Physics education Gombe state University chapter

08/08/2025

Global Inclusive Education Trends Nigerian Teachers Should Know

I know firsthand that most teachers struggle to get concepts across to their students, using different models just to make them understand.

This could be very frustrating because learners are diverse and never learn in the same way.

Here are some basic global trends every teacher need to know to get ahead with their teaching methodology:

1. Teach for All – Plan lessons that work for every learner from the start (Universal Design for Learning).

2. Tech Helps – Use apps and devices to support learning according to the needs of your students.

3. Feelings Matter – Build empathy and social skills (SEL) among your learners.

4. Respect Culture – Teach in ways that reflect and embrace students’ backgrounds.

5. Step-by-Step Support – Give help in layers (MTSS).

6. Value Differences – Support autism, ADHD, and dyslexia as strengths.

7. Hybrid Learning – Blend online and in-class learning.

8. Listen to Student's Voices – Let learners shape how they learn.

9. Catch It Early – Spot and support learning needs early.

10. Know the Law – Follow global education rights and policies.

Inclusive teaching isn’t a trend — it’s the future.

Credit: Modina Odebunmi Tijani

22/05/2025

Build relationships:

Get to know your students, understand their learning styles, and build a positive rapport.

Be patient and encouraging:

Physics can be challenging, so be patient with your students and provide positive reinforcement.

4. Utilize Diverse Teaching Methods:

Inquiry-based teaching:

Let students explore concepts through experimentation and observation, rather than just being told the answers.

Cooperative/collaborative learning:

Allow students to work together on projects, discuss ideas, and learn from each other.

Online resources:

Utilize online simulations, videos, and other resources to supplement your lessons.

Real-world challenges:

Present students with real-world problems and challenges that require them to apply their physics knowledge.

22/05/2025

To teach physics effectively, focus on engaging students, making connections to real-world applications, and fostering a learning environment that encourages curiosity and exploration. Use a variety of teaching methods, including hands-on experiments, interactive visuals, and inquiry-based approaches. Encourage students to ask questions and explore concepts through problem-solving and collaborative learning.
Here's a more detailed breakdown:
1. Engage Students and Make it Fun:
Create real-world connections:
Relate physics concepts to everyday experiences, hobbies, or interests. For example, use roller coasters to explain kinetic and potential energy, or discuss the physics of a guitar to illustrate sound waves.
Make it interactive:
Use interactive visuals, online experiments, or virtual field trips to make learning more engaging.
Incorporate hands-on activities:
Conduct experiments, build models, or participate in demonstrations to help students visualize and understand concepts.
Encourage curiosity:
Ask questions, explore phenomena, and let students explore before you explain.
Use storytelling:
Relate physics concepts to stories, making them more relatable and memorable.
2. Build a Solid Foundation:
Start with basics:
Ensure students have a strong understanding of fundamental concepts before moving on to more complex topics.
Clear explanations:
Break down complex topics into smaller, more manageable steps.
Emphasize problem-solving:
Provide practice problems and encourage students to work through them step-by-step.
Provide feedback:
Assess student understanding and provide constructive feedback to help them improve.
3. Foster a Learning Environment:
Encourage questions:
Create a classroom where students feel comfortable asking questions and sharing their ideas.
Promote collaboration:
Encourage students to work together on projects and problem-solving.

13/10/2021

Welcoming all the Physics education students 100level

And wishing them all the best in their academic activities

24/04/2021

To fellow Education students.

Delay after delay after delay after delay just makes us feel like it never going to happen, but there's one thing really sticking with me right now is that: "Inside every delay there's a blessing". And I think that's what we forget, we think that delays are leading us to something smaller, but delays can actually lead us to something bigger if we are aware, if we are open, if we don't judge the moment, if we recognize that there could be a blessing in this.

We should never judge a moment every curse can turn into a blessing.
So don't make a permanent assumption on a temporary emotions.
Try to be self control, to be able to train your mind and energy to focus at exactly where you want it and when u want it to be, with the same amount of being equipoise and balance in equanimity without being too excited in pleasure or being too depress in pain when u see your results.
Because we have another chance to make it again and the future is always changing, and it's not always going to happen the way we imagined it.

Don't be imprison by DOGMA.

20/12/2020

We first make our habits, then our habits makes us, every teacher was once a student , as a future Physics teacher my intentions are to build a concrete difference in the life future Physics students also to be an inventer and innovater in science , as Richard Feynman(the great Physics teacher also a great explainer of Physics) said: " the ultimate test of your knowledge is your capacity to convey it "

02/12/2020

Preservice Teaching ­ A Definition
Preservice teaching is a period of guided, supervised teaching. The college student is
gradually introduced into the teaching role for a particular class by a mentor or
cooperating teacher. The cooperating teacher works with and encourages the
preservice teacher to assume greater responsibility in classroom management and
instruction as the experience progresses. The preservice teacher begins as an
observer and finishes the preservice teaching experience as a competent professional. Goals and Objectives for Preservice Teaching
Preservice teaching is an essential experience in the professional education program. Although other college courses, activities, and practica contribute knowledge and
experience to the prospective teacher, preservice teaching provides the opportunity to
experience the demanding and rewarding task of assuming major teaching
responsibilities.
The preservice teaching experience is designed to provide a controlled learning
situation in which the prospective teacher can put into practice the principles and
methods learned in the Virginia Wesleyan College Teacher Education Program. The
ultimate goal is for the preservice teacher to achieve competency in entry level skills in
the teaching profession.

