Scaffolding in Teaching: Helping Learners Climbs To Climb To Success - Aminuwrites PLC

SCAFFOLDING IN TEACHING: HELPING LEARNERS CLIMB TO SUCCESS

Scaffolding is a teaching method where the teacher provides temporary support to help learners understand new concepts or complete tasks they may not be able to do alone at first. As learners gain confidence and understanding, the support is gradually reduced until they can work independently.

The concept of scaffolding is similar to the scaffolds used when constructing a building. Workers use scaffolds for support during construction, but once the building becomes strong and complete, the scaffolds are removed. In the same way, teachers guide learners step by step until they are able to learn on their own.

HOW SCAFFOLDING WORKS IN THE CLASSROOM

A teacher may:

• Demonstrate an activity first

• Give clues, hints, or guiding questions

• Use pictures, charts, or real objects

• Break difficult tasks into smaller steps

• Encourage peer support and group work

• Provide examples before independent practice

For example, when teaching essay writing, a teacher may first explain the structure, write a sample essay with the class, guide learners to write together, and finally allow them to write independently.

BENEFITS OF SCAFFOLDING

✔ Builds learners’ confidence

✔ Makes difficult concepts easier to understand

✔ Encourages active participation

✔ Supports slow and struggling learners

✔ Promotes independent learning

✔ Improves critical thinking and problem-solving skills

IMPORTANT ROLE OF THE TEACHER

In scaffolding, the teacher acts as a facilitator and guide rather than simply giving answers. Effective teachers observe learners carefully and provide the right amount of support at the right time.

SIMPLE CLASSROOM REMINDER

“Do with learners before asking them to do alone.”

Scaffolding transforms learning from frustration into achievement. When teachers support learners patiently and strategically, every child gets the opportunity to succeed.

By: Aminuwrites PLC

how to teach primary mathematics with ease - Aminuwrites PLC

HOW TO TEACH PRIMARY MATHEMATICS WITH EASE

A Practical Guide for Every Teacher

Teaching Mathematics at the primary level should not be frightening, stressful, or boring. Children naturally love to count, compare, arrange, play, and discover patterns. The secret is simple: teach Mathematics from the child’s world, not from the textbook alone.

1. Start with Real-Life Experiences

Children understand Mathematics faster when lessons are connected to everyday activities.

Examples:

Use oranges, bottle tops, sticks, stones, and pencils for counting.

Teach money using Ghana cedis and pesewas.

Teach measurement using desks, ropes, books, or classroom objects.

Why it works:

Children move from: Concrete → Pictorial → Abstract

Before pupils can solve:

7 + 5 = 12

They should first touch and see objects.

2. Make Mathematics Activity-Based

Avoid teaching Mathematics through talking only.

Use:

Games

Songs

Group work

Number cards

Role play

Competitions

Mathematics corners

Example:

Instead of saying: “Find 8 + 6”

Let pupils use counters or act it out physically.

Children learn faster when they are involved.

3. Teach from Simple to Complex

Begin with what pupils already know.

Example:

Before teaching multiplication:

Ensure pupils understand repeated addition.

3 \times 4 = 4 + 4 + 4

Before teaching fractions:

Ensure pupils understand sharing equally.

4. Encourage Pupils to Talk Mathematics

Allow pupils to explain their thinking.

Ask questions like:

“How did you get your answer?”

“Can you show another method?”

“Why do you think so?”

Mathematics is not only about answers; it is about reasoning.

5. Use Simple Teaching Language

Avoid difficult explanations.

Instead of:

> “Regroup the digits.”

Say:

> “Borrow from the next number.

Use language pupils understand.

6. Teach with Patience and Encouragement

Many pupils fear Mathematics because they are mocked when they make mistakes.

Remember:

Mistakes are part of learning.

Encourage pupils by saying:

“Good try.”

“Let’s solve it together.”

“You are improving.”

Confidence improves performance.

7. Use Visuals and Demonstrations

Children remember what they see.

Use:

Charts

Flashcards

Drawings

Number lines

Abacus

Shapes

Mathematics posters

Example:

A number line helps pupils understand addition and subtraction better.

Even simple visual demonstrations increase understanding.

8. Make Lessons Short and Interesting

Primary pupils have short attention spans.

