotes for Maths students
M18.10 global inspirational experiences for Maths students
B. MATHS QUESTIONS AND ANSWERS TECHNIQUE(OR WHAT WAEC/NECO MATHS EXAMINERS EXPECT YOU TO KNOW)
M1.Maths syllabuses and examination schemes (WAEC/NECO/UTME)
M2.How WAEC/NECO set exam questions
M3.Getting ready for WAEC/NECO exams
M4.Mapping out a revision strategy
M5.Interacting with revision materials
M6.Pointers and words of wisdom directly from WAEC
M7.180 WAEC Maths theory questions, answers and guidelines for revision
M8.Dos and Don’ts on the day of exam and in the exam hall
M9.Getting ready for theory/objective questions, emergencies and dealing with panic
M10.How WAEC/NECO mark Maths examination scripts.
4. EDUGUIDE BOOKS & REFERENCES
5. ABOUT THE EDITORS (BACK PAGE)
MATHS WITHOUT TEARS FOR STUDENTS AND TUTORS: PREFACE
MATHS WITHOUT TEARS FOR STUDENTS AND TUTORS: PREFACE
There is no reason to pretend that Maths is easy. Maths is a language with a unique vocabulary, written sometimes with a dizzying array of often incomprehensible symbols. No matter how simple it may be, solving Maths can also be a challenge for quite a number of persons. Not all students are gifted mathematicians. And even those who are may have forgotten some of the topics earlier covered. To be candid Maths requires a lot of effort and hard work and consumes a lot of energy and cognitive power. Maths is not easy to be friendly with until most of the anxiety and fears are removed as being proposed by us through our books.
Unfortunately, our system of Maths education is a kind of an unwished nightmare to many students. Everyone knows something is wrong. The National Assembly announces, “We need higher standards.” The public schools say, “We need more teachers and teaching aids.” Educators say one thing, and teachers say another. They are all wrong. The only people who understand what is going on are the ones most often blamed and least often heard: the students. They say, “Maths classes do not inspire us,” – and they are right!
Our books attempt to answer these questions as well as inspire the students involved. But they are not the usual run of the mill textbooks on Maths listed by topics and divided into unending chapters of punishment. Each book is divided into four broad sections for easy understanding. The theoretical and practical contents are short enough to educate students, teachers or parents. To do this the books avoid turning each chapter and page into fearful mountains which students must climb.They are reader-friendly and are unlike many Maths textbooks which make students anxious and fearful. They are like writing novels or literature in place of Maths problems. These compilations from various authors and our internal resources constitute an attempt to remove a common nightmare and portray Maths in a more realistic and friendlier manner. They also set out to show how WAEC has been helping students to improve their performances in Maths over the years.
Learning Maths not only requires strong fundamentals but also a lot of practice, and making mistakes is part of that process. Making errors in Math is a good thing, and can help the students to learn and explore Maths in a better way. However, repeating same mistakes again and again over an extended period will not benefit the students and will be harmful to their confidence. One of the major reasons for preparing these books is to help in minimizing such unnecessary errors
For Maths, no single text can make all the difference needed by students. They need far more help than what their recommended books or classroom teachers can give them. Nevertheless, we feel that readable handbooks like ours, arranged appropriately to motivate them towards having a friendlier relationship with Maths would be a partial solution to removing their anxiety, fears and sometimes ignorance about the subject.
Are you a Maths student or Maths tutor? If you are, then these books are for you They are part of our 40-year old Maths toolbox and should therefore be great and unique gift items for your students, your teachers and parents too. Though written principally as references for students and for anyone with interest in secondary school Maths they are also intended to assist Maths tutors and parents in their quest to make Maths softer and friendlier to students. As a matter of fact, students, teachers, businesspeople, accountants, bank tellers, check-out clerks — anyone who uses numbers and wishes to increase his or her speed and arithmetical agility, can benefit from the clear, easy-to-follow techniques detailed in both books
Go on and open the books. Only then can you understand how and why some students who used to be terrorized by Maths became teachers of the subject they once loved to hate.
Good luck
LAGOSBOOKSCLUB.WORDPRESS.COM 