Send a message to learn more

22/11/2020

DON'T LET UR MIND STOP U

Rumi once wrote : " why do u stay in prison when the door is so wide open?, You were born with wings, why do you do u prefer to crawl through life?, Sometimes our thoughts are backed by so many insecurities, they create lies that we start to believe, and the funny thing is " IT'S NOT WHO WE ARE THAT HOLD US BACK , IT'S WHO WE THINK WE ARE" ,our limiting beliefs come from our childhood, may be we were bullied or put down , our limiting beliefs come from school , may be a teacher told us we were never good enough , our limiting beliefs come from our parents , may be they were never supportive or encouraging, And some of our limiting beliefs come from our friends , may we were always comparing ourselves to them .
We are imprisoned by our BELIEFS , we are imprisoned by others EXPECTATIONS, we are imprisoned by our THOUGHTS , we are imprisoned by others OPINIONS because we don't realize the potential that lies within us ,
I have learned that opinions is not a truth , it's only as factual as we believe.
DON'T BE TRAP BY DOGMA WHICH IS LIVING WITH THE RESULTS OF OTHERS PEOPLE'S THINKING , DON'T LET THE NOISE OF OTHERS OPINIONS DROWN OUT UR OWN INNER VOICE, and most important "HAVE THE COURAGE TO FOLLOW UR HEART AND INTUITION" , they somehow already know what you truly want to become , Everything else is secondary.

16/11/2020

Teacher education is important to be able to train fully qualified and well-equipped teachers.
The major goals of teacher education programs are both to provide the development of pre￾service teachers' knowledge of content, pedagogy, and pedagogical content, and to foster their
teaching skills in real classroom settings. Therefore, in the design of teacher education
programs both theoretical and practical issues are considered. All teacher education programs
require a practical part that can be referred to "school experience", "teaching practice",
"student teaching", or "practicum." No matter what it is called, the common agreement is that
the practical part has always been the fundamental and valuable part of teacher education
programs (Beck & Kosnik, 2002; Bryan & Abell, 1999; Çelik, 2008; Koerner, Rust, &
Baumgartner, 2002; Mclntyre, Byrd, & Foxx, 1996; Smith & Lev-Ari, 2005; Wilson, Floden,
& Ferrini-Mundy, 2002).
Practicum is an important pedagogy for the professional development of pre-serviceteachers before starting teaching profession. During the practicum, pre-service teachers spend
a considerable amount of time with students and teachers in real classroom settings at schools
(Koerner et al., 2002), and they take on several responsibilities for teaching alone in
classrooms (Darling-Hammond, Hammerness, Grossman, Rust, & Shulman, 2005). It serves
as an "initiator" for pre-service teachers to develop an image about teaching and learning and
improve their own teaching skills. Moreover, the expected transfer of theoretical knowledge
into real settings is brought into action because practicum provides an opportunity to pre￾service teachers to apply and test their theoretical knowledge. Furthermore, practicum
provides an environment for pre-service teachers to combine their pedagogical knowledge
(PK), such as learning theories, classroom management, and assessment aspects, with their
subject matter knowledge (SMK) for developing better pedagogical content knowledge
(PCK). Therefore, practicum lays a bridge between theory and practice in learning of teaching
(Çelik, 2008; Smith & Lev-Ari, 2005). In addition, practicum has a major influence on pre￾service teachers' affective development, such as self-efficacy beliefs about being a teacher,
what good teaching is (Ng, Nicholas, & Williams, 2010), and beliefs effective education
(Özgün-Koca & Şen, 2006).

03/11/2020

The problem is we all went to normal schools that try to put stuffs in us rather than taking stuffs out of us. Many students were told that they were not good and they weren't good at English, mathematics and so on , and it cause most students not to begin to live their lives from inside out, but from outside in, remember " if there's no enemy within ,the enemy outside can do us no harm.
no one can notice the potential inside u but yourself remember that.
So our modern schooling system didn't extrapolate our self actualization, our element and just try to put mathematics, English and so on inside. People were so far removed from their own understanding of themselves, that they were either lost living a life they didn't want to , lost living up to someone else's expectations, or lost becoming to impress someone else.
Albert Einstein once said: " IF U JUDGE A FISH BY IT'S ABILITY TO CLIMB A TREE , IT WILL SPEND IT'S WHOLE LIFE BELIEVING THAT IT'S STUPID" . And too many of us are FISH try to climb a TREE, too many of us are MONKEYS being taught how to SWIM, too many of us are LIONS being taught to live like CATS, we are not getting to live in our element, LIVE IN THAT ELEMENT THAT ELEMENT THAT U HAVE NATURALLY BEING GIVEN, DON'T TRY TO ADOPT ANOTHER , WE'VE ALL GET A SPECIAL GENIUS INSIDE OF US.

Qutaibah Ismail