Good lesson structure:

Introduction/activity

Demonstration

Guided practice

Group work

Exercise/game

Reflection

Avoid long lectures.

9. Different Pupils Learn Differently

Some pupils:

Learn by seeing

Learn by hearing

Learn by touching and doing

Use multiple teaching approaches in one lesson.

10. Practice Daily

Mathematics improves through constant practice.

Give:

Oral exercises

Quick drills

Mental work

Homework

Revision games

Small daily practice builds mastery.

SIMPLE FORMULA FOR SUCCESSFUL PRIMARY MATH TEACHING

Make Mathematics:

✅ Practical

✅ Child-centered

✅ Fun

✅ Visual

✅ Interactive

✅ Encouraging

When pupils enjoy the lesson, learning becomes easier.

FINAL MESSAGE TO TEACHERS

A child may forget a formula, but they will never forget how a teacher made them feel about Mathematics.

Teach with patience.

Teach with creativity.

Teach with love.

That is how primary Mathematics becomes easy.

By: Aminuwrites PLC

Understanding the KWL Chart: A Powerful Learning Strategy for Teachers - Aminuwrites PLC

Understanding the KWL Chart: A Powerful Learning Strategy for Teachers

What is the KWL Chart?

The KWL Chart is a simple but highly effective instructional strategy used by teachers to activate learners’ prior knowledge, guide inquiry, and assess learning outcomes.

The acronym KWL means:

Letter	Meaning
K	What Learners Know
W	What Learners Want to Know
L	What Learners have Learned

It helps learners become active participants in the teaching and learning process rather than passive listeners.

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Visual Example of a KWL Chart

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Why Teachers Should Use the KWL Chart

The KWL strategy supports:

• Critical thinking
• Inquiry-based learning
• Learner engagement
• Active participation
• Reflection and assessment
• Reading comprehension
• Collaborative learning

It is suitable for:

• English Language
• Science
• Social Studies
• Mathematics
• ICT
• Creative Arts
• Religious & Moral Education

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How the KWL Chart Works

1. K – What Learners KNOW

At the beginning of the lesson, learners share what they already know about the topic.

Teacher’s Role

• Ask brainstorming questions
• Activate prior knowledge
• Correct misconceptions carefully

Example Topic: “Flooding”

Learners may say:

• Flooding happens during heavy rain.
• Floods destroy houses.
• Drains can cause floods when blocked.

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2. W – What Learners WANT to Know

Learners ask questions about what they are curious to learn.

Teacher’s Role

• Encourage inquiry
• Guide learners to ask meaningful questions
• Use their questions to shape discussion

Examples

• Why do floods occur?
• How can floods be prevented?
• Which areas are most affected by floods?

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3. L – What Learners have LEARNED

At the end of the lesson, learners reflect on new knowledge gained.

Teacher’s Role

• Summarize key points
• Assess understanding
• Encourage reflection

Examples

• Proper drainage reduces flooding.
• Planting trees can help prevent erosion.
• Human activities contribute to floods.

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Sample KWL Chart

K – Know	W – Want to Know	L – Learned
Floods occur during rain	Why do floods happen?	Poor drainage causes floods
Floods destroy property	How can floods be prevented?	Sanitation helps reduce flooding

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Benefits of the KWL Strategy

For Learners

• Builds confidence
• Encourages curiosity
• Improves retention
• Promotes independent learning

For Teachers

• Identifies learners’ background knowledge
• Detects misconceptions
• Makes lessons learner-centered
• Supports formative assessment

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Creative Ways Teachers Can Use KWL

In Reading Lessons

Before reading a passage, learners predict and ask questions.

In Science

Use it before experiments to stimulate scientific thinking.

In Social Studies

Help learners connect real-life experiences with concepts.

In Mathematics

Learners identify what they know about a topic before problem-solving.

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Challenges Teachers May Face

• Some learners may struggle to ask questions.
• Time management can be difficult.
• Large class sizes may limit participation.

Solution

Use pair discussions, group brainstorming, and visual prompts.

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Tips for Effective Use

✅ Encourage all learners to contribute
✅ Accept ideas without immediate criticism
✅ Use charts, manila cards, or digital boards
✅ Revisit the “L” section during lesson closure
✅ Integrate with group work and discussion

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Final Thought

The KWL Chart transforms classrooms from “teacher talk” environments into active learning spaces where learners think, question, discover, and reflect.

A teacher who uses KWL effectively does not simply deliver content — the teacher guides learners to construct knowledge themselves.

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Prepared for Teachers’ Professional Development
By: Aminuwrites PLC

7 Things NTC/NaSIA/NaCCA Look Out for in Learner's Exercise Book - Aminuwrites PLC

 

1. Correct Labelling of Book

Your Book should be labeled correctly with the name of the learner, the Subject & the class & the Academic Year.

2. Name of Subject 

The name of the subject should also be written in the Exercise Book. 

Kindly note that the official names of the subject should always be written. So instead of RME we should encourage learners to write Religious & Moral Education, etc

This helps learners to know how to spell the names of the subjects.

3. Date & Week

The exact date and week should be carefully written in the Exercise Book. 

We should gag against learners using short form of date such as 10/03/2026 nor 10 - 03 - 2026. 

We should instead encourage them to write it in full e.g. 10th March, 2026. 

Writing the date in full prevent misinterpretation. We were not all trained at the same place. In some jurisdiction, the Month comes before the day and year. 

So 10/03/2026 may mean two different things.

4. Alignment with Scheme of Learning & Learning Plan 

The Exercise should be in line with the Scheme of Learning. 

So for example if you have "Sources of Water" as a Substrand in the 8th Week, the Exercise in the 8th Week should also be about "Sources of Water".

Also, everything contained in Learner's Exercise Book should be readily available in the Curriculum.

5. Strand, Substrand & Indicator 

The Strand, Substrand & and the Learning Indicator should be carefully written in learner's exercise book.

Remember, these should also be in alignment with what is contained in the Scheme of Learning and the Curriculum.

6. Exercises Marked

All the Exercises in the book should be carefully marked and feedback given. No exercise should be left unmarked whether it was given by you or another teacher. 

Remember to give Feedback to learners. Derogatory remarks are NOT Acceptable!

7. Corrections

All questions which were not answered correctly should be done again and marked.

© 2026. Aminuwrites PLC.

Artificial intelligence - the next competitor

 If your income comes from wages, AI is your competition.

If your income comes from assets, AI is your employee.

That single idea will decide who gets richer in the next decade.

This has happened before.

When machines replaced farm labor, workers lost jobs.
Farm owners got richer.

When factories automated, workers were replaced.
Factory owners won.

When the internet arrived, employees used email.
Platform owners built empires.

Same story.
Different technology.

AI is not here to help employees work harder.
It’s here to replace labor.

And that’s not evil.
That’s capitalism.

Schools are still training people for jobs.
AI is eliminating jobs.

That gap is where wealth will transfer.

Employees will compete with AI.
Entrepreneurs will own AI.
Investors will profit from both.

The mistake most people make is thinking AI is a skill.

It’s not.

AI is leverage.

Just like factories, computers, and the internet were leverage.

The rich won’t use AI to write emails faster.

They’ll use AI to replace departments.

They won’t ask:
“How do I keep my job?”

They’ll ask:
“How do I own the system?”

My rich dad never taught me to fear technology.

He taught me to own it.

AI belongs on the right side of the CASHFLOW Quadrant:
Business owners and investors.

If you’re paid by the hour, AI is your competition.
If you’re paid by cash flow, AI is your employee.

That’s the dividing line.

Technology has never destroyed wealth.

Lack of financial education has.

The next generation won’t be divided by race, gender, or degrees.

It will be divided by this question:

Did you work for AI…

or did you own it?

History already answered what happens next.

By Robert Kiyosaki

ges promotions examinations practice questions 2

GHANA EDUCATION SERVICE 

2025 PROMOTIONS EXAMINATION

ONLINE QUESTIONS 

Exercise 02

1. The Salamanca Declaration was adopted in which year?

a) 1989

b) 1994

c) 2000

d) 1992

Answer: b) 1994

2. Where was the Salamanca Declaration on Inclusive Education adopted?

a) Paris, France

b) Salamanca, Spain

c) Geneva, Switzerland

d) Accra, Ghana

Answer: b) Salamanca, Spain

3. The main focus of the Salamanca Declaration is:

a) Higher education reform

b) Teacher salaries and welfare

c) Inclusive education for children with special needs

d) Curriculum development in science

Answer: c) Inclusive education for children with special needs

4. Which international organization convened the Salamanca World Conference on Special Needs Education?

a) United Nations Development Programme (UNDP)

b) World Health Organization (WHO)

c) United Nations Educational, Scientific and Cultural Organization (UNESCO)

d) World Bank

Answer: c) UNESCO

5. The Salamanca Statement emphasizes that:

a) Children with special needs should be placed in separate schools

b) Inclusive schools are the most effective way to combat discrimination

c) Special needs education should be optional

d) Governments should spend less on inclusive education

Answer: b) Inclusive schools are the most effective way to combat discrimination

6. The Salamanca Declaration recognizes education as a:

a) Privilege

b) Fundamental human right

c) National policy option

d) Social service for the wealthy

Answer: b) Fundamental human right

7. According to the Salamanca Declaration, which group should be at the centre of educational planning?

a) Politicians

b) School inspectors

c) The child

d) Teachers’ unions

Answer: c) The child

8. The Salamanca Framework for Action calls on governments to:

a) Promote inclusive schools for all children

b) Restrict access to mainstream education

c) Abolish special education training

d) Focus only on higher education

Answer: a) Promote inclusive schools for all children

9. Which of the following is a principle of the Salamanca Declaration?

a) Exclusion of children with disabilities

b) Equal access to mainstream schools

c) Segregated education for all disabled children

d) Limiting opportunities for marginalized groups

Answer: b) Equal access to mainstream schools

10. How many representatives from governments and organizations endorsed the Salamanca Statement in 1994?

a) About 92 governments and 25 international organizations

b) 50 governments and 10 organizations

c) 100 governments only

d) 200 organizations only

Answer: a) About 92 governments and 25 international organizations

True/False Questions (5)

1. The Salamanca Declaration was adopted in 1994 in Spain. (True)

2. The Declaration encourages the segregation of children with disabilities. (False)

3. The Salamanca Statement promotes inclusive education as a means to achieve social equity. (True)

4. Only developed countries signed the Salamanca Declaration. (False)

5. The Salamanca Framework for Action emphasizes adapting schools to meet the needs of all learners. (True)

Fill-in-the-Blank Questions (5)

1. The Salamanca Declaration was adopted in the city of __________ in 1994.

(Answer: Salamanca)

2. The international organization that spearheaded the Salamanca World Conference was __________.

(Answer: UNESCO)

3. The Declaration emphasizes that education is a __________ human right.

(Answer: fundamental)

4. According to the Salamanca Statement, __________ schools are the most effective means of combating discriminatory attitudes.

(Answer: inclusive)

5. About ______

____ governments and 25 international organizations endorsed the Salamanca Statement in 1994.

(Answer: 92)

What is the school management committee - ges promotions

In this discussion we shall take a look at 

👉 What is the SMC?

👉 What is its membership?

👉 What roles is it supposed to play?

What is SMC?

The SMC came into being as a result of the education reforms, which were initiated in Ghana in 1987. 

The SMC is the governing council of all basic schools in the community. 

Membership of the SMC

1. The District Director of Education or the representative, as an ex-officio member. 

2. the headteacher of the school(s).

3. one member appointed by the PTA.

4. one member appointed by the district assembly.

5. one member appointed by the town/village/unit committee.

6. a representative of the chiefs.

7. two members appointed by the teaching staff (one each from the primary and JHS)

8. one representative of the old students association.

9. a representative of any identifiable group in the community.

The term ex-officio means that his/her membership on the committee is by virtue his/her position. He/she takes active part in all discussions but does not vote to influence decisions at meetings. 

Functions of the SMC 

1. controlling the general policy of the school. 

2. presenting periodic reports to the director general of education through the district director of education.

3. ensuring that the premises of the schools are kept in a sanitary and structurally safe conditions and generally in a good state of repair.

4. submitting reports to the district assembly through the Assembly Member.

5. referring dismissal or suspension cases to the district director of education for action.

6. develop a yearly education action plan for the improvement of teaching and learning in the schools. 

7. vet and approve all expenditures on the projects of the school.

© 2025 AminuWrites PLC.